Your Nursery Limited

Your Nursery Limited Inspection report for early years provision

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Unique reference number EY415702 Inspection date 10/08/2011 Inspector Susan Lyon

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Setting address Saint Vincent's School House, Greenside Street, OPENSHAW, Manchester, M11 2EX Telephone number 0161 220 7662 Email yournursery@ymail.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.

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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

Your Nursery Limited was registered in 2010. The setting is privately owned and operates from a converted school building, in the Openshaw area of Manchester. Children are cared for in two rooms located on the ground floor. A maximum of 78 children under eight years may attend the setting at any one time. The setting is open Monday to Friday from 7am to 6pm all year. The out of school provision operates from 7am to 9am and 3pm to 6pm during term time. There is a secure area available for outdoor play. There are currently 87 children on roll, of whom 75 are aged in the early years age group. The provision is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The setting supports children with special educational needs and/or disabilities and children who have English as an additional language. There are 17 members of staff, of whom the majority are qualified to level 2, 3 and 5. The

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Description of the setting

setting receives support from the local authority Early Years Advisory team.

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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 and settled in the nursery. Staff have a secure knowledge of the Early Years Foundation Stage Framework. Observation and assessment arrangements are used to help children make good progress in their learning and development. All children are included and their safety and welfare is promoted well. Staff have established positive relationships with parents which promotes continuity of care to children, but links with schools are minimal. The provision demonstrates strong capacity to evaluate their practice and continually improve the service provided.

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further?

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

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further?

 increase links with local schools in order to improve and ease the transition for children leaving the setting  increase resources reflecting disability, ethnicity and gender in order to develop children's awareness of the wider world.

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the early years provision

Children are safeguarded well because staff are qualified, vetted and have a good understanding of child protection procedures. Staff are fully aware of their roles and responsibilities in relation to safeguarding children. Parents are well informed of child protection procedures as policies and information are on display. Detailed risk assessments of the premises and outings minimise hazards to children and effective measures create a safe and secure environment for children to play and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn in. An emergency escape plan is in place and practised regularly with children contributing to their safety while on the premises. All written policies and procedures are in place to ensure the safe and efficient management of the provision. For example, the daily register is maintained and includes children's hours of attendance. Space and resources are organised well and staff are

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the early years provision

deployed effectively to enable them to respond to children's needs promptly. The manager leads the staff team well by holding regular meetings. She motivates staff by involving them in decision making and valuing their input. Staff and management are highly committed to bring about improvements as they regularly review and evaluate their practice as a continuous process. At staff meetings the team discuss how they can improve the setting and introduce new ideas. For example, snack time has recently changed to free-flow, more climbing equipment has been obtained and staff have introduced self-serve for children at lunch times. These improvements enhance the care and enjoyment of children attending the setting.

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the early years provision

Feedback is sought as a suggestion box is provided and questionnaires given out asking parents if they are happy with the care provided. The manager acts on any comments received in order to bring about improvements. Staff are fully supported in attending ongoing training to increase their knowledge and skills. Children benefit greatly as staff work closely with parents. For example, a two-way flow of information is exchanged daily to keep parents informed of their child's care and well-being. Parents are welcomed into the setting and new children settle in at their own pace through visits. Parents are fully involved in children's learning and development through daily chats and the sharing of children's files. New parents receive a wealth of information including a comprehensive range of detailed policies and sample menus. Valuable and relevant details regarding the uniqueness of each child are obtained from parents and this enables staff to provide an

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the early years provision

individualised service. Children benefit significantly from the setting working effectively with other agencies. They invite professionals into the setting, fully support the delivery of individual development plans and attend regular review meetings to help all children progress and achieve. Information is shared regarding children's development when children leave the setting. However, links with local schools providing the Early Years Foundation Stage Framework are minimal. This impacts on the transition for children going to school and hinders the continuity of care and learning.

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and outcomes for children

Staff help children learn by consistently interacting with them and skilfully asking questions. They provide a colourful and welcoming environment for children covering all areas of learning. Staff find out what the child can do on entry to the setting and this information is used to establish the child's stage of development. Ongoing observations clearly identify the next steps in children's learning and this information is used to plan for individual children. Children make good progress in their personal, social and emotional development. Staff encourage children to do things for themselves, such as feeding themselves and washing their hands. Staff treat children with kindness and, as a result children have fun and enjoy This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themselves. Children are active learners as they freely choose resources and successfully help to tidy up. Good opportunities to explore natural objects and

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and outcomes for children

textures are provided for babies. Staff promote an inclusive service by changing and adapting activities to enable all children to fully participate in activities of their choice. Children's behaviour is managed positively through clear boundaries and explanations contributing to their confidence and self-esteem. Children's communication, language and literacy is fostered well as babies happily babble and make sounds with their voices in social interaction. Children frequently use simple statements to convey messages, such as 'it's gone'. Children learn that print carries meaning as words and signs are displayed and sometimes they give meaning to marks as they say proudly 'it's a car'.

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and outcomes for children

Children with English as an additional language are supported well as staff learn and use key words from the child's home language as well as helping them learn English. Communication is supported well by the use of visual prompts and sign language. Children's knowledge and understanding of the world is promoted as they love to be outdoors. They show curiosity and interest as they look for bugs using magnifying glasses and plant potatoes and cress. Children show great interest in toys incorporating technology as they ably use the computer and click the mouse. They observe and find out about the local environment as staff take them to shops, libraries and parks. Children gain good knowledge of the cultures of others through planned themed activities. For example, they make dragons for Chinese New Year, they enjoy food tasting for Eid and make lanterns for Divali. Activities such as these, encourage children to talk about similarities and

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and outcomes for children

differences and the reasons for these which promotes positive attitudes to diversity. However, resources reflecting disability, ethnicity and gender are limited, hindering their awareness of the wider world. Children develop an understanding of numbers as they count the bricks and cars when playing. They use number names in singing and enjoy filling and emptying containers of water.

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and outcomes for children

Good opportunities are provided for children to be creative as they paint with brushes and use their imagination in role play as they push the dolls in the buggies. Staff help children learn how to keep themselves safe through appropriate discussions. Children show they feel safe as they move around confidently. Strong emphasis is placed on keeping children safe on outings. Children and babies benefit from fresh air and exercise everyday. Children move in a range of ways, such as pedalling bikes, kicking footballs and climbing steps to the slide. Babies use strong purposeful movements as they pull themselves up to stand. They reach out for and begin to hold objects well, such as cups and rattles. This develops their physical skills and supports a healthy lifestyle. Good hygiene routines prevent the spread of infection. Children make healthy choices at meal and snack time, and drinks are freely available throughout the day keeping their bodies healthy and

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and outcomes for children

hydrated. 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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