Farley Steeple Langford Outdoor Nursery School

Farley Nursery School, Steeple Langford Inspection report for early years provision

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Unique reference number EY418478 Inspection date 31/03/2011 Inspector Marilyn Joy

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Setting address School House, Salisbury Road, Steeple Langford, SALISBURY, SP3 4NQ Telephone number 01722 790 435 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

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, Steeple Langford was registered in 2010. It is situated in a former school in the village of Steeple Langford, Wiltshire. The nursery uses two rooms and a large hall. There is a fully enclosed outside area and the nursery has an outdoor learning ethos. The nursery is open from 8.00am until 6.00pm Monday to Friday all year round.

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Description of the setting

The nursery is registered on the Early Years Register and the compulsory part of the Childcare Register to care for 26 children aged from birth to under eight years . There are currently 11 children on roll. The nursery is in receipt of funding for the provision of free early education for three and four-year-olds. There are four staff who work with the children and all hold relevent early years qualifications. The owner has Early Years Professional Status.

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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 flourish in the happy and relaxed atmosphere where an ethos of outdoor learning is extremely successful in promoting a healthy lifestyle. A high priority is given to supporting children's physical and emotional well-being and, as a result, they become well-motivated and independent learners who make good progress overall in all aspects of their development. Effective partnerships with parents contribute towards children feeling confident and secure in the generally well- resourced and safe environment offered. Most documentation is in place and maintained appropriately. Children benefit from the dedication and commitment of the management and staff team who are keen to develop high quality practice and secure continual improvement through rigorous monitoring and evaluation systems.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 maintain a daily record of the names of the children looked after on the premises and the hours of their attendance (Documentation - also applies to both parts of the Childcare Register). 01/04/2011

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further?

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

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further?

 further develop the systems for identifying children's starting points and next steps for learning to consistently inform the planning and track their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progression against the expectations of the early learning goals in all areas  further develop the indoor environment with tables and seating for younger children and signs, symbols and notices to raise awareness that print carries meaning.

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the early years provision

Children's welfare is thoroughly safeguarded because there is a secure understanding of child protection issues and the procedures to be followed should staff have concerns about a child in their care. Comprehensive policies and procedures underpin the smooth operation of the nursery and robust recruitment and employment ensures that staff have a secure understanding of their roles and responsibilities. Most of the required documentation is in place, however, children's arrival is not always recorded in the register of attendance which is a breach of the regulations. Children's safety and welfare is not compromised because there are few children and the very high ratio of staff. Staff are fully aware of who is present and are extremely vigilant in supervising children at all times, inside and out. An extremely strong emphasis is given to the safety and security of the premises which ensures children are unable to leave unaccompanied. Staff are fully aware of

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the early years provision

evacuation procedures so that staff children so that children can be evacuated quickly and effectively in an emergency.

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the early years provision

The nursery is organised extremely well to provide all ages with an exciting, stimulating and vibrant atmosphere which is conducive to learning. Children clearly benefit from the overall range and accessibility of resources. There are some signs and numbers displayed to raise children's awareness that print carries meaning, although there are few in the playroom. Generally there is a good range of suitable age-appropriate equipment to meet children's individual needs, such as, spacious prams so that babies can enjoy the fresh air and various cots and sleeping mats so that different ages can sleep comfortably after lunch. Children sit sociably together at meal times, although the seating and table arrangements are not an ideal height for younger children to manage easily. Management and staff have extremely high expectations for the nursery and areas for further improvement are clearly identified, such as, seating arrangements and development of the outdoor area.

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the early years provision

The views of parents, staff and children, as well as, feedback from the local authority advisors, all contribute to the rigorous evaluation processes. A strong emphasis is given to the professional development of staff which ensures the nursery keeps up-to-date with current childcare practices and continually raises the quality of the care and learning provided.

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the early years provision

Effective partnerships are developed with parents and reflected in children's confidence within the nursery. Positive relationships are forged from the outset. Parents value the supportive settling-in arrangements and opportunities for frequent discussions with staff. Extremely effective channels of verbal and written communications ensure they are very well-informed about the service provided, the care their children receive and the progress they make. Staff have a good knowledge of each child and understand their individual needs well. Effective arrangements are set up with other agencies and settings children attend so that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children receive continuity in all aspects of their care and learning. Links are forged with local schools to facilitate a smooth transition from one setting to another.

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and outcomes for children

Children are extremely happy and confident in the supportive and inclusive atmosphere of the nursery. Time is spent getting to know parents and children so that staff have a secure knowledge of individual interests, health and welfare needs. Valuing children's individuality and home experiences forms an integral part of supporting their learning and development, as well as enriching their emotional well-being. Children's good health is clearly given a high priority and is actively promoted through healthy eating, physical exercise and plenty of fresh air. Soon after children arrive they get ready to play outside. All ages have waterproof clothing so they can freely explore the natural environment whatever the weather. Their animation and excitement is clearly mirrored by the enthusiasm of staff for outdoor learning. Children notice the changing seasons and examine the buds forming on the trees. They become distracted hunting for insects when helping to

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and outcomes for children

make a den. Older children are involved in designing and building their own constructions from planks and tyres, and are encourage to think about how to do so safely. Younger children learn how to negotiate uneven ground, slopes and steps safely. There is a net to scramble under, space to run around and an area for wheeled toys. Physical skills develop easily as children explore resources and their environment and gain control over their bodies.

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and outcomes for children

Children make good progress in all areas because they experience a broad range of exciting and challenging activities which are skillfully supported by staff. When children first attend information is gathered from parents about individual capabilities. Clear and measurable observations record children's achievements and lead to their next steps for learning in some areas. Planning focuses on supporting each child whether it is to hunt for different textures in the environment or painting to encourage colour recognition. However there is no unified system for tracking children's progression across the stages of development and ensuring their starting points and next steps for learning are consistently used to inform and link with the planning. Children's learning journals are presented well and capture clear and up-to-date examples of what they can do.

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and outcomes for children

Children are curious and enthusiastic learners. They are eager to play and quickly become engrossed in their chosen activity. Babies squeal excitedly as they play with coloured balls and practice standing up with help from staff. Toddlers delight in repeated games of 'peep oh!' and turn-taking as they play with the farm set. Children investigate, experiment and explore as they attempt to squash bubbles in the water tray, work out how to make the water-wheel turn and wonder why there is none left in the funnel. They experiment with mark-making as they use sticks to make paint patterns on the playground or create Mother's Day cards. Older children begin to form recognizable letters with help from staff and identify the numerals on the number frogs outside. Activities are attractively presented to engage children's interest and relaxed conversations successfully extend This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

communication and problem solving skills. Conversations are modeled with babies and, as with all ages, they are introduced to the vocabulary they need to express themselves. Stories and songs are enjoyed and all ages are eager to join in.

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and outcomes for children

Children demonstrate an extremely strong sense of security and of feeling safe in the nursery through the confident manner in which they play and interact with others. Children can move around freely because staff are fully aware of how to keep them safe while allowing them opportunities manage tasks for themselves. Well organised routines contribute to babies and very young children becoming secure and confident. Clear behaviour management strategies help everyone understand what is expected and behave well. Children benefit from the meaningful praise and encouragement they receive and thrive in an atmosphere where they are valued. Strong and effective management, skilful staff and positive partnerships with parents result in extremely positive outcomes and happy children. 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 1 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: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept). 01/04/2011

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