Little Lambs Nursery

North House Children's Nursery Limited Inspection report for early years provision

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Unique reference number EY425857 Inspection date 15/02/2012 Inspector Alec Smith

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Setting address 771 Blackburn Road, BOLTON, BL1 7JL

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Telephone number 01204419955 Email 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 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

North House Children's Nursery originally opened in 1990 and re-registered in 2011 following a change when the owners became a limited company. It operates from a detached property in the Sharples area of Bolton, Greater Manchester. Children are cared for in four rooms and have access to a library and two outdoor play areas. The nursery is registered on the Early Years Register and both parts of the Childcare Register. The nursery is registered for 44 children under eight years, of whom no more than 44 may be in the early years age group. There are currently 41 children on roll. The nursery provides funded early education for three and four year olds.

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Description of the setting

The nursery is open five days a week from 7.45am until 6pm, for 50 weeks of the year. It is accessed via a small step and is all on one floor so is accessible to all children and their parents. The nursery supports children with special educational needs and/or disabilities and children who speak English as an additional language. There is a team of 16 staff including the manager all of whom hold an appropriate early years qualification, 15 of whom are level 3 or above. A member of staff holds an early years degree. The nursery is supported by the local early years quality and inclusion team.

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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 settle well in this inviting and homely setting provided by staff who are highly motivated to achieve the best for children. Overall, children make good progress in their learning because teaching is rooted in a comprehensive understanding of the needs of children, meaning their individual needs are met. The setting works effectively with parents and other providers of the Early Years Foundation Stage to ensure continuity of learning. They support children with special education needs and/or disabilities and have a good partnership with outside agencies. In the main self-evaluation processes are in place to ensure realistic challenge in well chosen areas. All documentation is in place, monitored and effective in practice.

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further?

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

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further?

 implement a quality improvement process, such as the Ofsted self-evaluation form, as a basis of ongoing internal review to assess what the setting has to offer against robust and challenging criteria  support the development of independence skills, particularly for children who are highly dependent upon adult support for personal care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff are knowledgeable about safeguarding policies and have effective procedures in place to manage any concerns that they may have about children in their care. These are shared with parents through detailed welcome packs and policies are shared through out the nursery. Comprehensive systems ensure staff are suitably checked and qualified for their role. The manager places a strong emphasis on ensuring the setting is safe for all through detailed and regularly reviewed risk assessments.

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the early years provision

Staff fully understand the Early Years Foundation Stage and use this effectively to support children's learning. The management team place a high priority on ensuring staff are well trained and up-to-date with new developments. For example, all staff take part in regular safeguarding training and their understanding assessed through regular questionnaires. The environment gives all children a wide range of activities to choose from both inside and outside. For example, all areas are clearly labelled with photos and at child height so children can easily access resources. The manager works closely with all staff to evaluate and monitor their practice. Although the manager has set comprehensive targets and actions, such as, further developing policies and procedures in place, this is on an informal basis. This means that some harder to achieve areas for development are missed.

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the early years provision

The setting forms purposeful relationships with parents and carers. There are a broad range of systems in place to share children's progress, such as one-to-one meetings with parents and sharing learning journeys. Parents are regularly invited to add their own ideas to activities planned for children by their key workers. The setting is committed to working with other providers and takes a lead role in establishing effective working relationships. For example, teachers from local schools are invited to visit and find out more about the children that will attend their school. This ensures that continuity of care is given a high priority and children and parents are supported through transitions.

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the early years provision

The setting provides good support for children who have special education needs and/or disabilities. For example they work closely with outside agencies such as speech and language therapists and parents to develop individual education plans. Staff work continuously towards making sure that they are inclusive and ensure that children are introduced to a wide range of different cultures. For example, staff teach children about Chinese new year through food tasting, dragon dances and role-play activities and resources in the home corner. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and self-assured in the setting and feel safe and secure. This is because staff place a high priority on ensuring the setting is safe and that it provides a warm, homely environment for all children. Children have a good understanding of safety rules as they move around the setting and use resources. For example, children remind each other how to use scissors safely in the creative area when making mothers day cards. Children learn how to be safe outside the setting as staff regularly take children on walks in the local environment and teach them how to be safe through stories that they read to the children.

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and outcomes for children

Children have good opportunities to learn about healthy lifestyles. At lunch time children sit down with staff to share well a balanced meal, such as pasta carbonara and vegetables. Menus are well planned and shared with parents so children's needs are taken in to consideration. Before lunch and snack children are encouraged to wash their hands with reminders, such as posters, to support them. This means they are learning effective hygiene routines. The setting places a high emphasis on ensuring children have access to outdoor provision and children enjoy the wide range of activities outside, such as, dancing and know that it is good for them to take part in these activities.

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and outcomes for children

Children make good progress towards the early learning goals as staff regularly observe children, track their progress and identify starting points. Interesting activities are planned for children that are focused on children's next steps. Children take part in a range of mark making. For example, they use their knowledge of phonics to write their own mothers day cards in the creative area and attempt to write their own names. They really enjoy reading stories with staff in the purpose built library, reading favourites and repeating the phases form the story that they know. Children learn about shapes in everyday play when they sort them on to the correct pegs as part of a puzzle, with staff encouraging them to try to name them. Children use a range of age-appropriate technological equipment. Younger children use simple button toys, such as a jack-in-the-box to explore cause and effect. Older children develop more complex skills when they use a

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and outcomes for children

mouse to find matching pairs on the computer screen.

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and outcomes for children

Children are well behaved in the setting and form a positive relationship with their key workers. However some opportunities for children to develop independence are missed. For example, staff wipe children's noses for them, serve them their meals at lunch time and often decide which resources are to be used in areas such as the water tray. Children learn about their own and other cultures through a well organised range of activities and resources. They learn about Christmas when they take part in a yearly Nativity play. 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 3 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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