Teddy Bear CornerOfsted inspection, 10 Dec 2010

Teddy Bear Corner Inspection report for early years provision

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Unique reference number 200788 Inspection date 10/12/2010 Inspector Tracey Boland

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Setting address Seggs Lane, Alcester, Warwickshire, B49 5HJ

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Telephone number 01789 400816 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

Teddy Bear Corner Nature Nursery opened in 1996. The setting is privately owned and managed and is one of two settings run by the same provider. It operates within a converted detached property within the market town of Alcester. The nursery serves the surrounding area and has links with a local school. There are two fully enclosed play areas available for outdoor play.

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Description of the setting

The setting is registered on the Early Years Register. There are currently 55 children on roll, all of whom are within the early years age range.

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Description of the setting

The setting currently supports children with learning difficulties and/or disabilities, and who speak English as an additional language. There is direct access to the setting.

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Description of the setting

The group opens five days a week all year round. Sessions are from 7am until 6pm. Children are able to attend for a variety of sessions.

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Description of the setting

The setting employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications. The setting receives support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children at the nursery make suitable progress in their play and learning and their care and welfare is promoted in most areas. Information obtained from parents about their child s general needs is sufficient although information regarding the starting points in their learning is minimal. Staff demonstrate a clear understanding of safeguarding procedures and steps are taken to ensure the children are safe at all times. Partnerships with parents and other professionals involved in the children s lives ensure that individual needs are met. Staff work well together and know the children well. Management and staff within the setting have awareness of the strengths and areas for development within the setting and seek the views of parents as part of the continuous development of the service.

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further?

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

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further?

 support children's growing independence as they do things for themselves, such as, pouring their own drinks and serving their own food  ensure a clearer system for establishing children's attainment on entry, is in place. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is continually safeguarded because the adults working at the nursery have a clear understanding of their responsibilities in relation to child protection and keeping children safe. Their knowledge and understanding of potential concerns and how to respond to them depending on their role is secure. Policies and procedures are in place and shared with parents to ensure they are fully aware of the ethos of the setting. Recruitment and induction processes ensure that staff are suitable to work with children and there are thorough systems in place for the collection of children by appropriate adults.

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the early years provision

Risk assessments are completed for all areas of the nursery and equipment and staff are vigilant and check all areas to ensure they are suitable before children access them. Daily routines are in place that effectively promote children s good health and well-being and staff follow clear routines to prevent the spread of infection. There are suitable procedures for when a child becomes unwell, following an accident and for the administration of medication.

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the early years provision

The effectiveness with which the nursery promotes equality and diversity is satisfactory. The nursery cares for children from a variety of cultural backgrounds and reflects the wider world and diversity through positive images that are displayed throughout the setting and the resources available to the children. Settling-in sessions and meetings with the child's key worker ensure that staff discuss their child's development.

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the early years provision

The effectiveness of the nursery's engagement with parents and carers is good. Relationships are positive and friendly enabling staff to be fully aware of children's ongoing individual needs. Parents are asked to complete questionnaires during the year to enable staff to assess the quality of care they provide. The information obtained is evaluated and taken into account when looking at future improvements within the nursery. Parents are kept well informed about their children 's achievements, well-being and development through verbal communication when they are collected each day. Daily discussions and feedback sheets are shared and parents evenings take place twice a year enabling parents and staff to discuss each child's progress in more detail. Links with other agencies, such as, the local authority, physiotherapists and portage workers are very well established and used effectively to support children's additional needs.

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the early years provision

The nursery accommodation is suitable for purpose with bright, airy rooms in which staff strive to provide a stimulating environment in which children can make progress. Equipment, furniture, toys and materials are suitable and safe and maintenance issues are dealt with promptly. Children benefit from a wide variety of well balanced and nutritious foods which are prepared freshly each day, taking account of their individual dietary needs and preferences. Older children have the opportunity to help themselves to their meals on occasions but this is not a consistent practice and therefore does not enable children to develop and enhance their independence skills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The nursery's capacity to maintain continuous improvement is satisfactory. Staff and management have a clear vision of their future plans for the nursery and staff

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the early years provision

opinion is sought through staff meetings and appraisals. They keep their knowledge and understanding of the childcare field up to date through training both in house and through the local authority.

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and outcomes for children

Children are happy, settled and show delight whilst involved in a range of activities. They make sound progress in their learning and all but the babies make informed choices about the activities they participate in. Staff ensure babies are continually stimulated by interesting resources and interaction and make ongoing progress showing curiosity and interest. Time is spent talking to parents about their child's development although the information gained during their first visits to the nursery is at times quite brief. This does not always sufficiently inform staff of their starting points which limits planning in the initial stages of their placement. Warm, caring relationships have been formed with the children and their parents which encourages and enhances effective partnership working.

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and outcomes for children

Staff make concise, informative observations of children at play and their evaluations reflect a true understanding of each child's developmental stages and needs. The nursery is well-organised to enable children to freely access toys and resources. These are stored safely and at a low level. Staff ensure that appropriate resources challenge children's learning across all areas. Children learn about safety and the need to be healthy through discussions, consistent routines and activities. For example, washing their hands after using the toilet, not running around in the nursery and not playing behind the doors within their room. They also learn about the people who help to keep us safe when the police and fire fighters visit the setting and talk about being safe within their homes and when out. Children enjoy the attention of the adults who care for them very much and good relationships have been formed. They show by their behaviour and mannerisms that they feel

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and outcomes for children

Staff have a consistent approach to managing behaviour and are good role models for the children. Clear boundaries are in place within the setting and children respond very well to requests made of them. Praise and encouragement is given to all of the children, with staff using facial expressions and clapping to show the babies and younger children how pleased they are with them. The use of reward charts and stickers are a visual reminder to the children how well they are doing.

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and outcomes for children

Children are developing skills for the future as they generally make satisfactory progress in communicating, literacy, numeracy and skills linked to communication technology. Staff read stories to the children who join in excitedly. Babies enjoy tactile books and develop an understanding of sitting together as a group. Staff sing with the children and encourage their understanding of different cultures and languages through the positive image posters and resources that are provided and displayed. Children learn to co-operate and negotiate with their peers as they play alongside or together. They enjoy cooking activities and are involved in mixing and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 talking about the changes to the mixtures in the process, however, they are not at present involved in the weighing and measuring of ingredients. Children enjoy physical play both indoors and outside and learn about the importance of eating

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and outcomes for children

well and being active. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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