Teddy's Garden Day Nursery

Teddy's Garden Day Nursery Inspection report for early years provision

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Unique reference number EY419209 Inspection date 25/08/2011 Inspector Yvonne Layton

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Setting address Garden Villa, East Drive, Cheddleton, LEEK, Staffordshire, ST13 7DN Telephone number 01538 361600 Email justine@teddys-garden.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

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

Teddy's Garden Day Nursery is privately owned and opened in 2004. The nursery registered again in 2010 as a limited company. It operates from a purposely adapted building set in rural surroundings in Cheddleton, Staffordshire. There are four fully enclosed outdoor play areas for the children, including a grassed area. The nursery is open each weekday from 7.30am to 6pm and serves the local area. The Nursery is registered on the Early Years Register. A maximum of 56 children may attend the nursery at any one time. There are currently 93 children attending who are within the Early Years Foundation Stage, some of whom receive early education funding. The group supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

The nursery employs 23 members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. One staff member holds BA (Hons) Early Childhood Studies. The setting 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 outstanding.

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The overall effectiveness of the early years provision

Children are fully included and involved in the nursery and receive excellent individual care from the experienced staff. Staff have a very good knowledge of all aspects of the Early Years Foundation Stage and how children develop and learn through play. Exceptional partnerships between parents and strong liaison with other agencies ensure individual children's needs are met and their protection is assured. Extremely proactive reflection and evaluation of all aspects of the setting ensure there are strong aspirations for developing the quality of the setting. There is an excellent capacity to make continuous improvement and sustain its existing very high standards.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 strengthening further children's independence by extending the opportunity for them to use a wider variety of tools within the setting and enhance access to resources to support messy play.

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the early years provision

Children are very well protected as there are clear, detailed safeguarding procedures and staff have excellent understanding of their responsibilities in protecting children. Children's well-being is assured as the well qualified, skilled and established staff team keep the premises very secure and supervise the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children at all times. Detailed risk assessments and comprehensive policies, procedures and records are in place and carefully maintained. Efficient systems ensure staff are suitable for their role and are clear about their day-to-day responsibilities. Required checks are completed and management are clear about ensuring the ongoing suitability of staff.

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the early years provision

The learning environment superbly encourages children to engage, explore and experiment with resources which are easily accessible and carefully considered to provide the utmost stimulation for them. Children's learning is excellently promoted as the staff have very good knowledge and very detailed systems in place to make sure all areas of learning are encompassed. Activities focus on each child's interest, progress and continuous play provision, all of which are used to create the weekly planning. Activities are thoroughly evaluated. Child-led play is a major focus, with staff being highly skilled in supporting and enabling children to learn through their own experimentation and exploration.

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the early years provision

The excellent liaison with parents and carers contributes to improvements in children's achievement, well-being and development. Parents are encouraged to be fully involved in the care and learning of their children. This includes parents' displays with photographs and text of events in the children's life, including holidays and new babies. There are also a variety of nursery-to-home schemes, such as a celebration bear, adventures and holiday events. Parents are extremely proactive in the nursery and they provide items for topics. A grandparent has created a garden and another brought in tomatoes for a garden theme. Parents are consistently bringing in items they have made with their children which are linked to themes and displayed in the nursery. They are also fully involved in the two-way completion of children's development records. Parents are also consulted about the development of the setting.

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the early years provision

The nursery has excellent links to the school, including two-way visits, and with the school and nursery staff. Effective transition systems and reports positively assist children to move within the nursery and transfer to school. Positive links with other providers and services children attend ensure there is a rich sharing of information. Inclusive practice and equality policies are extremely well implemented. Individuality is exceptionally well respected and responded to. Photographs from home enrich individual children's experiences. Awards celebrate individual achievements, both at home and within the nursery. Different languages are displayed, increasing children's knowledge of the wider world.

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the early years provision

Children's well-being is significantly enhanced due to the exceptional organisation of this setting. This is due to the passion of the management and the value and respect given to the excellent staff team. Children's learning and welfare is strongly promoted as there is an extremely proactive ethos to evaluate all aspects of the provision, with continual reflection using a wide range of monitoring systems, including ongoing evaluation within the rooms by staff. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are very confident, happy and settled in the nursery. Play is extremely purposeful and all areas of learning are integrated into activities. In focused areas, such as the construction and role play area, children access clipboards so they can devise their own plans and designs. Children behave well. They receive high levels of attention as they are engaged in interesting activities. The nursery places a major focus on children growing as individuals by encouraging their social skills and independence and by enhancing their self-esteem. Throughout the setting there are photographs and text to support personal care needs. Photocopies of the front of story books are used to encourage children to recognise favourite books and to put them away appropriately.

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and outcomes for children

Children learn to respect their own and others' cultures and gain a sense of self through activities and creative projects. Visitors to the nursery and visits to the local area enrich children's learning about their world and community. They visit the local church and post box. Their experience is enhanced by props, such as puppets, story bags and small world items, including a role play church and mosque. Staff are very skilled at encouraging children's critical thinking as they present challenging questions, giving them ideas to extend their learning. They are very warm and caring, providing positive interaction between themselves and the children. Children's communication skills are promoted extremely well as staff and children hold detailed conversations about their experiences, family and lives. Imaginative play is superbly rich, with children acting out events from home and from experiences in the setting. Babies and young children make sense of the

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and outcomes for children

world through a good range of sensory activities.

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and outcomes for children

Events from children's lives are developed into themes, such as child immunisations, which are role played and discussed. This is extended into themes about people who help. Nature is explored through planned and spontaneous activities. Children investigate what happens in gardens and what they find in the shed. They plant flowers and vegetables and grow fruit, such as avocado. All children have vast opportunities to undertake a wide variety of creative activities. Free expression in craft is encouraged, with staff supporting children to express themselves in art. Children readily self-select natural messy play resources where they explore texture, although there is scope to further enhance opportunities for them to use a variety of tools and materials to support their free choice messy play. They make sun catchers by painting CDs in a spontaneous art activity and decorate pebbles for the garden. An interest in pirates results in an extended

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and outcomes for children

theme where they devise treasure maps and make eye patches and junk box models, and parents make treasure boxes. Children have opportunities to experience a rich range of technology and different styles of music.

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and outcomes for children

Strong relationships with the staff help children to feel safe and secure in their surroundings. Children complete activity risk assessments and create scenario assessments linked to stories and rhymes, such as what they would do about 'Humpty Dumpty' falling off a wall and a wolf who has blown down a house of straw. Many varied safety aspects are embedded in all activities within the setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Physical skills and confidence are enhanced as the children enjoy free-flow outside play. They undertake dance in the setting, and traditional activity games enrich their experience. Throughout the children's experiences, a very wide range of food and body awareness activities and discussions alert children to healthy eating and self-care. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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