UWE Students' Union Halley Nursery

Halley Nursery (Frenchay) Inspection report for early years provision

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Unique reference number EY348818 Inspection date 16/02/2011 Inspector Dinah Round

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Setting address Frenchay Campus, Coldharbour Lane, Bristol, BS16 1QY

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Telephone number 01173286290 Email alex.morfaki-williams@uwe.ac.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. 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

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

Halley Nursery first opened in September 2007 and is located on the Frenchay campus of the University of the West of England, in South Gloucestershire. It is managed by the students' union and involves parent representatives on the committee. While it primarily offers places to children of students and staff at the university, it also caters for children who live locally. Children are grouped according to age in three playrooms and all have access to an enclosed outdoor area. The nursery provides funded early education for children aged three and four years.' The nursery operates all year round from self contained premises and is open Monday to Friday, from 8.00am to 5.30pm.

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Description of the setting

The nursery is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. A maximum of 62 children may attend the pre-school at any one time. There are currently 84 children under five years on roll, some in part-time places. The nursery currently supports children with Special Educational Needs and/or disabilities and children learning English as an Additional Language. The nursery has 19 staff including a manager. All staff hold appropriate early years qualifications to at least level 2. The manager and pre-school supervisor hold the Early Years Professional Status qualification.

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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 settled and secure in the welcoming and child-orientated environment provided. Staff know each child very well and take positive steps to ensure that their individual needs are consistently met. Children have access to an extensive range of stimulating play activities and experiences, both indoor and outdoors, which means that children make very good progress in learning. Children's welfare is promoted well, and overall staff have an understanding of most aspects of safeguarding issues. The excellent partnership established with parents ensures continuity of children's care and well-being. The management and staff have a positive attitude to continuous development of the provision and use a variety of measures to reflect on ways to improve the care provided for children.

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further?

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

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further?

 update staff's knowledge of safeguarding issues so they are clear of all aspects of child protection  review organisation of the role play provision to provide a greater variety of resources to enrich children's learning expereinces further. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The nursery is well organised, with all necessary records effectively maintained to support children's health and safety. Policies and procedures are regularly reviewed, and include clear recruitment and vetting procedures to check that staff are suitable to work with children. Good security measures are followed by staff to make sure that children are kept safe and not able to leave the premises unsupervised. Detailed risk assessments are completed for all areas children come into contact with and together with the daily checks, help to identify and reduce risks to children. This alongside close supervision from staff provides children with a safe and secure environment. Staff know procedures to follow if they have any concerns about a child in their care which contributes towards safeguarding children. However, staff training on child protection has not been updated and some staff are less clear of the possible signs and symptoms of child abuse.

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the early years provision

Children benefit from the provision of separate play space for the differing ages and abilities, which enables them to move around freely and safely to explore their surroundings. The broad range of clean, age appropriate resources are thoughtfully positioned so that children can easily access them to follow their own interests and make independent choices about their play. Although, at times, organisation of resources in the role play area are not extended to enrich children's learning experiences. Most children enjoy being able to free flow between the indoors and outdoors at certain times during the day, with a specially designed garden to enhance their learning and development. The experienced staff team work together extremely well, maintaining the smooth running of the sessions and communicating regularly to ensure that children's individual needs are successfully supported. The nursery has effective systems in place to evaluate the quality of

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the early years provision

the provision and continue to develop the provision to improve outcomes for children. There is a parent representative on the nursery board, the nursery seeks parent's views through questionnaires and these are then used to inform decisions about the provision. For example, the suggestion to include more visits within the campus has been implemented with children visiting the local fruit store to buy fruit for their snacks.

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the early years provision

The nursery has excellent partnerships with parents. Detailed care plans are developed with parents when children start at the nursery to obtain information about children's individual routines and starting points. This information is used during settling-in sessions to help key workers support children's transition from home to the setting so children feel secure. Informal discussion, alongside the effective use of 'feedback books' for the younger children means there is a successful two-way exchange of information between parents and staff ensuring consistency in the care provided for children. Parents meetings are organised to share details of each child's progress and achievements, with parents encouraged to write comments. Staff organise regular workshops, such as the clay workshop and a dance massage sessions to get parents involved and encourage them to take an active role in their child's learning. Parents receive good quality information

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the early years provision

about the provision through the parent information pack, emails, regular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 newsletters and access to the nursery website. Parents feel they are kept well- informed and are happy with the care provided. Strong partnerships are established with other settings children attend and other agencies supporting children. This ensures that information is regularly shared and used to promote continuity for children's care and well-being.

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and outcomes for children

Children are happy and settled in the warm, welcoming environment provided, as they receive good quality interaction from staff who know them well. Children's learning is enhanced through the staff's secure knowledge of how children learn and progress. Staff have a very good understanding of their key children's abilities and interests which means that children achieve well. They regularly observe and assess what children can do and use this information to link into planning and tailor future activities to take children on to the next step in their learning and development. Children are valued as individuals and good support is provided for any children who have additional needs, with activities successfully adapted to ensure they can be included. The effective use of the indoor and outdoor environment maximises opportunities for children's independence and enjoyment. Children are motivated to learn and actively encouraged to follow their own

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and outcomes for children

interests. For example, a group of children decide they want to make their own bat wings, staff facilitate this and children confidently draw their own wings, cut them out, make holes with a hole punch then concentrate carefully to thread the wool through holes. This generates lots of excitement and discussion, and children proudly wear them saying 'look at my bat wings' as they show others.

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and outcomes for children

Children behave well, and show consideration for others as they learn to take turns and share. For example, staff help children to list their names so they know whose is the next turn to ride the popular scooter outside. Children develop good self- esteem through receiving regular praise and having their individual achievements recognised. The younger children show curiosity as they independently select their play activities and explore their surroundings with confidence. Children's communication and language is successfully promoted in all age groups through the staff's positive interaction and skilful questioning to challenge children's thinking. Younger children have fun joining in the nursery rhymes with many of them also signing as they sing along. Children's understanding of mathematical concepts is fostered very well. They learn about numbers and shape within their environment, count confidently during their play and are supported by staff in

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and outcomes for children

simple problem solving tasks. Children have excellent opportunities to develop their senses as they investigate and experiment. For example, babies feel the sand with their hands and toes, and explore the various sensory resources accessible.

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and outcomes for children

Children health and safety is promoted well. All children benefit from having good access to physical activities both indoor and outdoor. Children have great fun as they take part in weekly 'stretch and grow' sessions, which successfully promote their balance and coordination skills. Clear procedures are followed by staff to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure that children's health is supported. Children enjoy a varied choice of healthy and nutritious meals and snacks, and the nursery liaises closely with parents to ensure that any individual dietary needs are followed so children remain healthy. Children learn to keep themselves and others safe during their play through the gentle reminders they receive from staff. Babies show they are safe and secure as they are happy to play knowing there is a familiar adult around. 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 1 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 1 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 1

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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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