Little Angels Nursery UK Limited

Little Angels Nursery and Out of School Care Inspection report for early years provision

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Unique reference number EY333450 Inspection date 09/12/2010 Inspector Jacqueline Nation

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Setting address Woodrow Community Centre, Woodrow, Redditch, B98 7RY Telephone number 01527 502 020 Email maurabrown@hotmail.co.uk 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.

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You may copy all or parts of this document for non-commercial educational purposes, as long as 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

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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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

Little Angels Day Nursery and out of school care opened in 2006. It operates from two rooms in a community centre in the Woodrow district of Redditch. The provision serves children in the local area. The premises are easily accessible and there is a fully enclosed area for outdoor play. The setting supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The setting is registered for a maximum of 42 children at any one time. There are currently 60 children on roll, all of whom are within the Early Years Foundation Stage. Children are able to receive funding for nursery education. The setting also offers care to older children. The nursery is open five days a week during school term times. Sessions are from 9am until 2.45pm. The before and after school session is from 8am until 8.45am and 3pm until 6pm. A holiday club operates all year round, except for the Christmas holiday period.

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Description of the setting

There are 10 members of staff employed in the setting, of whom, nine hold appropriate early years qualifications. A member of staff is working towards a Degree level qualification. The setting receives support from the local authority and is a member of the Pre School Learning Alliance.

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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 enjoy their time at this relaxed, caring group where staff are dedicated to ensuring all children make good progress within the Early Years Foundation Stage. Inclusive practice lies at the heart of this child-centred environment because staff recognise the uniqueness of every child attending. This includes effective partnerships with parents, carers, multi-disciplinary professionals to support children's achievement and well-being. Ongoing improvement and well-targeted plans for the future are evident and supported by the manager and team's commitment to improve outcomes for all children.

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further?

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

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further?

 develop further the opportunities for parents and children to contribute to the self-evaluation process. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

There is a strong emphasis on safeguarding children, with comprehensive policies and procedures clearly understood by staff and designated individuals. Effective recruitment and vetting systems ensure that all staff working with children are suitable to do so. This is supported by appropriate procedures for checking staffs ongoing suitability to ensure this remains so. Children play safely within the setting because staff are vigilant and undertake daily safety checks and detailed risk assessment is in place. Children's health, safety and well-being is enhanced by the consistent implementation of detailed policies, procedures and documentation.

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the early years provision

The setting is very welcoming and promotes a child-centred approach which enables children to be self-assured, independent and secure. Staff are passionate about their work and clearly enjoy working with children and their families. The setting is well-organised, and staff work hard to transform the rooms used in the centre into an environment which is conducive to learning. Resources are easily accessible, they cover all areas of learning and children are motivated and interested in the broad range of activities provided.

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the early years provision

Partnership working is given high priority and the setting is keen to foster an 'open door' policy and promote family involvement and learning. This is an inclusive setting where detailed information reflecting children's uniqueness and individuality is sought prior to children starting at the nursery. Parents are kept well informed of their child's activities, progress and general events through displays and daily conversations. Effective partnership working with other agencies ensures early intervention is successful and children get the additional support they need. The setting values linguistic diversity and provides good opportunities for children to develop and use their home language in their play and learning. Partnership with other providers of the Early Years Foundation Stage is effective. Systems are in place to make sure children's transition into school is eased and information relevant to children's welfare is exchanged. Parents spoken to at the time of

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the early years provision

inspection expressed very positive views about the provision.

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the early years provision

Children are cared for by a friendly and caring staff team, whose ongoing professional development is fostered well through opportunities to complete training. The staff team are reflective and proactive about making any necessary further improvements and self-evaluation is used well to identify strengths and areas for development. There is further scope for improving the opportunities for parents and children to contribute their opinions and ideas for future improvement through the self evaluation process. Action taken by the setting is well-chosen and planned; so that the impact is evident in the areas it is most needed. The recommendations from the last inspection have been implemented effectively to further improve outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children achieve well and make good progress within the Early Years Foundation Stage, across all areas of learning. They develop good skills to support their future learning, because staff have a good knowledge of the learning and development requirements and demonstrate a secure understanding of how to help children achieve well. Staff understand how children learn and have informal discussions and ask questions to promote children's thinking and language skills. Good use of the environment, resources and organisation of the daily routines, ensure flexibility and a variety of learning opportunities indoors and outside. Planning is well considered and staff are alert to children's play preferences and interests. Staff use the information gained from their observations to ensure children's next steps in their learning are planned for effectively. Children's starting points in their learning are recorded and their progress and achievement is detailed in individual `learning

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and outcomes for children

journey' folders and these give an overview of children's progress towards the early learning goals.

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and outcomes for children

Children's personal, social and emotional development is fostered very well. Good quality interaction and well-organised routines help children to develop a strong sense of belonging and feel secure. Children enjoy playing and working in small groups or pairs but are equally happy following their own individual interests. Circle time is used effectively and children share their ideas and listen carefully to each other as they talk about special events in their own lives. They count the numbers of children in the group with confidence and talk about the weather. Younger children enjoy singing number songs; they play with shape sorters and talk about shape names. All children develop a love of books; they like to listen to stories and bring in their favourite books from home to share with the other children. Children learn to recognise their own name through self-registration. There are good opportunities for all children to practise their mark making skills

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and outcomes for children

using a varied range of materials and older children are encouraged to listen to initial letter sounds and enjoy exploring words that rhyme. Children like to play imaginatively and they use resources creatively. They spend time making up their own games, and immerse themselves in imaginary play, for example, while riding on their fire engine or planning a picnic. All children are provided with experiences and support which help them to develop a positive sense of themselves and of others. Children are encouraged to embrace diversity; they use a range of positive images resources and take part in activities to help them to understand the wider world. Children's creativity is supported as they explore a wide range of resources for collage, art and craft, music, puppets, role play and dressing up. Children's information, communication and technology skills are fostered well and they use the computer and a wide range of electronic resources with growing confidence.

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and outcomes for children

Good attention is given to helping all children to understand the benefits of physical activity and healthy eating. Children have good opportunities to appreciate fresh air and exercise. Outdoor clothes and Wellingtons are provided enabling children to use the imaginatively planned outdoor area in all weathers. Children participate with great enthusiasm during the daily 'busy feet' routine indoors, as they reach high and low, run like tigers and stomp like elephants. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Documentation relating to children's specific health, dietary needs and allergies is effectively recorded and updated, supporting children's welfare and care very well. Children develop a good understanding of how to keep themselves healthy and safe. Healthy eating is the focus at snack time; children help themselves to drinking water and understand the importance of following good personal hygiene

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and outcomes for children

routines. Children develop a strong sense of personal safety. They learn to use equipment in a safe way and take part in regular fire drills and this helps them to understand how to stay safe in an emergency. Children's behaviour is good, sensitively managed and reflects the high expectations of staff that provide clear boundaries and explanations. This helps children to make appropriate choices and decisions and supports positive relationships. Overall, children are developing good skills to support their future learning in all areas of their learning and development. 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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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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