Parrock House Day Nursery

Parrock House Day Nursery Inspection report for early years provision

p.1

Unique reference number EY343343 Inspection date 11/11/2011 Inspector Jennifer Kennaugh

p.1

Setting address 26 Parrock Road, Barrowford, Nelson, Lancashire, BB9 6QF

p.1

Telephone number 01282 604555 Email parrock.house@btinternet.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

p.1

you give details of the source and date of publication and do not alter the information in any way.

p.2

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

p.2

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.

p.3

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).

p.3

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

p.3

Description of the setting

Parrock House Day Nursery was registered in 2007 and is situated in Barrowford, Lancashire, close to main road and motorway links. The nursery operates from a purposely-designed building, which includes five playrooms. Three rooms on the ground floor are used by the older children and an additional room accommodates children under two years. The younger babies use a room on the first floor. There is access to three enclosed outdoor play areas, and there is a large parking area in the grounds. The nursery serves the local and wider community. It is open each weekday from 7.30am until 6pm, for 51 weeks of the year.

p.4

Description of the setting

The nursery is registered on the Early Years Register to care for 36 children under five years at any one time. Currently, there are 54 children attending the nursery throughout the week for a variety of sessions. The nursery employs 12 staff, of which 10 have relevant level 3 qualifications and two have qualified teacher status. One member of staff has Early Years Professional status. The setting receives support from the local authority.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The setting promotes children's welfare and development well and effective systems are in place to ensure that all children's individual needs are met. Staff display good knowledge of the Early Years Foundation Stage so that children experience positive outcomes in learning and development. As a result, children are very happy and secure in the inclusive and welcoming environment. Parents are consulted and kept well informed of children's care, routine and learning. Effective links formed with other agencies promote continuity of care and education. The setting demonstrates a purposeful approach to continuous improvement although some paperwork related to premises needs to be maintained and parents do not contribute to children's learning records beyond initial information.

p.4

further?

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

p.4

further?

 record details of fire evacuations drills in a fire log book with any problems encountered and how they were resolved  devise opportunities for parents or carers to contribute to children's learning records. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are safeguarded and well protected in the setting because staff have effective procedures in place to manage concerns about children in their care, and have received comprehensive training. Staff are appropriately vetted as suitable to work with young children. Risk assessments are thorough and lead to good practical measures being used to ensure children can move safely and freely in the setting. However, records are not kept of fire evacuation practises, so it is not clear how familiar children would be with the procedure in the event of an emergency.

p.5

the early years provision

Resources and space are exceptionally well organised and as a result, children and babies are able to develop independence skills by freely accessing many toys and activities in all areas. Staff roles are clearly defined for physical areas of the setting and specific areas of practice like liaison with parents. This means that organisation is very good because all staff are aware of what they should be doing to improve outcomes for children. Regular staff appraisal is used to identify training needs and motivation is good, because staff are encouraged to pursue training such as foundation degrees to enhance outcomes for children.

p.5

the early years provision

The setting has clear priorities to develop its provision. This includes extending the use of 'thinking boxes' in all rooms to provide comprehensive multi-sensory experiences across the six areas of learning. All recommendations from the previous inspection have been addressed, to enhance welfare and development.

p.5

the early years provision

Parents' views are sought and used to develop provision, for example, when parents suggested that the 'All About Me' booklet should be regularly updated. Parents also asked to have progress meetings with key workers at collection times rather than at formal parents' evenings. Initial information obtained from parents is detailed and used to inform planning and settling in. However, ways for parents to contribute to children's learning records are not in place so learning away from the setting is not yet recorded for use by key workers . Older children's views are sought using open-ended questions with key workers to give them a voice in the setting. At transition times, staff from local schools visit the setting to observe children moving on, and information is passed on for continuity of care and learning.

p.5

the early years provision

Thorough policies and procedures are in place to meet individual needs. There are effective procedures to provide for additional needs, by the use of care plan books which can be shared with other professionals to inform them of how the setting adapts its provision to include the child.

p.5

and outcomes for children

Children handle simple implements and materials, such as paintbrushes or modelling clay safely. They are confident and readily approach staff to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communicate a need or a want, showing that they feel safe. Babies are content, settled and curious about their environment, showing similar confidence. Good practical safety measures include only the manager or deputy releasing children to parents or carers to prevent children being taken without being signed out, and the use of passwords if an adult unfamiliar to the setting collects.

p.5

and outcomes for children

Children show an awareness of how to stay safe and are involved in writing the rules of behaviour for the setting each September, to help them make a positive contribution to their care. Behaviour is good and staff foster awareness of others by incorporating this into play, such as when they talk about which new cups they each like in the role play kitchen. Children have opportunities to learn about different cultures and festivals through craft, food and stories, to promote acceptance of diversity.

p.6

and outcomes for children

Children who are ready to use the downstairs provision enjoy daily outdoor play sessions. Two-year-olds have their own soft surface yard, in which they can play safely with wheeled toys and a play house. Older children delight in their outdoor play, accessing a large wooden climbing frame with a slide a few at a time to maintain safety. A fence divides this from the main play area, where they can build with life size foam copies of house bricks or play snakes and ladders using a large mat. The market stall style 'messy' areas contain sand, shaving foam and pasta for children to investigate and use in creative play. Children practise balancing on plastic blocks, to develop whole body control. Books are placed in the wooden play house so that children can sit quietly to look at them, extending early literacy skills. A large chalkboard enables them to practise mark-making. Dressing-up clothes and soft toys provide opportunities for children to engage in creative play.

p.6

and outcomes for children

At circle times, staff use song, action and rhyme to teach everyday knowledge such as days of the week and the months. They also help children to identify who is present and who is away from nursery, developing awareness of others. Babies have access to a wide range of textures to encourage them to explore their environment and toys. Staff consistently engage in sustained interaction with babies and children, to extend communications skills and there is a comprehensive system for observations to be used for individual planning. Children have access to a range of information and communication technology, including tough digital cameras, a computer and a programmable robot to form the basis for skills in this area.

p.6

and outcomes for children

Children have an exemplary understanding of what contributes to a healthy lifestyle and some can talk about why fruit is good for them and why hand washing is important. Staff encourage children to try new tastes using reward charts, if they are reluctant eaters so that children improve outcomes for staying healthy. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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 1 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

p.7

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

p.7