De Verdun Nursery

De Verdun Nursery Inspection report for early years provision

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Unique reference number EY424462 Inspection date 16/11/2011 Inspector Kate Bryan

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Setting address De Verdun Childrens Nursery, 14 Arnolds Crescent, Newbold Verdon, LEICESTER, LE9 9LD Telephone number 01455828853 Email deverdunnursery@aol.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.

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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

De Verdun Children's Day Nursery is privately owned and re-opened under it's current ownership in 2011. It operates from single storey premises in the village of Newbold Verdun in North West Leicestershire and children attend from Newbold Verdun and surrounding areas.

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Description of the setting

The nursery is registered on the Early Years Register to care for a maximum of 48 children at any one time. There are currently 53 children on roll. The nursery is open each weekday from 7.30am to 6pm all year round, except for bank holiday Mondays and a week at Christmas. The nursery currently supports a number of children with special educational needs and/or disabilities and is in receipt of nursery education funding.

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Description of the setting

The nursery employs 13 staff who work directly with the children, of these 12 hold appropriate early years qualifications. 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 good.

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The overall effectiveness of the early years provision

Children are content and settled at the nursery and happily engage in a wide range of activities. These are planned around children's individual needs because staff have a good awareness of promoting their learning and development. Overall, positive partnerships with parents and other agencies are also well established to ensure that all children's needs are met. Generally, all required policies and procedures are in place and are used effectively to underpin the management of the nursery. Systems to monitor and evaluate the setting's performance are good and self-evaluation is used to drive improvements in the service for children. This is the first inspection since registration.

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further?

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

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further?

 develop recruitment procedures so that staff understand they must declare all changes to circumstances which may affect their suitability to work with children  develop further systems to share information and offer support for parents to extend their child's learning at home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well protected because staff have a good understanding of their role in relation to safeguarding and most have attended training in this area. They are clear about reporting procedures and a detailed policy is in place which is shared with parents so they are clear how their children will be protected. Recruitment procedures are generally robust, although, staff associations are not routinely checked to maximise these procedures. The setting has good measures in place to help children to feel safe. For example, prior to trips out staff talk to children about road safety to ensure they are not frightened by traffic. This helps them to be responsible for their own safety. Detailed risk assessments are also in place which include procedures for outings and the premises are also checked daily to ensure the environment is safe for children. The nursery has a wide range of easily accessible resources which

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the early years provision

support children's learning and development.

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the early years provision

The manager understands that self-evaluation is an ongoing process and all staff are actively involved in identifying areas for development. The manager is clear about maintaining continuous improvement and achieves this by ensuring that staff training is well supported. Staff are deployed effectively so all children have individual support and this works well to help children with special educational needs and/or disabilities participate in all activities. A useful range of operational policies and procedures are in place and a positive equality and diversity policy underpins inclusion for all children. Parents have good opportunities to comment on the setting by completing entrance and exit questionnaires or by leaving feedback on the website. However, support to help parents promote their children's learning at home is not as effective as possible. Parents spoken with were very pleased with the way their children are settled and

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the early years provision

Good progress has also been made in working with others who deliver the Early Years Foundation Stage to children which means they receive a consistent service. For example, staff from the local school visit so they have an awareness of the children they will teach.

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and outcomes for children

Children's learning and development is progressing well as staff have a good understanding of the Early Years Foundation Stage. Children's developmental starting points are established and observations are used to identify the next steps in their learning. Staff have a good awareness of responding to children's individual interests and planning is flexible to accommodate this. The nursery is welcoming with displays of children's work on the walls which helps them to feel valued and raises their self-esteem well. Space is used imaginatively to provide children with opportunities to engage in a wide variety of activities in different rooms. For example, there is a sensory room, a role play room and an art This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 room and resources are clearly labelled which helps promote children's awareness of words. Children enjoy free-flow throughout the nursery and into the garden

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and outcomes for children

where they confidently explore their environment and the activities available. These include mark making using paint brushes and water, running and negotiating space and cutting and gluing pictures onto boxes in the fresh air.

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and outcomes for children

Children are confident communicators and staff have completed work with them on emotions so they can explain how they are feeling, this helps them to manage their behaviour well. Children and staff also use 'Makaton' to sign and a pictorial timetable is in place which ensures children with communication difficulties or with English as an additional language can make choices and join in with all activities. Children are kind to each other and a young child asks an older one how to operate an interactive toy and thanks her when she has done this. Children are also learning about helping other people as they fund raise for a children's charity and this also gives them a good sense of belonging to a group.

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and outcomes for children

Children's behaviour is good and they respond well to staff's gentle reminders to share and take turns. They routinely use good manners because they copy how staff behave and this means they are learning good skills for the future. Children learn about the environment as they go on bug hunts and look for spiders, they have also built a wormery which is an effective practical activity to cement their learning. Children also collect leaves and twigs on trips which they bring back and use to create pictures which promotes their imagination well.

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and outcomes for children

Warm relationships are in place between the staff and the children who happily involve staff in their play. They sit together on the floor and children select their favourite books which staff read to them. Staff use this opportunity well to ask questions to help children think about the story, such as 'Can you see the puppy? Children then choose the next story which promotes their choices well. Children enjoy a good variety of home cooked meals and they have grown potatoes, tomatoes and beans which they have eaten. This helps them make good links between healthy options and how the environment can be used to sustain them. Children also understand the importance of good hygiene as they routinely wash their hands and know why this is important in keeping them healthy. 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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