Rooks Heath Nursery

Rooks Heath Nursery School Inspection report for early years provision

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Unique reference number EY278265 Inspection date 24/05/2011 Inspector Victoria Vasiliadis

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Setting address Baptist Church Hall, Northolt Road, South Harrow, Middlesex, HA2 8EB Telephone number 07931 104035 Email rooksheathnursery@yahoo.co.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.

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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.

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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

Rooks Heath Nursery School is privately owned and was registered in 2003. The setting operates from a hall within South Harrow Baptist Church, in the London borough of Harrow. It is open each weekday from 9.30am to 12.30pm during term time only. There is access to a secure outdoor play area.

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Description of the setting

The setting is registered to care for 42 children under 8 years, with no more than 42 children within the early years age range at any one time. There are currently 38 children on roll within the early years age range. The setting receives funding for nursery education. The setting is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The setting supports a number of children who speak English as an additional language and children with special educational needs.

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Description of the setting

The setting employs seven staff, all of whom hold appropriate early years qualifications. The setting is part of the Pre-School Learning Alliance.

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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 making good progress in their learning and development and the systems for observing and assessing children's development are successful. Partnerships with parents, carers and others are effective and children's individual needs are identified and met. On the whole, the children's safety and health is suitably promoted. Self-evaluation is comprehensive and reflective, which means that the setting is continually searching for ways to improve outcomes for children. The setting offers a stimulating and welcoming environment that reflects the children's backgrounds and the wider community.

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further?

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

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further?

 ensure that people whose suitability has not been checked do not have unsupervised contact with children who are being cared for (Suitable people) (also applies to the voluntary and compulsory parts of the Childcare Register). 08/06/2011

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further?

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

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further?

 provide time to support children's understanding of how exercise, eating and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hygiene promote good health  review large group time sessions to ensure that all of the children's individual needs are met at this time.

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the early years provision

Staff are secure in their knowledge and understanding of safeguarding issues and are aware of the procedures to follow should they have concerns about the children in their care. In addition, there are clear written procedures in place to support practice in relation to child protection. Overall, staff are suitably deployed to ensure that the children are supervised and supported at activities. However, there are times when unvetted individuals are left unsupervised with the children for very short periods of time. For example, a member of staff whose Criminal Records Bureau is still in process was left alone with the children in the garden, while another member of staff took a child inside. This is a partial breach of a specific legal requirement. Daily visual risk assessments are completed on the areas used by the children and records maintained. In addition, risk assessments are conducted for each outing that the setting takes the children on.

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the early years provision

The staff treat the children with respect and value them as individuals. They have appropriate procedures in place to settle new children and most children settle well and part easily from parents. They feel secure and play contentedly with their chosen activities. All children are encouraged to access toys and resources regardless of their gender. Children have access to a wide range of toys and resources, furniture and equipment to meet their needs. Children with English as an additional language are well supported within the setting. For example, many of the staff are multilingual or bilingual, which enables them to communicate with the children in their home languages. This helps the children to feel included and promotes their self-esteem. In addition, the children learn about the wider world as they celebrate a selection of festivals and special events such as Diwali, Christmas, Eid and Chinese New Year. In addition the children's birthdays are

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the early years provision

acknowledged, which helps them to feel included.

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the early years provision

There are good systems in place to promote partnership working with parents and others. There are informative notice boards in place which provide parents with information about the Early Years Foundation Stage, policies and procedures and details about the activities that take place within the setting. The parents have opportunities to meet with staff to discuss their children's achievements and they can access their child's developmental records as they wish. Overall, parents' comments are positive about the setting and they state that their children are settled and happy. The setting works well with other professionals. For example, a Speech and Language Therapist recently visited the setting to provide sessions to the parents if they had concerns or queries about their children's language development.

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the early years provision

The systems for reflective practice continue to evolve and develop in response to the needs of the children and service users. The setting has identified targets that they would like to complete for the year ahead. For example, they wish to have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 more meetings with parents and to build on their photo collection of the different areas of learning so that they can be shared with parents on open days and parent meetings. Parents' views are respected as they complete questionnaires. In addition, the children's views are taken into account and they are able to contribute in terms of the activities that they would like to play with. In addition, the setting has addressed the recommendations that were raised at the previous inspection. This has benefitted the children's learning and ensures their safety.

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and outcomes for children

Children's health and well-being is suitably supported by the setting. For example, children are encouraged to blow their own noses on tissues which are easily accessible as they are stored on low-level tables. In addition, children are offered healthy snacks and drinks such as, fresh fruit and vegetables. Children are also provided with resources such as tricycles and child-sized gardening equipment that promotes their large motor skills and their physical health. Although discussions take place with the children about the types of fruit and vegetables they eat, there is less focus on helping children to understand the significance of exercise, their own personal hygiene and why healthy choices should be made.

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and outcomes for children

The children are beginning to develop an understanding of the importance of how to keep themselves safe. For example, children learn about the procedures that must be followed in the event of a fire as the setting routinely practises the evacuation procedures. The children are gently reminded by staff about the consequences of their actions which could have an impact on their own and others' safety. For example, the children are told not to run while inside as they may hurt themselves, or to push children off the steps as they will hurt their friends.

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and outcomes for children

Children's behaviour is managed in a calm manner by staff who set clear and consistent limits. Children are given lots of praise and encouragement for their efforts and achievements, which promotes their self-esteem and confidence. Children's independence skills are encouraged as staff offer them support to carry out tasks on their own. For example, the environment is set up to enable children to self select toys and resources and move freely from one area to another. The setting has a key person system in place which enables staff to plan learning experiences around the children's individual interests. However, there are times when children are not always involved or engaged such as during large group time.

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and outcomes for children

Planning is flexible, responding to children's individual interests, their starting points and their capabilities. Clear plans help to identify the next steps in the children's learning and ensure they are actively engaged. The children are challenged and encouraged to extend their learning as they actively explore and take delight in playing with the resources available to them. Children investigate how things work as they use programmable toys and computers. For example, the children take apart the torches and spend time looking inside them and then trying to put them back together again. Children's problem solving and numeracy skills This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are supported as they complete puzzles of varying difficulties and discussions take place with the children about shape and size. For example, during the shaving foam activity, children explore different shapes, marks and letters. In addition, the

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and outcomes for children

children learn to count everyday objects such as the number of cups needed at snack time or the number of children left at home time.

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and outcomes for children

The children's speaking and listening skills are developing well. Children are encouraged to listen to one another and take turns when speaking. The staff's interactions with the children are positive as they allow the children time to respond in conversations and they encourage children to think for themselves as open-ended questions encourage this. Children are provided with a good range of resources, such as mark-making, drawing, stories and writing opportunities, which support their literacy skills. In addition, the setting is currently taking part in the National Strategies Every Child a Talker to support and encourage children's language development. The environment is appropriately organised visually to support children who are beginning to communicate both in English and in their home languages. For example, pictures and written words in different languages are displayed throughout the setting and label some of the resources accessed by

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and outcomes for children

the children. In addition, some of the staff within the setting are multilingual or bilingual and can speak the home languages of the children. This helps them to feel included and promotes their self-esteem and self-worth. Children have access to a suitable selection of resources which reflects diversity and represents the wider world in which they live, such as books, dressing-up clothes and dolls. 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 3 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 3 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary 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 (Arrangements for safeguarding children). 08/06/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary 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 and compulsory part of the Childcare Register section of the report (Arrangements for safeguarding children). 08/06/2011

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