Cherry Tree Day Nursery LTD

Cherry Tree Day Nursery LTD Inspection report for early years provision

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Unique reference number EY428035 Inspection date 13/10/2011 Inspector Vickie Halliwell

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Setting address 109 Savile Park Road, HALIFAX, West Yorkshire, HX1 2XR

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Telephone number 01422251807 Email sarahbarrett8@blueyonder.co.uk Type of setting Childcare - Non-Domestic 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

Cherry Tree Private Day Nursery Ltd registered in 2006 and re-registered as a limited company in 2011. It is privately owned and operates from a converted house in the Bell Hall area of Halifax, West Yorkshire. Children are accommodated in five play areas over two floors and grouped according to their age. There is a secure garden available for outdoor play and the premises are wheelchair accessible. The nursery is open each weekday from 7.30am to 6pm for 51 weeks of the year. The setting is registered on the Early Years Register and the compulsory part of the Childcare Register for a maximum of 39 children, all of whom may be in the early years age group. There are currently 35 children on roll and the nursery provides funded early education for three- and four-year-olds.

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Description of the setting

Children come from the local and wider areas. The nursery has systems in place to support children with special educational needs and/or disabilities and those who speak English as an additional language. The nursery employs 10 staff to work with the children, plus a full-time cook. Eight members of staff are qualified to level 3 and two to level 2, working towards level 3. The proprietor/manager has completed the BA (Honours) Degree in Early Childhood Studies and the lead practitioner in the pre-school is currently completing this.

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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

All aspects of children's welfare, learning and development are effectively promoted by a committed and enthusiastic staff team. Children thrive in a safe, caring and stimulating environment; they enjoy an excellent range of activities and are very well supported by staff who routinely plan for children's individual learning. Consequently, children are making good progress towards the early learning goals. Partnerships with parents are strong and contribute to children's overall wel-being and secure systems are in place to work with other agencies to ensure all children get the support they need. The setting's capacity to improve is strong; the manager continuously evaluates the effectiveness of the setting and promotes reflective practice.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 make a record of risk assessments clearly stating when it was carried out and by whom, the risk assessment should be reviewed at least once a year, and identify aspects of the provision that need to be checked on a regular basis, a record of these checks should be maintained (Suitable premises, environment and equipment. 28/10/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 conduct a fire drill to ensure staff are clear about their role and responsibilities, particularly in relation to the evacuation of under three's from the first floor  extend the records of children's attendance to include details of the key workers caring for them  use records of children's learning and development more effectively to ensure and gaps in children's progress are identified and used to inform planning.

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the early years provision

Children's safety and protection is ensured because staff have an excellent knowledge and understanding of safeguarding issues and procedures. Relevant training is routinely completed by all staff, and a designated child protection officer is appointed to ensure appropriate procedures are implemented to protect children from possible harm. Recruitment and vetting procedures are strong which further safeguards children, and all adults have undergone checks to ensure their suitability. Clear procedures are in place to maintain the safety and security of children within the setting. Effective risk assessments are completed and all staff are vigilant about children's safety, consequently children play safely in all areas of the nursery. However, these checks are not fully documented which is a breach of a specific legal requirement. Fire drills have not been conducted following re- organisation of the setting.

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the early years provision

Space and resources are well used, individual rooms are suitability equipped to meet the developmental needs of each group of children. Older children benefit from access to adjoining rooms and move freely between them, which allows them to rest or play in a quieter environment if they choose. Leadership and management is strong and clearly drives improvement within the setting. The manager is committed to the continued development of the setting and values the hard work and commitment of her staff team who work very effectively to ensure children's individual needs are met. The manager is a positive role model who routinely encourages staff to reflect on existing practice to help improve outcomes for children. Staff meetings are held regularly to discuss a range of issues, including, sharing good practice, and to help ensure consistency throughout the setting. Self-evaluation is effective, the staff and manager have an accurate

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the early years provision

understanding of the setting's strengths and priorities for improvement, although written documents are not always updated. Most required records are satisfactorily maintained, however whilst systems to record children's hours of attendance are in place, it is not clear which staff have cared for the children.

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the early years provision

The setting provides an inclusive service, relationships are a key strength and all children and their families are warmly welcomed. There are no children currently attending with special educational needs and/or disabilities, however all staff understand the importance of working closely with outside agencies to ensure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's needs are effectively met.

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the early years provision

Parents are valued as their child's first educators, and excellent settling-in procedures provide good opportunities for parents to share what they know about their child. Consequently, details of children's individual care needs and routines are discussed, agreed and documented at admission. Staff encourage parents to contribute to their child's learning journey by including details and photographs of what they have done at home. However, limited information is documented from parents in relation to children's starting points. There are currently no children who attend other early year's provisions, but staff are aware of the importance of working in partnership other settings to promote continuity in children's care and learning when the need arises.

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and outcomes for children

Children thrive within the setting because they feel safe and secure. Warm and trusting relationships with the staff help children feel valued and promote their self-esteem. Children are well behaved and respond positively to consistent guidelines and positive strategies implemented within the setting. Older children show care and concern for one another; they are learning the importance of socially acceptable behaviour and fully understand they must take turns and share equipment. They value friendships with their peers and seek out others to share experiences. For example, one child delights in re-telling a story of his imaginary sleepover to a group of his peers. Children have many opportunities to learn about the world around them, long term plans revolve around the changing seasons and heighten children's awareness of the natural world. Staff skilfully introduce the concept of time with pre-school children who monitor what time it starts to go dark

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and outcomes for children

and the impact of putting the clocks back in the autumn. Topics and themes which explore mini beasts and lifecycles are well supported by opportunities to learn from first-hand experiences. Children become increasingly aware of their own and others' cultures and beliefs. They have access to a good range of books and play materials that reflect positive images of diversity and enjoy planned activities which further raise their awareness. For example, Diwali the festival of light is explored and interwoven into a topic on light and dark; staff use pictures and images to prompt discussions and raise children's awareness. Children listen to Indian music, sample Indian sweets and enjoy creative activities. Consequently, they are learning to value and respect differences and are developing a positive and caring attitude towards others.

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and outcomes for children

Children engage in an excellent range of activities and benefit from a stimulating and accessible learning environment. They are rapidly developing key skills for the future, pre-school children understand that print carries meaning; they spontaneously make marks for a purpose, for example using note pads and clip boards. Children are interested in books and understand that print carries meaning. They have a vast repertoire of familiar songs and stories and older children are able to re-tell their favourite stories from the pictures, with a high level of accuracy. Children's enjoyment of books and rhymes is fostered from an early age because staff caring for younger children read short stories with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enthusiasm which engages their interest. Under twos join in with key words of familiar rhymes and excitedly copy the actions. Children are developing a sound

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and outcomes for children

understanding of mathematical concepts, they confidently match colours and shapes and use number as they play. Pre-school children are able to make size comparisons and confidently count by rote. Number lines in most areas of play help children to recognise numerals, whilst the phonic area and print rich environment help children recognise and identify familiar letters and sounds from their name.

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and outcomes for children

Children's learning is very effectively supported by an excellent outdoor environment. Children have good opportunities to practise and refine their physical development. Babies can safely acquire new skills as they explore on a comfortable outdoor surface, whilst older children balance on logs and negotiate obstacles with increasing agility whilst riding tricycles. The gazebo provides opportunities for children to gather round and listen to stories. Children delight in listening to a member of staff who makes up her own stories about the children at the nursery, children quickly abandon their previous activities when they realise a story has started. Staff have a secure knowledge of the six areas of learning and routinely provide a broad and balanced range of activities which successfully helps children of all ages make good progress towards the early learning goals. Children benefit from both adult-led and freely-chosen activities and staff recognise the importance

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and outcomes for children

of planning activities which stem from children's interests. For example, one child is fascinated by the wind, so staff provide opportunities for children to make 'wind' pictures, blowing paint through a straw. Staff know individual children's capabilities and maintain well-presented learning journals which contain observational assessments. Individual plans are completed which highlight specific learning objectives, however these are mostly based on children's interests, which leads to gaps in the individualised planning for children. A tracker systemis monitors children's progress towards the early learning goals; this confirms the progress children are making and highlights which areas of learning children are progressing in most quickly, as well as areas where children need more support. However, as children are making progress in all areas, staff do not always focus sufficiently on areas where children need more support.

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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 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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