Elephant & Castle Childcare Centre

Elephant & Castle Childcare Centre Inspection report for early years provision

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Unique reference number EY272770 Inspection date 09/05/2011 Inspector Melanie Calway

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Setting address Dunham Road, Sporle, King's Lynn, Norfolk, PE32 2DD

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Telephone number 01760 720 357 Email elephantccc@aol.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

Elephant and Castle Childcare Centre is a privately run nursery. It opened in September 2003 and operates from a purpose-built, single-storey building in Sporle, near Swaffham, Norfolk. Children have access to a fully enclosed outdoor play area. The setting is open each weekday from 7.30am to 6.30pm all year round.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 30 children may attend the nursery at any one time. There are currently 40 children under five years on roll. The nursery is also registered on the compulsory and voluntary parts of the Childcare Register for children aged over five years. The nursery supports children with special educational needs and/or disabilities and children with English as an additional language.

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Description of the setting

There are 10 members of staff, including a cook. All staff who work directly with children have appropriate early years qualifications and one is working towards a degree in early years. The setting is supported by the local authority.

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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's needs are well met because staff make systematic observations of their play and learning and use these to plan opportunities to help them progress. The environment is bright, attractive and effectively organised to support children's independence. Parents are well informed about the nursery and kept up-to-date with their children's progress. The management team uses a range of methods to evaluate and reflect on their practice in order to continually identify areas for improvement.

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further?

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

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further?

 develop further the partnership with parents by encouraging parents to contribute to the assessment process their own knowledge of children's achievements  provide further opportunities for children to develop and use their home language in their play and learning.

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the early years provision

Children are effectively safeguarded from the risk of abuse or neglect because the nursery has good systems in place to ensure that all staff are suitable to work with children. All staff and volunteers have received the necessary clearances and their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 suitability status is regularly monitored. Induction and appraisal systems ensure that staff are well supported in carrying out their duties. Effective safeguarding procedures are in place, such as a restriction on the use of personal mobile telephones while in the nursery. All staff have received safeguarding training and new members are booked on courses. They have a good knowledge of safeguarding procedures and are aware of their responsibility to refer any concerns they may have about children's welfare. The relevant information is easily accessible for appropriate action to be taken. Children are cared for in a safe and

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the early years provision

secure environment. Good security systems are in place and regular risk assessments are carried out to ensure the environment is safe for children. Minor accident records are regularly reviewed to see if patterns emerge so that any necessary action can be taken. A fire evacuation is carried out regularly so that the staff and the children learn what to do in the event of a fire or emergency.

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the early years provision

Children enjoy a good range of resources which are organised to enable them to make choices, select items themselves and put them away. Routines are flexible, taking account of children's individual needs, for example, free access to the outside area for much of the day allows children to engage in active outdoor play if they need it and a rolling snack time enables children to make decisions about when they stop for a snack. The nursery provides an inclusive environment with colourful displays, photographs, posters and examples of children's work. Children with English as an additional language are well settled and make good progress but are not always provided with opportunities to use their home language in their play and learning. There is a very good relationship with parents who are made to feel welcome when they come in to collect or drop off children. The nursery has a range of strategies to involve parents in their children's learning, for example,

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the early years provision

'dad's and granddad's' days are organised as well as regular open days. Family bags of props and resources to stimulate communication and role play are sent home with diaries to record how they have been used. Parents are regularly updated about their children's progress through consultations and regular verbal exchanges. Some parents complete 'All about me' books, which give the setting an important insight into children's lives and starting points. However, systems are not fully effective in encouraging all parents to contribute to the assessment process their own knowledge of children's ongoing achievements across all areas of learning. There are good partnerships in place with other providers. The nursery has strong links with the local school and provides important information on transition. Communication books are used to exchange information with other providers when children attend other settings to ensure effective continuity and

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and outcomes for children

Children make good progress in their learning and development because staff make systematic observations of their play and learning which are then used to help plan for them as individuals. Key staff have a good knowledge of their children and how to help them to progress. Planning takes account of individual children's interests, learning styles and achievements. There is a good balance of child and adult-initiated activities, with topics and activities chosen because of their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 relevance to children. Children communicate very confidently with staff, who listen to them sensitively. At circle time they are encouraged to tell their news and listen to each other. Children are keen to talk about their experiences and talk over lunch about things that are important to them. The nursery is rich in print and children are learning to recognise their name as they select their name cards at

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and outcomes for children

registration, snack and lunch. A well stocked writing area provides opportunities for children to draw and practise early writing skills. Books are freely available and children read in small groups with staff. Children are encouraged to count during the daily routine as they count the number of children at circle time. Good use is made of spontaneous opportunities for simple calculations as children talk about different peoples' ages over lunch and work out numbers that are higher and lower.

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and outcomes for children

Children use their imaginations as they dress up, play with small world play or make dens outside. A craft area provides opportunities for children to express themselves using different media. They explore different textures as they play with sand or play dough. They learn about the world around them through conversations with staff and topics, such as, transport or the Royal Wedding. A small growing area is available at certain times to help children learn about growing plants with a mud tray for messy play. Children are becoming familiar with technology as they work at the computer independently, using simple programmes and controlling the mouse. Personal, social and emotional development is well fostered. Children are able to tell staff at circle time what the 'golden rules' are and are gently reminded throughout the day. Children are encouraged to be involved in the life of the nursery as they are given responsibilities and take it in turns to be

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and outcomes for children

'today's helper'. Children's independence is promoted at snack and meal times as they wash their hands, help themselves to fruit or help to clear away the lunch trolley. Children make decisions and are busily engaged and motivated by the activities on offer. They are beginning to learn about how to respect the needs of others. Children have free access to the outdoor area for much of the day and so are able to be active. They develop coordination as they hit balls on strings with bats or balance on plastic stilts. The raised wooden play house enables children to learn how to climb stairs and even young children are able to manage these successfully. Regular outings are arranged to the proprietor's garden to give children the chance to play on larger climbing equipment.

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and outcomes for children

Children's health is promoted well. They have plenty of fresh air and exercise through free access to the outdoor area. They are provided with a healthy snack of fruit and rice cakes and a home cooked lunch. The nursery provides children with a balanced menu, which includes fresh fruit and vegetables. Snack and meal times are pleasant social occasions with staff sitting with and supporting children. Children learn about good hygiene as they are reminded to wash their hands before eating. The bathroom is well equipped with child-sized facilities so that children can be independent. Appropriate nappy changing procedures are in place with key staff changing their own children whenever possible to strengthen the bond between children and their key person. Children learn to keep themselves safe as they are reminded about the safety rules throughout the day. An effective key person system helps children to feel safe and secure in the setting. Children

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and outcomes for children

are forming positive relationships with the staff and with each other as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communicate and form friendships. They are learning skills for the future as they develop independence and make good progress across all areas of learning. 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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