Victoria Nursery

Victoria Nursery Inspection report for early years provision

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Unique reference number EY365886 Inspection date 07/09/2011 Inspector Elaine Hayward

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Setting address 12 Victoria Road, Harborne, BIRMINGHAM, B17 0AH

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Telephone number 0121 4264882 Email vicrdnursery@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

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

Victoria Nursery is one of three local nurseries run by a family concern. It was registered in 2007 and operates from five rooms on the ground floor in a large converted house in the Harborne area of Birmingham. An additional log cabin in the garden is also used. There are steps at the entrance to the nursery. All children share access to a secure, enclosed outdoor area. The setting serves both the local and wider catchment areas.

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Description of the setting

The setting is registered on the Early Years Register. It is registered to care for a maximum of 40 children at any one time. There are currently 52 children on roll aged from six months to four years. Children attend for a variety of sessions. The nursery is open 51 weeks of the year each weekday from 7.45am to 6pm. The setting supports children with special educational needs and disabilities and children who speak English as an additional language.

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Description of the setting

The nursery employs 18 staff who work with the children. Of these, two staff hold a Foundation degree, 14 hold level 3 qualifications with one staff member working towards a level 3. One member of staff is an apprentice. The setting receives support from the local authority and works in partnership with other professionals.

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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 offered a wide range of stimulating experiences to ensure they make good progress towards the early learning goals. The setting is inclusive with each child valued and respected. Staff are well qualified and committed to ensuring the needs of each child are met. All requirements are in place. Staff work with parents and other professionals to promote children's welfare and learning. Good progress has been made since the last inspection with a shared vision and effective system of self-evaluation to ensure continuous improvements are sustained.

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further?

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

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further?

 consolidate the new systems for observation, assessment and planning to ensure children's progression towards the early learning goals  develop further the records of children's progression towards the early learning goals to enable parents to be more involved in practical ways to support their children's learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Effective safeguarding procedures ensure that children are well protected from the risk of harm. Staff undergo training and are clearly aware of their roles and the procedures to take should they have concerns about a child. Robust recruitment procedures followed by a full induction programme. This is followed by regular staff meetings, appraisals and individual support. This results in priority being given to training and staff qualifications. Effective risk assessments and ongoing checks are clearly in place to enable children to move freely and safely around the setting as they access a wide range of exciting resources.

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the early years provision

Management communicate ambition and are increasingly securing further enhancements and improvements. They have clearly identified areas for improvement resulting in many effective changes since the last inspection leading to good, positive outcomes for children. This includes new toilet and nappy changing areas to ensure dignity and privacy for children and a wonderful new and exciting outdoor area. New documentation systems have been introduced including clear records for showing children's attendance. New systems for observation, assessment and planning have recently been introduced to ensure children's progress towards the early learning goals. Staff are enthusiastic and fully committed to the new way of working but these new ways are still in their infancy and not yet fully consolidated to ensure further enhancement for children's outcomes. Management have a clear vision for the future which is shared by all.

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the early years provision

Staff work well as a team and feel a part of the self-evaluation process to maintain good outcomes and enhance the provision.

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the early years provision

Staff have good understanding of issues relating to equality and diversity in order to provide inclusion for all. Staff know each individual child extremely well. Staff work in partnership with other professionals with close liaison when children transfer into school. This includes visits with the children to their local school. Staff work with parents who speak highly of the provision. Parents are welcomed into the setting. They are kept informed through discussions, individual learning journals, notice boards and meetings. New strategies such as activity days and records of children's progression towards the early learning goals have recently been introduced to enable parents to be more involved in practical ways to support their children's learning and development. This is an area identified for further development and enhancement.

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and outcomes for children

Children are happy and confident in the nursery. They feel safe as they are helped to settle by practitioners who get to know the children well. An effective key- worker system along with enthusiastic, committed and highly motivated staff who work well as a team, ensure staff learn about children's individual routines, likes and dislikes. Children make good progress towards the early learning goals as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experience a wide range of exciting and stimulating activities and resources. There is a good balance of child-initiated and adult-led activities, both indoors and out. Children behave well. Their independence is promoted as they access exciting resources and learn about keeping safe as they move around the setting, learning respect and care for themselves and others.

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and outcomes for children

Children love being in the fresh air and having opportunities to have exercise and be physical. They are particularly excited by the new outdoor area, clearly divided into different activity areas and accessed by all children and babies throughout the day. Older children show care and responsibility closing the gates between areas to ensure the safety of all. Wonderful imagination and teamwork can be seen as they go on a hike. One child holds the binoculars and describes to the other children what he can see - the birds and cows; one child has the walkie-talkie, another the compass and another pen and paper to record their findings on their long journey across fields and up hills, jumping over the stream. They return to their home-made tent on their 'campsite', working together to cook their spaghetti bolognaise, talking about different healthy foods, getting exercise and fresh air. The children are totally absorbed. They are supported by knowledgeable and

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and outcomes for children

enthusiastic staff asking questions to make the children think.

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and outcomes for children

Children can be seen learning about the environment and nature as they collect cards asking them to find certain items such as '1 twig', '8 stones'. They dig, hunt and seek with gusto, concentrating hard on their tasks alongside enthusiastic staff who support and extend their learning. Both adults and children particularly enjoy digging for worms and burying 'treasure'! Children independently access resources they require from clearly labelled areas in and around their fully equipped log cabin. They talk knowledgeably of nurturing caterpillars through their life-cycle, watching them develop eventually into butterflies, until releasing them into the garden.

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and outcomes for children

Children learn about the wider world as they learn French and cook foods from around the world. They explore the neighbourhood as they visit local shops, library and park where children and babies feed the ducks. Children use their creative skills as they take leaf and bark rubbings. They learn new skills such as football and about being active and keeping healthy as they enjoy sessions of yoga, music and dance.

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and outcomes for children

Children learn about sounds, letters numbers and science through exciting everyday activities. Older children learn to recognise their names and sounds and are keen to write their names. Children join in with staff as a book is read. Children love meal times when they and staff sit down together to enjoy healthy home- cooked meals. It is a lovely sociable event as they relish their cottage pie, pass the vegetable bowls and serve themselves. They talk about what they have been doing and about how they are looking forward to going to school. Children love the dumbwaiter as their food comes down from the kitchen, trying to guess what their pudding will be!

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and outcomes for children

Children receive ongoing praise for their achievements. Their self esteem is very well supported by caring and knowledgeable staff. Children are motivated to achieve and develop positive attitudes to learning. They are enabled to become This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 independent, active and inquisitive learners, helping them develop skills for the future. 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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