Nemo's Nursery and Pre-School

Nemo's Nursery and Pre-School Inspection report for early years provision

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Unique reference number EY406049 Inspection date 12/10/2010 Inspector Brenda Flewitt

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Setting address 25 Forest Road, POOLE, Dorset, BH13 6DQ

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Telephone number 07813995170 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Nemo's Nursery and Pre-School was registered in 2010. It operates from a converted house in a residential area of Poole, Dorset. The children are accommodated on two floors, with the younger children on the first floor, accessed by a flight of stairs. There is a separate sleep room available, and an enclosed garden for outdoor play. The nursery is open Monday to Friday from 8.30am to 5pm for 51 weeks of the year.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 39 children may attend at any one time, of whom15 may be under the age of two years. There are currently 24 children on roll.

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Description of the setting

The nursery employs a team of seven staff, including a qualified manager. All staff hold an early years qualification to level 3; some are currently studying towards a degree.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are well cared for in a safe, secure and welcoming environment by a team of dedicated staff. The excellent relationships with parents contribute to staff knowing children well, which enables them to meet individual needs effectively. Children are involved in a good range of activities, both inside and out, that help them make good progress in their overall development. Self-evaluation methods are successful in identifying areas for development, and staff are committed to developing their roles to further improve children?s experiences.

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further?

To further improve the early years provision the registered person should:

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further?

 broaden the range of daily outside activities to promote all areas of learning; enabling children to make spontaneous choices and extend their own play  extend the variety of sensory experiences for younger children, to include exploring more natural and everyday objects  promote further children's growing independence in practical skills such as preparing and serving their own food drinks.

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the early years provision

Staff work very well together as a team. They have clear roles and responsibilities and communicate effectively, which provides good support for children?s safety, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welfare and development. The good organisation of the day means sessions run smoothly, therefore, children know what to expect and feel secure. Staff have a good understanding of their responsibilities in safeguarding children, which includes recognising signs and symptoms of abuse and the procedures to follow if there are concerns. Detailed risk assessments ensure that children play in a safe environment, both in the nursery and when on outings. All records are well organised, completed clearly and stored confidentially.

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the early years provision

The newly converted premises offer spacious accommodation for the different age groups, with a good range of resources. The indoor play equipment is well organised to enable children to select for themselves. However, the outdoor environment is not always utilised effectively to fully promote all areas of children?s learning. Children currently benefit from small groups and high adult-to- child ratio; staff know the children well as individuals, which results in children?s needs being met effectively. Children start to develop an open attitude to people?s differences as they use resources that reflect positive images of diversity. They take part in local community projects, which contributes to their awareness of the differences in the way people live.

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the early years provision

Staff promote excellent working partnerships with parents. They supply comprehensive information about the setting by way of a detailed prospectus and welcome pack, regular newsletters, notice boards and a nursery website. Parents are fully involved in the assessment system for their child?s progress. They contribute through weekend diary sheets, which feeds into planning activities according to children?s? interests. Staff make themselves available to share verbal information on a daily basis, which is supported via daily diaries. Ongoing dialogue is established with other settings that children attend, using ?communication books? to share information to support children?s welfare and development.

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the early years provision

There are successful self-evaluation methods in place, which include regular staff meetings, staff appraisals and monitoring systems such as accident records. Recommendations from early years advisors are acted on, with a clear action plan in place. Staff are committed to developing their own roles through training and study, which results in improvement in the children?s experiences whilst in their care.

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and outcomes for children

Children are happy, settled and secure and enjoy their time at the nursery. They develop a good sense of belonging as they see their artwork and photos of themselves displayed. Children make good relationships with staff and one another. They behave well. Young children learn to take turns and help pack away toys when they have finished playing with them. They are encouraged to display good manners, and receive regular praise and encouragement for their effort and achievement, which helps boost their self-esteem and confidence.

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and outcomes for children

Children?s learning involves a good range and balance of adult-led and self-chosen This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities. From a young age, children use their senses to explore a variety of materials including paint, glue, corn flour, water, pasta and mashed potato. For example, a child is fully engaged in transferring dry pasta from one container to another, looking at differing amounts and using their imagination as they pretend to eat a meal. Toddlers like to explore with paint using their hands and feet, feeling the texture and making marks on paper. However, there are limited resources for babies to investigate natural and everyday objects. Throughout the nursery, children are developing good communication skills and language. From a young age, they are confident in making their needs known, as they can be sure of a friendly response from staff. Children develop an awareness of number through

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and outcomes for children

games and counting in everyday situations, for instance, as they climb stairs. Children learn about aspects of the world around them as they go for walks to the beach, or a local library where they are involved in the process of borrowing books. Overall, staff have a sound knowledge of the Early Years Foundations Stage and how to help children learn through play. Key workers implement a clear assessment system to help children make good progress in their learning.

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and outcomes for children

Children enjoy a healthy lifestyle. They learn good procedures for their own personal hygiene and make choices from nutritious options at meal times. A hot lunch is provided using freshly cooked ingredients. At snack time, children choose from a selection of fresh fruit, which is prepared by staff. Children have daily opportunities for fresh air and exercise to develop large muscle skills. Outside professionals tutor specific exercise sessions, such as yoga and tennis. Children learn about aspects of their own safety through discussion and the good example set by staff. This includes matters such as sun protection, road safety, and how to move around safely when inside and out. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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