Farley Salisbury Outdoor Nursery School

Farley Nursery School Inspection report for early years provision

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Unique reference number EY330201 Inspection date 01/03/2011 Inspector Deborah Page

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Setting address Church Road, Farley, Salisbury, Wiltshire, SP5 1AH

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Telephone number 01722 712313 Email info@farleynurseryschool.com 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

Farley Nursery School was registered in 2006. It operates from the Old School House in Farley, Wiltshire. The nursery serves a wide geographical area. Children use the classrooms downstairs, as well as a large outdoor play space. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The setting may provide care for a maximum of 70 children under eight years at any one time; of these, not more than 21 may be under 2 years. There are currently 168 children in the early years age group on roll. The nursery receives funding for the provision of early education for children aged three and four. Children attend a variety of sessions. The nursery also provides a holiday club. Staff welcome children with special educational needs and/or disabilities. The nursery is open from 8.00am to 6.00pm throughout the year. There are 25 members of staff working in the nursery of whom 20 hold a relevant

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Description of the setting

qualifications. The manager is a qualified teacher with Early Years Professional Status.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are making rapid progress towards the early learning goals, and flourish in this exceptional learning environment where children choose to be outdoors most of the day. Highly skilled staff clearly know the children very well, and as a result children's individual needs are effectively met throughout the nursery. Staff value and respect each other, working together successfully in planning and delivering an extensive range of interesting activities that engage children. Staff develop highly effective partnerships with parents and strong links with other agencies, ensuring children with additional needs are well supported. The whole staff team are enthusiastic and proactive in developing their skills, ensuring continuous improvement and providing high quality outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 displaying numerals in purposeful context to support children in recognising numbers.

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the early years provision

A strong emphasis is placed on ensuring children's safety and security throughout the nursery. Skilled staff demonstrate secure knowledge and understanding of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identifying possible concerns and effectively responding to them with regards to the welfare of children. Robust recruitment and vetting procedures ensure that staff are suitable to care for children. Thorough risk assessment systems of the premises and activities ensure that children are protected from potential hazards. Excellent attention is given to settling children and meeting their individual needs.

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the early years provision

The strong leadership and management value their staff highly and support them extremely well in their commitment to on-going development and continuous improvement. Clear monitoring systems and the support of the management team enables the staff to regularly meet to discuss practice issues, which improves the outcomes for children. For example, they regularly review observational systems to ensure all children are covering all areas of learning. Parents, children and staff are actively involved in the decision-making. Staff have a positive attitude, work closely with local advisors and implement any suggestions.

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the early years provision

The nursery is well resourced, and careful management of staff ratios ensures that sufficient staff are available throughout the day to support changing shift patterns. Excellent use of natural resources enhances children's learning experiences; for example, children's learning outdoors is enriched with access to a large mud pit. Babies concentrate extremely well when balancing wooden building blocks. Innovative areas are used for story telling, including sitting in quiet corners on logs and in the wooden summer house. Particular care is taken to ensure that resources are used effectively to engage all children, recognising children have different learning needs; for example, promoting boys use of various mark-making materials in the outdoor environment.

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the early years provision

Management and staff have developed exceptionally strong relationships with parents and carers. Staff have a mutual respect for all members of the family and use innovative ideas to involve them all in their child's learning and development. As a result, staff introduce opportunities to meet with parents including 'breakfast with daddy' and family fun day events. Special presentations such as makaton evenings are provided to support effective communication. Parents benefit from highly effective methods of communication such as the nursery website, as well as numerous notice boards and both informal and formal discussions, all supporting children's learning and welfare. Parents comment that they love the ethos of the nursery and that children particularly enjoy playing outdoors. Staff have strong links with schools to ensure children are fully supported during a smooth transition.

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the early years provision

Secure partnerships with multi-agency working ensures that all children's individual needs are met. Staff pay particular attention to supporting children with additional needs; for example, they use non-verbal communication skills and liaise closely with parents to ensure they are familiar with children's health requirements.

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and outcomes for children

Children are extremely well settled and enthusiastic as they choose from a wide range of activities that meet their developing needs. They are soon engrossed in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their play, supported extremely well by staff who provide lots of opportunities for independent learning. Each child has a record of development available to parents at anytime, as well as at planned meetings with key carers to discuss how children are progressing. Key staff know the children very well and how to support them in their next steps in learning. However, there are few opportunities for children to recognise numbers in the learning environment. Children's communication skills are encouraged exceptionally well, and there is lively conversation as a group of boys discuss their roles in making large mud pies, and they know where to find the tools. During the activity they welcome younger children and remind them to be

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and outcomes for children

careful with the tools. Younger children are mesmerised making ripples with a rake in a puddle developing their knowledge and understanding of the world. Young babies are encouraged to explore the environment and the wide range of resources. When they get tired they are well supported as they rest out doors in large prams with staff close by to monitor them.

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and outcomes for children

Children's behaviour is exemplary. They care about each other and the nursery. For example, one child tells another the mud pit belongs to 'all' the nursery showing a sense of belonging. Children are good at sharing and taking turns. Younger children are well supported by staff. Children are confident and secure as they explore the numerous outdoor areas and the exciting learning opportunities. Environmental walks take place in the vast grounds all year round as children learn about the changing seasons. Children's confidence and self esteem is extremely well promoted through ensuring they are provided with activities that are of particular interest to them. Toddlers enjoy exploring the variety of colours provided as they paint on a large wall. They quickly become engrossed in their own creative world, not minding that they are getting paint in their hair. Children enjoy listening to a story read to them in the summer house. Older children are developing there

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and outcomes for children

understanding of valuing difference as they look and measure each other, realising they are different heights. Children are also learning about cultural diversity as they celebrate different festivals.

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and outcomes for children

Children are developing extremely healthy lifestyles. They are very well protected using excellent systems to minimise cross infection, including after using the compost toilet when activities take children away from the main building. They thoroughly enjoy playing outdoors in the fresh air. Children enthusiastically put on their wet weather gear and cannot wait to go outside. They are skilled at manoeuvring themselves on wheeled toys, avoiding accidents. Children have numerous opportunities for physical activities including climbing on tyres and balancing on wooden planks. The out door area provides enhanced learning opportunities in different weather conditions. In the summer children relish the opportunity to pick fresh peas and eat them from the vegetable plot. A variety of vegetables are grown and made into vegetable soup. Children have balanced nutritious meals with opportunities to experience new tastes as they eat food from

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and outcomes for children

around the world. Children are learning about fire safety as they sit and wait for food being cooked for them outdoors. Children participate in regular fire drills to ensure they know what to do in an emergency. 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 1 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

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 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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