Brockhill Barn Day Nursery

Brockhill Barn Private Day Nursery Inspection report for early years provision

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Unique reference number EY345685 Inspection date 16/03/2011 Inspector Carol Johnson

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Setting address Brockhill Farm, Brockhill Lane, REDDITCH, Worcestershire, B97 6RB Telephone number 07773 190543 Email info@brockhillbarndaynursery.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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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

Brockhill Barn Private Day Nursery was registered in 2007 and operates from an open plan purpose-built barn conversion building. It is situated on a working farm site on the outskirts of both Redditch and Bromsgrove in Worcestershire. The nursery is accessible to all children and there is a fully-enclosed area available for outdoor play.

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Description of the setting

The nursery is registered by Ofsted on the Early Years Register and on both parts of the Childcare Register. It is open 51 weeks of the year from 7.30am to 6pm, with the exception of bank holidays. A maximum of 46 children may attend the nursery at any one time. There are currently 81 children attending who are within the Early Years Foundation Stage. The nursery provides funded early education for three- and four-year-olds and support children with special educational needs and/or disabilities.

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Description of the setting

There are 11 staff members, including the manager, who work with the children. Most hold a recognised early years qualification at Level 2 or 3. One member of staff holds a Degree in Early Childhood Studies and has Early Years Professional Status. 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 satisfactory.

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The overall effectiveness of the early years provision

Children are happy and enjoy a wide variety of activities that are satisfactorily planned and implemented to meet their individual needs and help them to develop and learn. Children's awareness of health and safety is promoted well and they display a strong sense of belonging and security within the nursery. Children are treated as individuals and partnerships with parents and others are satisfactory. The provider demonstrates a sound capacity for improvement and has suitable self-evaluation systems. However, these systems are not yet effective in identifying weaknesses and successfully improving outcomes for children.

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further?

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

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further?

 extend the risk assessment to cover anything with which a child may come into contact  review ways in which resources are stored and presented to promote children's increasing independence in selecting and carrying out activities  review methods for observing children to find out about their interests and what they can do and for analysing the observations and using the information obtained to plan for the next steps in their learning  develop records of learning and development to ensure that they are clear This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and accessible to everybody who needs to see them and ensure that parents have regular opportunities to add to these records  improve systems used to monitor and evaluate the quality of practice to effectively identify the setting's strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

Children are suitably safeguarded. Staff can describe some of the possible signs and symptoms of abuse and the designated person with responsibility for safeguarding has attended relevant training. The safeguarding policy is shared with staff and parents and children are only released into the care of known individuals. Staff check both equipment and the premises visually on a daily basis and security is good. Risk assessment records are suitably maintained. However, children's safety is not fully protected because risk assessment records do not cover anything with which they may come into contact. All adults in the setting have been appropriately vetted and all new staff undergo a thorough induction to ensure that they are familiar with the setting's policies and procedures. Records, policies and procedures required for safe and efficient management of the Early Years Foundation Stage are fully inclusive and maintained appropriately.

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the early years provision

The manager is enthusiastic about what she does and is keen to make improvements. Since the setting's last Ofsted inspection the provider has made improvements in several areas and these include further reviewing their healthy menus, issuing staff with name badges and introducing a rolling snack time for pre-school children. Recommendations raised at the setting's last inspection have been successfully addressed. For example, methods for exchanging daily information about individual children have been improved and activities provided for children in pre-school are now evaluated. Also, improved storage methods have increased opportunities for preschool children to make self-chosen choices about their play. A variety of methods are used by the provider to evaluate the provision, for example, completing the Ofsted self-evaluation form and using the Early Childhood Environmental Rating Scales. However, these methods are not yet fully

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the early years provision

effective in evaluating the provision as a whole and accurately identifying the setting's strengths and priorities for development.

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the early years provision

Children have sufficient space to play and rest. They have access to a secure enclosed outdoor play area, and regularly embark on walks around the farm and through the fields, visiting the cows and sheep which live in them. The nursery environment is warm and welcoming and attractive displays of children' work add to this and help to increase children's self-esteem. Resources are plentiful and help to promote children's learning and development in all areas. The nursery has a wealth of outdoor play equipment and a wooden gazebo in the outdoor area provides shelter and enables children to play outside in all weathers.

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the early years provision

Staff have attended a variety of training to help improve their knowledge and understanding of childcare-related subjects. For example, some staff members have attended courses in relation to food hygiene, behaviour management and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 baby massage. The manager regularly networks with other professionals to exchange ideas and share examples of good practice. Staff are aware of the value of working in partnership with others to provide coherence and consistency for children. Some children attending the nursery also attend other settings delivering the Early Years Foundation Stage and some steps have been taken to forge working partnerships. For example, staff share some information about plans, future events and children's welfare. Relationships with parents are friendly and keyworkers regular exchange information about children's welfare and some of the

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the early years provision

activities they have taken part in. Parental views are sought through questionnaires and they are invited into the setting to share their knowledge and experiences with children. Newsletters are sent out on a regular basis and a wealth of useful information is displayed on notice boards around the setting.

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and outcomes for children

Children are happy and having fun. Staff plan a range of stimulating experiences for children and ask older children and some of the parents to share ideas. They observe children to find out about their interests and individual needs and record some of what they see and discover. However, systems for carrying out observations, assessing children's progress and planning for the next steps in their learning are not effective. Not all staff are confident in their ability to do this effectively and learning and development records are not consistently or successfully maintained across the nursery. For example, the number and quality of observations differ between records and children's next steps are not always recorded. Each child has their own learning and development record and this contains a variety of information that includes photographs, recorded observations and examples of children's work. Parents are told that these are available for them

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and outcomes for children

to see and they are shared at parent evenings. However, parents are not actively encouraged to view them or contribute to them on a regular basis. Consequently, children's learning and development both at home and in the setting is hindered.

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and outcomes for children

Children are confident in their surroundings and at ease with the friendly and caring staff. They are starting to become independent and active learners but this is hindered because resources are not deployed effectively in all rooms. For example, present toy storage methods in the 'Caterpillar' room are not successful in helping children to make lots of truly independent choices about what they would like to do. Staff ask them what they would like out but there are very few resources stored at their height or where they can easily access. Older children actively seek out some of their peers to join in their play and developing friendships are evident. The atmosphere within the nursery is calm and relaxed and children are eager to participate in the experiences provided for them. Children's imagination is flourishing and they enjoy acting out familiar experiences. For example, during the inspection a group of children dressed up and pretended

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and outcomes for children

that they were at a wedding, dancing and taking photographs of each other. Staff allow play to develop naturally but are at hand should children invite them to join in or ask for help. They help children to gain skills for the future by engaging them in conversations that encourage them to think and problem solve. Children have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 access to a variety of resources that help them to understand and use technology, for example, a computer, electronic toys and a range of toys that react when buttons are pressed. Some children demonstrate good computer skills and understand simple software and how to use the mouse with purpose and direction.

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and outcomes for children

Children's awareness of safety and healthy lifestyles are promoted well. They enjoy lots of opportunities for physical exercise, both indoors and outside and food provided by the nursery is healthy and nutritious. Staff provide children with good role models to follow and hygiene routines are thorough and routinely reinforced. Children behave well and show care and consideration for others. Staff use a range of positive ways to manage children's behaviour skilfully and children demonstrate a clear awareness of some of the rules in place to protect their safety. For example, preschool children explain that they must not run inside, in case they should fall and that they must have kind hands and words. Children demonstrate good self-esteem and are gaining an awareness of the cultures and beliefs of others in meaningful ways. For example, a variety of religious and cultural festivals is covered through role play, stories and craft activities.

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and outcomes for 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3

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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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