Mulberry Bush Day Nursery

Mulberry Bush Day Nursery (Mulbarton) Ltd Inspection report for early years provision

p.1

Unique reference number EY258132 Inspection date 25/02/2011 Inspector Dawn Pointer

p.1

Setting address 3 Wingfield Court, Norwich Road, Mulbarton, Norwich, Norfolk, NR14 8JP Telephone number 01508 570100 Email info@mulberrybush.org 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.

p.1

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.

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Mulberry Bush Day Nursery (Mulbarton) Ltd opened in 2003 and operates from premises in the semi-rural village of Mulbarton, near Norwich in Norfolk. The nursery comprises different base rooms for children under two years and for children aged two to five years. Children have use of a courtyard area to the rear of the premises and the nursery are in the process of developing a small fenced area to the side of the building for planting and growing. In addition there is a large indoor physical play area which is used mainly for robust physical play. There are separate toilet and changing facilities, a milk kitchen, office, kitchen and staff room.

p.4

Description of the setting

The nursery is open from 8.00am to 6.00pm Monday to Friday for 51 weeks of the year. The nursery is registered on the Early Years Register for up to 47 children, of which no more than 12 may be aged under two years at any one time. There are currently 88 children within the early years age range on roll. The nursery supports children with special educational needs and/or disabilities and those who speak English as an additional language.

p.4

Description of the setting

The nursery employs 12 full-time and six part-time members of staff. All of the permanent staff team hold relevant early years qualifications, ranging from Level 2 through to Early Years Professional Status and Early Years Degree with Qualified Teacher Status (QTS). Several are currently studying for further qualifications up to and including Early Years Foundation Degrees.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's individual needs are very well met due to the dedicated staff and excellent organisation, leadership and management. Staff are committed to professional training and development in order to enhance their skills. Staff work very closely with children, their families and others to create a fully inclusive environment. The nursery strives for continuous improvement and it constantly self-evaluates its practice to ensure the highest standards are achieved.

p.4

further?

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

p.4

further?

 review the play environment to ensure that activities are always interesting, attractive and well resourced so that children are encouraged to learn independently  challenge and extend children's learning by using planned next steps more effectively to help children make progress in all areas of their development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The management team provide outstanding support to staff throughout the nursery. There are exemplary systems for ensuring staff are suitable to care for children and for supporting their continued professional development. The provider ensures that planned training will meet the personal and professional needs of individual staff members as well as benefit the nursery. As a result, staff are enthusiastic about working with the children and are eager to put their learning into practice. Extremely secure safeguarding procedures protect children well. Clear processes and specific training for staff enables them to recognise and respond to child protection concerns without delay. Staff follow very sound hygiene routines, such as removing outdoor shoes and using sanitising hand gel before entering the baby room. They carry out thorough risk assessments throughout the nursery and have very good systems in place to discard broken or damaged

p.5

the early years provision

equipment, in order to keep children safe and well.

p.5

the early years provision

The positive relationships managers forge with staff enable them to influence practice throughout the nursery. The excellent systems for self-evaluation, including using support provided by the local authority, mean that the management team fully understand the nursery's strengths and any areas that can be improved further. This enables them to put in place very well-focussed plans to develop the quality of the service provided. They seek and value the opinions of all staff and parents. Parents have a wide range of ways to share their views with the nursery and response summaries to recent questionnaires are published on a nursery notice board, so that parents can see what action the nursery has taken to improve its practice further.

p.5

the early years provision

Children benefit from a safe, secure environment. Good adult to child ratios and sound staff deployment means that children receive unhurried adult attention in a calm, purposeful atmosphere. Staff organise resources skilfully to create a layout that enables all children, including those with additional needs, to participate fully. Staff know all of the children and parents very well and this enhances their ability to support the development of all children and particularly those who have learning difficulties and/or disabilities.

p.5

the early years provision

All the documentation required to support children's welfare is in place. Managers regularly review and update policies and procedures and have excellent systems for informing parents of any changes. Staff welcome parents as full partners in their children's care and learning. The comprehensive systems for recording children's progress and for exchanging information keep parents fully informed. Staff use photographs extremely well to support their observations in order to illustrate how well each child is progressing. Parents appreciate the good progress their children make and make very positive comments on the care and education their children receive. Outstanding partnerships outside of the nursery are in place because the management team has taken the initiative in approaching and engaging other early years settings, which the nursery children attend and made excellent arrangements for supporting children making the transfer to

p.5

the early years provision

school. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children make good progress because staff are well trained and work very closely with their parents to ensure they fully understand their individual care and learning needs. Very good quality information, which is gathered prior to a child starting, helps staff establish children's starting points. An effective key worker system means that staff know the children well and meet each child's specific care requirements. Babies and children are happy, settled and engaged with their peers and the staff. This includes new children to the setting and those who have recently moved rooms as the transition is handled sensitively to ensure individual needs are understood and met very effectively. Children feel secure due to the positive relationships they have with their key person, clear routines, appropriate grouping and caring staff. As a result, children settle very readily into the warm, nurturing environment. Children behave well because staff act as courteous and

p.6

and outcomes for children

considerate role models and show children how to behave. Inclusion is high priority within the setting through everyday care, learning and development. Boys and girls have equal access to the same resources and activities and children learn to respect diversity when they engage in celebrating festivals from a variety of different cultural traditions, including those children celebrate at home.

p.6

and outcomes for children

There is a very good range of displays which provides a visually stimulating environment and children's creative work, together with photographs of their achievements and their own 'picture gallery', show children the important value that staff place on what they do. Children have good opportunities to play with a wide range of resources, which cover all areas of learning. Older children can self- select their own activities, some of which are clearly labelled and many of which are stored at a low level. However, some activities such as the writing table and the home corner are not sufficiently resourced with additional good quality props in order to encourage children to really engage in play and explore and experiment to full effect. Planning encourages the active participation of all the children's key workers and provides learning experiences that are appropriate to each child's age and stage of development. Plans focus well on what children like to do and what

p.6

and outcomes for children

they know and consequently, children enjoy a good variety of activities that reflect their interests. However, planned next steps for children are not broad enough and as a consequence staff do not always go far enough to challenge and extend children's development in all areas.

p.6

and outcomes for children

Babies explore their safe environment with confidence, accessing well laid out resources, at their level. They explore in the sand, using tools and buckets and move the train around the train track. They participate in a cookery activity where they have an opportunity to get really involved. Children of all ages choose to use the welcoming book corner with comfortable sofas to enjoy books and stories, both on their own and in small groups with interested adults. Staff support children's developing literacy skills well when they engage children in a story using props from the story sack. Children show concentration and perseverance to solve This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 problems by when they carefully match items on a shopping list to images on cards. They learn about technology through a variety of resources, such as computers and understand how to use a mouse effectively in order to move the

p.6

and outcomes for children

characters on the screen. There are excellent arrangements for children to observe and discuss the natural world around them when they explore on the nearby common, take a trip to feed the ducks or go on other walks within the local community. Good quality large physical play equipment, such as attractive climbing apparatus and ride on toys, provide challenging physical experiences for older children in the large indoor physical play area, which is freely accessed by the children throughout the day. Staff supervise these carefully so that children use them safely and learn to keep themselves safe. A small safe outdoor area provides younger children with direct access to play outside and staff in the baby room plan good physical opportunities so that time outside in the fresh air features heavily for even the youngest children.

p.7

and outcomes for children

Children are confident and independent at managing their own physical needs. They learn how to keep themselves healthy as they independently help themselves to a drink when they are thirsty and follow very good personal hygiene practices when using the toilet and washing their hands. Children enjoy regular well- balanced snacks and very varied home cooked meals. Alternative menus to meet any specific dietary requirements are available and specifically prepared meals, for very young children, are provided. Children's individual medical requirements are met exceptionally well in partnership with parents and with medical consultation. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 1 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

p.8

Stage

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

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9