Precious Moments

Precious Moments Inspection report for early years provision

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Unique reference number EY410139 Inspection date 05/07/2011 Inspector Hayley Lapworth

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Setting address 31 Links Road, COVENTRY, CV6 3DQ

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Telephone number 07792164340 Email preciousmomentsnursery@gmail.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

Precious Moments opened in April 2010. It is a privately owned nursery and operates from a converted house in Radford, Coventry. Babies are mainly cared for on the first floor of the premises and this is accessed via a flight of stairs. The setting opens five days a week, except for Bank Holidays. Opening times are from 7.30am to 6pm, during which time morning and afternoon sessions are available. Children attend for a variety of sessions and full day care. All children share access to a secure enclosed outdoor play area.

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Description of the setting

A maximum of 15 children may attend the setting at any one time. There are currently 23 children on roll who are within the early years age group. The setting is registered on the Early Years Register and on the compulsory part of the Childcare Register.

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Description of the setting

The nursery employs six permanent members of childcare staff. Of these, five hold appropriate early years qualifications. The nursery receives support from 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 are happy to attend this nursery and are welcomed on arrival by staff and their peers. They are fully safeguarded as the staff are aware of their roles and responsibilities in the event of a concern. Systems for observing, assessing and identifying the children's next steps in their learning are good in most cases. Staff implement the handling children's behaviour procedures in a consistent manner. They provide an inclusive service and most information provided to parents is accurate. The management team have a clear vision for the future and demonstrate a positive attitude towards continuous improvement.

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further?

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

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further?

 make sure all children's developmental records are maintained at all times across the six areas of learning to ensure their individual learning objectives are included in future planning  ensure that all information provided to parents is accurate to ensure they are kept fully informed about all aspects of the provision.

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the early years provision

Children are appropriately safeguarded. Staff attend regular training to ensure they remain well informed about their responsibilities in relation to keeping children safe This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and protected. A written child protection policy is in place which includes a named designated officer. New staff to the setting undergo robust recruitment procedures where they are interviewed and checked to determine their suitability to work with children. Resources are consistently well deployed and staff keep one another informed of their whereabouts. Consequently, this ensures that children are well supervised at all times. Information about who has legal contact and who has parental responsibility has been obtained for every child. Written risk assessments identify how potential hazards have been identified and addressed. Available space, both indoors and outdoors, is well organised to meet the children's needs.

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the early years provision

Management and staff are aware of the benefits of establishing purposeful links with practitioners where children attend more than one setting. They have procedures in place to help children through the transition from pre-school to reception class. As a result, this ensures information is shared more readily and used to promote children's achievement and well-being. Staff have also developed good working partnerships with other professionals involved in the care of the children. For example, they liaise as and when required with their local special educational needs coordinator. As a result, children's individual needs can be identified and catered for.

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the early years provision

Many actions were raised at the last inspection, all of which have been successfully addressed with the help and support of the local authority. This has had a significant impact upon the quality of the service provided. Areas that have improved include checking procedures for the suitability of staff, the safety of the children and working in partnership with parents. Some staff have recently undertaken childcare qualifications up to and including level 3. They work together as a team and are keen to continue to improve outcomes for children and their parents. All staff are aware of the setting's policies and procedures; they implement these successfully to promote children's welfare, safety and development. They are actively using a self-evaluation process which identifies their priorities for the future. Parents' views are considered and staff have implemented changes which have improved their arrangements for sharing

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the early years provision

information on the children's development.

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the early years provision

Good relationships are developed with parents and carers, and methods of communication are generally secure. For example, staff communicate with parents through daily diaries for the younger children, verbal dialogue at the start and end of each day and monthly newsletters. This means that in most areas they are well informed about the provision and are able to share quality information about their children's care needs. However, at times some of the information on display is inaccurate and does not provide a clear reflection of the actual practice that is in place. Consequently, parents may become confused. Parents are encouraged to spend time looking at their children's learning journeys and scrapbooks, which provide many photographs of them involved in their learning. A key worker system is also in place, which enables parents to have a familiar point of contact. Parents spoken to during the inspection comment positively about many aspects of the

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the early years provision

provision. They share they especially appreciate that their children are 'happy' and 'have opportunities to learn early reading and writing skills'. They feel the staff are easy to talk to and open to suggestions made by parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Staff have grasped a secure understanding of the Early Years Foundation Stage and how young children learn. They ensure children have access to a good variety of resources, both indoors and outside. Activities are attractively displayed and children make choices independently about what they would like to play with. Children are supported by staff who let them lead their own learning as well as providing them with a good balance of planned adult-led experiences. Most staff undertake both planned and spontaneous observations of the children's learning across the six areas. This information is then used to assess their stage of development and plan for their next steps in their learning journeys. Therefore, overall children are making good progress. However, on some occasions not all of the six areas of learning are effectively included. Consequently, this may restrict the children's development.

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and outcomes for children

Children at this nursery are happy and confident individuals who clearly enjoy time spent with their peers. Lunch and snack times are sociable occasions where children relate well to one another. They expressively use their vocabulary to converse with staff, often sharing their own experiences. Children's language skills are supported by the staff, who ask them questions that make them think. For example, when children are drawing, staff ask 'what have you drawn?' Children respond and say 'it's a monkey tank'. Staff then further initiate the conversation by asking 'what's going to go inside the monkey tank?, and children laugh and respond by saying 'monkeys of course'. Consequently, children are gaining a good sense of humour and building relationships with adults.

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and outcomes for children

Children have really good hands-on experiences in learning about the world around them. This is achieved through their participation in caring for the nursery pets. They feed and hold the animals while learning about their differing characteristics. For example, while holding a gecko they learn that it will not bite them as geckos have no teeth. Children also learn about reproduction through discussing that the finches have laid some eggs and that the female mouse is pregnant. They begin to understand how to be gentle, sensitive and kind to the animals. This is because the staff demonstrate how the animals like to be held and they encourage the children to use their quiet voices so as not to scare the animals.

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and outcomes for children

Overall children's behaviour is good. They are encouraged to be polite, use their manners and talk kindly to one another. They learn to share equipment as they play together. Challenging behaviour and disputes over favourite toys are used as opportunities for staff to develop children's understanding of fair play. Children also learn to problem solve through everyday occurrences. For example, when the children are outside and it begins to rain a little, they race around the garden laughing, trying to find shelter from the rain.

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and outcomes for children

Children learn good procedures regarding personal hygiene through regular routines. Their overall health and nutrition is enhanced as they are encouraged to eat a variety of fresh produce. For example, at snack time children select from a choice of kiwis, pineapple, grapes and bananas. They have access everyday to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fresh air and exercise. Children spend long periods playing in the outdoor area or going on walks in the local area. For example, a walk may include a trip to the library. Children are beginning to learn about their own safety and the safety of others. This is achieved because they are involved in practising the fire drill and receive regular reminders from staff about how to behave. For example, while playing on the climbing frame they are reminded not to carry large equipment, such as drain pipes, to the top. Children are well cared for at times of minor

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and outcomes for children

accidents as four of the six staff holds valid first aid certificates. The first aid box is appropriately located for easy access. As a result, children's health needs are promoted. 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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