Busy Bees Day Nursery at Chatham

Busy Bees Day Nursery at Chatham Inspection report for early years provision

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Unique reference number EY289894 Inspection date 11/10/2011 Inspector Stacey Sangster

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Setting address Brunel, Chatham Maritime, Chatham, Kent, ME4 4AF

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Telephone number 01634 890250 Email Chatham@busybees.com 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

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

Busy Bees Day Nursery is one of a chain of nurseries run by Busy Bees Day Nurseries Limited. It opened in 2004 and operates from five rooms in a purpose- built building in Chatham, Kent. The intake of children is from a wide catchment area. Children have access to two enclosed outdoor play areas. The nursery is open all year around, on weekdays from 7am to 7pm. The setting is registered on the Early Years Register. A maximum of 79 children, in the early years age range, may attend at any one time. There are currently 130 children in the early years age range on roll. The setting is in receipt of funding for the provision of free early education for children aged three and four years. The setting supports children who speak English as an additional language and those with special educational needs and/or disabilities. The setting employs 32 staff, who work directly with the children of whom 23, including the managers, hold appropriate early years

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Description of the setting

qualifications. There are five staff working towards a qualification.

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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

The highly qualified and skilled staff successfully promote children's welfare and many aspects of their learning. Children are safe and secure in an innovative, child friendly environment. The partnerships with parents, local schools and other agencies are developing into a strength of the setting. Staff are dedicated to making sure that the needs of all children, including those with special educational needs and/or disabilities are fully met. Regular self-evaluation by the company, the manager and staff ensures that the priorities for development are promptly identified and addressed. As a result the capacity for continual improvement is exceptionally strong.

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further?

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

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further?

 exploring ways to share information about children's individual learning plans on a more frequent basis to further support home learning.

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the early years provision

Safeguarding arrangements are very effective in this setting. A robust vetting procedure checks the suitability of staff thoroughly and new staff are monitored closely during induction and probationary periods. No unauthorised person is able to easily gain access to the premises and closed circuit television monitors entry This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and exit points. Risk assessments are highly effective in checking that children play in an environment that is safe yet provides elements of challenge.

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the early years provision

The setting is very well resourced with high quality equipment and materials. These are effectively used to promote children's learning and development. The environment is continuously monitored to help ensure it is accessible and inclusive to all. Regular audits check that resources positively reflect the diversity of all the children who attend, as well as the wider community. Inclusion is at the heart of all that the setting does and they successfully promote equality and diversity very well. Staff are a valued resource and investment in their development and training is a key strength of the setting.

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the early years provision

Staff develop excellent partnership working with other agencies. This provides early identification of any additional support and provides continuity for children who have other professionals involved in their care. The staff are particularly successful in their support of children with special educational needs and/or disabilities. Staff try to make sure that all children are able to reach their full potential.

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the early years provision

Partnership working with parents is recognised as vital in order to fully support children's progress. Staff plan initiatives such as open days for grandparents and monthly fathers' sessions, held on Saturdays. This makes sure that all adults who have a significant role in the lives of the children can become involved in supporting their learning. The two-way flow of information between staff and parents about the care needs of children is very well established and supports children effectively. The exchange regarding learning is not so frequent and only periodically updates parents, though they can look at their child's progress records if they wish. Parents speak very highly of the setting, regarding the care and learning opportunities as excellent.

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the early years provision

The staff demonstrates a strong commitment to providing high quality care and education for all children, in a warm inviting environment. They have developed very effective systems for monitoring the setting and are always looking for ways to improve. Staff are enthusiastic and committed to development and they share a vision for the future based on what will make the biggest impact on the children. Self-evaluation sets the highest standards and clearly identifies how staff intend to reach and surpass their goals. The staff effectively build on their success and are proud of their many achievements.

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and outcomes for children

Children express much happiness and enjoyment during their time in this setting. They work together co-operatively, often singing and laughing spontaneously. The atmosphere is one of busy purposeful play. Children become increasingly inquisitive and adventurous in their learning because staff support them so well. Most children relish time outside in the well-designed and inviting outdoor areas. Children's confidence and self-esteem increases as they experience high levels of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interest from the staff in their ideas and what they have to say. Children enjoy a quiet cuddle and story in the cosy darkened book corner or explore the hay and peat in the farmyard area. They are all fully engaged and show high levels of concentration. Children's progress is aided by the enthusiasm that they develop for learning in this stimulating and supportive environment. Children are involved in

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and outcomes for children

conducting risk assessments and gain an excellent understanding of how to keep themselves and each other safe.

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and outcomes for children

Children make particularly good progress in skills that will support them in the future. Their personal, social and emotional progress is rapid and continually promoted by all adults in the setting. Children approach each other and visitors with confidence. They demonstrate an excellent understanding not only of the expected codes of behaviour but the reasons why these are important. Children remind each other of how to behave. Older children become skilled negotiators able to resolve minor conflict without adult intervention. They agree swaps for toys or turn taking for favourite items. Children's communication, language and literacy skills are very strong and supported effectively. Technology skills are very well developed due to the extensive opportunities that children have to engage with technology. They access laptops, an interactive white board and a wide range of everyday electronic equipment, which they handle and use with confidence.

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and outcomes for children

Children are becoming increasingly aware of how to support their own health and well-being. They can explain which foods are good for them, identifying that milk is beneficial for teeth and bones. Children from an early age engage in routines that support high standards of hygiene. Children have innovative opportunities to engage in a wide range of physical activities, both indoors and out. They gain a secure understanding about the importance of regular exercise as part of maintaining a healthy lifestyle.

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and outcomes for children

Children are aware of their similarities and differences. They are respectful of each other's abilities and views. Children from all backgrounds play together harmoniously and they all see positive images that reflect them and their families. Children demonstrate that they feel safe and secure in the setting. Babies smile as staff enter rooms and snuggle into their key workers when presented with a new face. They are very settled because staff follow their home routines as closely as possible. Older children share their ideas and confidently express their opinions, even when these are different from the group. The children show pride in their work and demonstrate a sense of ownership when talking about the setting. Children are very well supported to move onto school. They are becoming active, inquisitive learners interested in the world around them and their place within it. 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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