Brightsparks Day Nursery

Bright Sparks Day Nursery Inspection report for early years provision

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Unique reference number EY279775 Inspection date 09/03/2012 Inspector Teresa Kiely

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Setting address Richard Challoner School, Manor Drive North, New Malden, Surrey, KT3 5PE Telephone number 02083299777 Email brightsparks.helen@tiscali.co.uk 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

Bright Sparks Day Nursery opened in April 2004. The nursery operates from a purpose-built modular building in the grounds of Richard Challoner Comprehensive School in Malden Manor. The nursery is privately owned and is independent of the school. It is in the London borough of Kingston upon Thames. The nursery contains four rooms for day care and an office, staff room and a kitchen. There are two enclosed outdoor play areas. It is located close to a local park, shops, and bus and train services. The nursery is open every weekday from 7:30am to 6pm for 51 weeks of the year, closing only for bank holidays. The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The nursery is registered to care for 43 children at any one time under the age of eight years, all of whom may be in the early years age range, although only 15 may be under the age of two years. There are currently

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Description of the setting

67 children on roll. The nursery is funded to provide some free early education for children aged three and four-year-olds. The nursery supports children with special educational needs and/or disabilities. A small number of children attend who learn English as an additional language. The nursery employs nine full time members of staff, seven part time staff and a cook, of whom 14 hold relevant qualifications. One of the managers has Early Years Professional Status. Several staff are now extending their qualifications, and another is working towards a relevant qualification.

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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

All children make good progress in their learning and development and show an extremely strong sense of belonging and confidence. Those in charge are effective at supporting their staff, and have developed a highly positive relationship with parents and carers. Generally, children are suitably challenged through high quality planning and organisation. The management systems run smoothly because of thoughtful and confident leadership. These systems include mainly effective evaluation of the provision offered, so the nursery is strongly placed to maintain continuous improvement.

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further?

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

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further?

 reconsider the daily routines to provide more uninterrupted time for independent learning inside and outside  consolidate planning to include each child's interests and experiences along with their supported activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The managers work hard to keep all children safe, and the staff have an effective understanding of how to protect children. They are well trained and vigilant in issues of safety. They check the rooms daily so that they are safe for the children. A robust recruitment strategy is implemented, so that suitably qualified and vetted staff are employed.

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the early years provision

There is mutual respect between the managers and the staff team. Managers recognise the importance of staff undertaking regular training, in order to improve their skills in working with the children. This includes the appointment of a staff member with more specialist training in how to support children learning English as an additional language, in order to improve outcomes for this particular group of children. The staff and parents are included in decision making, and this supports the accurate identification of areas for development. There is a careful analysis of strengths and weaknesses. Key areas of development are carefully considered to ensure that improvements are secure, such as the development of the outside area for younger children.

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the early years provision

Each room contains good resources, appropriate to children's differing stages of development. Resources are provided at child height for easy access. Younger children particularly enjoy the free space and movement that is available to them and this has improved since the last inspection. Some resources are deliberately situated to support the specific needs of individual children. Across the nursery, there is an emphasis on developing children's self-image and self-esteem, supported by the use of mirrors and photography, including many photographs of children at home with their families.

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the early years provision

The nursery has given careful attention to the development of diversity and children's family backgrounds. Resources and displays reflect this emphasis on diversity. Displays show families around the world, and key words and phrases in a number of languages. Children's individual needs are well-supported and effectively managed, and one of the managers takes a key lead here.

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the early years provision

The nursery works well in partnership with other agencies to support children's individual needs. Teachers from the local schools are welcomed to meet the children in the nursery before they start school, and useful information is exchanged to support continuity in care and learning.

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the early years provision

Partnership work with parents and carers is exceptional. The nursery has developed a system of information that keeps parents very well informed about their own child's achievements. There is an exciting two way flow of information here. Children are also involved in making decisions about daily play opportunities. Parents comment very positively in learning journeys and face-to-face about the success of the learning opportunities for children in the setting. Staff work extremely successfully with parents whose first language is not English in order to promote good outcomes for their children. 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 supported in their learning by a knowledgably and thoughtful staff team. Across the nursery, children make good progress because they have an effective learning environment. All the children are offered the required areas of learning, indoors and out, owing to careful planning. Babies and younger children develop their physical skills because adults plan carefully for their development. They talk to the babies affectionately and warmly, and encourage their communication skills. They offer exciting activities such as blowing bubbles, and hand painting. When older children need individual support, such as when they start at the nursery, they are given more individual attention by key staff.

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and outcomes for children

Older children engage in stimulating activities such as using metal detectors outside. At lunchtime, these children learn to both serve themselves, and help tidy away, so making a positive contribution to nursery life. Children enjoy a range of good experiences across the day, from singing, to robust outdoor play. Routines sometimes interfere with the flow of play, particularly for the older children, which prevent them from following their own interests and making some decisions for themselves, such as deciding when they are hungry and want to have a snack.

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and outcomes for children

Children make good progress in their learning because the staff team know the children well. Staff know what children need to do next to enable them to make good progress. Children's learning and development is supported in a well planned and structured way. Where necessary, children's additional needs are carefully identified, although, room staff do not link support to children's individual interests and experiences to support progress as effectively as possible.

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and outcomes for children

Skilled staff work with babies and young children to settle them when they first start at the nursery and very warm relationships are developed. Throughout the nursery, children show extremely high levels of confidence and self-esteem. The staff know the children very well and support their developing sense of belonging and confidence by creating excellent relationships with the children and their families.

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and outcomes for children

Children progress well in learning about healthy living and are eager to play outdoors daily. They tuck into nutritious meals cooked daily by the nursery cook. Sometimes, the menu contains parents' own recipes suggestions. Children enjoy their carefully prepared food and snacks, including a daily fruit platter in each room. Regular trips to the local park expand their experiences. Visitors, such as the police, help children develop a good understanding of how to keep themselves safe.

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and outcomes for children

Children communicate well with one another. Older children know clearly what is expected of them in the nursery. Younger children and babies gain from the strong sense of security and belonging that runs through their daily experiences. As children grow and change rooms, they are supported by thoughtful arrangements and preparations. This enables them to progress well across the nursery, so that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 by the end, they are well prepared for the move to school. 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 1 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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