Stepping Stones Day Nursery

Little Acorns Day Nursery Inspection report for early years provision

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Unique reference number EY362250 Inspection date 24/11/2011 Inspector Laura Hoyland

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Setting address Valley House, Towngate, MIRFIELD, West Yorkshire, WF14 9JG Telephone number 01924 499210 Email mirfield.nursery@littleacornsgroup.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

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

Little Acorns Day Nursery was registered in 2007. The setting is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The setting is situated in a residential area in Mirfield, West Yorkshire and children attend from a wide catchment area.

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Description of the setting

The setting opens five days a week from 7.30am to 6pm all year except Bank Holidays. The provision is registered for 62 children and there are currently 86 children on roll. Children are able to attend for a variety of sessions and full days. The setting supports children with special educational needs and/or disabilities and English as an additional language.

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Description of the setting

It is one of 11 nurseries and a number of creche provisions managed by Little Acorns Group Limited. The setting employs 15 members of staff. Of these, 14 hold appropriate early years qualifications to level 3, and two of whom hold degrees in early years. The nursery is a member of the National Day Nursery Association.

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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

Staff know the children well and ensure that they are warmly welcomed into the setting. Staff create a stimulating environment to ensure that children's welfare, learning and development needs are well met which enables children to progress well in all six areas of learning. Realistic targets are set by the staff who are aware of their strengths and weaknesses to ensure that they drive continuous improvement. Staff strive to embed effective systems to ensure all children's progress is tracked and their individual needs met. The setting provides a safe and secure environment for all children and staff understand the importance of having robust risk assessments in place. The setting has formed strong links with parents and carers and are aware of the importance of developing links with other providers.

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further?

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

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further?

 ensure risk assessments are kept clearly stating when they were carried out, by whom and date of review (Documentation). 08/12/2011

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further?

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

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further?

 ensure children's individual needs are met with regard to mealtimes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  increase opportunities to share relevant information about children's progress within the Early Years Foundation Stage with other providers promote effective continuity and progression for children.

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the early years provision

Safeguarding is a high priority for staff and many staff have attended safeguarding training. All staff have enhanced background checks and are suitable to work with children. This means that children are safe and secure while in the setting. The setting has detailed risk assessments ensuring that all areas in the setting and outside are safe for the children to access. This means that children move around the setting safely and freely. However, some risk assessments are not updated annually and although this does not impact on children's welfare it is a breach of regulations.

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the early years provision

All staff have shared responsibility for planning and are very knowledgeable about the Early Years Foundation Stage. Staff plan for children's learning and development individually and track their progress using profiles, which has recently been introduced, therefore all children progress well towards the early learning goals. The environment is well organised in every room and outdoors is and accessible to all children. The staff use resources accessed in the local community to promote children's development. For example, children visit the local church to look at the colours and patterns on the stained glass windows to develop their knowledge and understanding of the world and mathematical skills.

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the early years provision

Staff accurately identify the setting's strengths and most areas of weaknesses. They are able to prioritise aspects of the provision to ensure that there is continuous improvement. For example, staff have a quality improvement plan and are continually improving aspects of the outdoor provision. The setting has addressed previous recommendations promptly and effectively to ensure that all children make good progress. This is because staff are aware of their individual learning and development needs.

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the early years provision

Partnerships with parents are very positive. Staff share information regarding children's welfare, learning and development on a daily basis and involve parents in 'stay and play' sessions. Parents contribute to children's development records and 'weekend books' are in place for all children to enable information on children's experiences outside the setting to be shared. Staff are aware of the importance of sharing information with other providers and are trying to strengthen their communication links.

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the early years provision

Staff ensure activities and learning opportunities are adapted to meet the needs of all children. For example, staff move furniture to ensure the environment is suitable for all children to dance and exercise. Staff have a good knowledge of each child's background and needs and discuss these with parents which means children's welfare requirements are well met. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

All children are settled in the setting and have developed good relationships with their key person. Children independently self-select resources and also ask to take part in activities. For example, children ask for music to dance to while others ask staff to read them their favourite stories. This shows that children are developing their confidence and self-esteem. Children are developing an awareness of how to keep safe. For example, children excitedly role play being builders on a building site. They dress up in high visibility jackets and wear hard hats 'in case rocks fall on our heads'. Staff understand children's individual needs and respond to these appropriately. This ensures children feel safe and secure.

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and outcomes for children

Good hygiene procedures are established in the setting as children wash their hands before meals, snacks, and after toileting. Children discuss washing their hands to ensure they are clean. Children are provided with nutritionally-balanced meals as the setting liaises with the local authority to approve their menus. Children learn about healthy lifestyles as they grow their own fruit and vegetables including carrots, potatoes and tomatoes and take responsibility for watering them. Children independently self-serve their meals and try a wide range of different foods. However, mealtimes do not meet children's individual needs as many children become restless as they sit for long periods of time. Children exercise regularly using large apparatus to develop their large muscles and learn to take calculated risks. For example, children climb steps and use the slide in the outdoor area. This allows children to engage in daily physical activities and develop skills in

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and outcomes for children

Observations on all children are carried out regularly and this enables staff to plan exciting and challenging activities for all children. Activities and learning opportunities are based on children's interests, age and stage of development and new experiences. For example, children engage in role play and make sandwiches for their peers. Some children take telephone orders from their parents before creating wonderful delicacies. Children concentrate on filling containers with water using cups and large syringes before emptying them and starting again. This enables children to develop their mathematical knowledge. Each key person plans their children's next steps, ensuring that children develop new skills and are motivated to learn. This means children progress well in all six areas of learning.

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and outcomes for children

All children behave very well in the setting and this is because they all have a strong sense of belonging. Staff regularly praise the children and give clear explanations of boundaries to enable children to understand rules. Children work co-operatively with peers which shows that they are developing respect for others. Children learn about other cultures and beliefs as staff provide a variety of resources and learning opportunities. For example, children design Mendhi hand patterns for Diwali which are displayed for children to enjoy. 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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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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