Children 1st @ St. Peter & St. Pauls

Children 1st @ St. Peter & St. Paul Inspection report for early years provision

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Unique reference number EY310355 Inspection date 01/05/2012 Inspector Karen Byfleet

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Setting address St. Peter & St. Paul School, Brambling House, Hady Hill, CHESTERFIELD, Derbyshire, S41 0EF Telephone number 0115 973 2600 Email margaret.children1st@breedonhouse.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

Children 1st @ St Peter & St Paul, is managed by Breedon House Nurseries Limited and has been registered since 2005. The nursery is located close to the town centre of Chesterfield. The nursery is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register to care for 136 children. It is open all year round from 7.30am to 6.30pm and provides full day care, out-of-school care and holiday care for children under eight years. All children have access to secure enclosed outdoor play areas.

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Description of the setting

There are currently 129 children on roll. Of these, 83 receive funding for early education. The nursery currently supports a number of children with special educational needs and/or disabilities and also supports children who speak English as an additional language.

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Description of the setting

The children are cared for by a team of 30 nursery staff, plus a manager. The nursery also employs a caretaker, a housekeeper and a receptionist. The nursery supports students on training from the local college and they receive support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

A bright and airy environment is very welcoming to all children and adults. Children are extremely happy and settled and their learning and development is monitored through the highly effective procedures that are in place. Excellent and rigorous procedures ensure children are well safeguarded. Partnerships with parents and other professionals are well established, ensuring children's welfare needs are consistently met. All staff, parents and children contribute to the provision's evaluation system; ensuring areas for further development are clearly identified and monitored. Continuous improvement of the excellent provision that is already in place is maintained.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 providing consistent access to the outdoor area for the younger toddlers.

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the early years provision

Staff have excellent knowledge and understanding of the provision's detailed and comprehensive policies and procedures which ensure children are well safeguarded. All staff update their safeguarding training through the in-house This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 training programme on an annual basis and they are very clear about their roles and responsibilities in this area. Detailed risk assessments are in place and reviewed on a regular basis to ensure they remain valid and consistent. A detailed emergency evacuation plan is in place and regularly practised to ensure children know the procedures to follow. All premises are secure, with main doors kept locked and coded key pads to enable entry. The baby unit is in a separate building and is secured well. A visitor's signing-in book enables staff to monitor who is in the building at any one time and parents are required to sign their children in and

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the early years provision

out at each session they attend. All outdoor play areas are safely enclosed.

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the early years provision

Staff recruitment is rigorous and effective. All new staff undertake a three month induction programme which includes assessments that reinforce their understanding of the provision's policies and procedures. All staff are checked to ensure their suitability for working with children and these are regularly renewed. Staff are extremely clear about their roles and responsibilities and they work exceptionally well together as a team to ensure children's individual needs are consistently met. The nursery has implemented a detailed evaluation system of the provision they provide. All staff, parents and children contribute to this to ensure continuous development of the provision. A parents' 'steering group' enables them to discuss their ideas and these are then taken forward to management. A children's 'nursery council' has been implemented to provide children with the opportunity to make suggestions and say what changes they would like to see.

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the early years provision

Relationships with parents are highly effective. Staff share information about children on a daily basis and individual development records for each child include observations made by parents of children's learning at home. Individual daily care plans are implemented for babies and any children attending with additional needs. These are shared with parents and any other professionals who may be involved in the care of the children. Highly effective transition arrangements for children moving between rooms and for moving onto mainstream education are in place and promote continuity for children extremely well. Fully inclusive practice is promoted by all staff. For example, they provide visual aids for the very young children and for children who have English as an additional language. A philosophy of open and inclusive attitudes to all children, families, staff and visitors ensure spiritual and moral development is fostered.

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and outcomes for children

Children throughout the provision are making excellent progress in their learning and development and they are extremely happy and settled. Staff have excellent knowledge and understanding of the Early Years Foundation stage. They plan and implement effective activities that are planned around children's interests and their individual needs. Sensitive, focussed and spontaneous observations of children's learning are undertaken regularly by all staff and these are used to plan further activities, using the next steps in their learning and which challenge children appropriately. There is an excellent balance of adult-led and child-initiated activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The extensive range of age-appropriate toys, games and resources ensure all areas of learning are covered and all resources are easily available for children to access independently. Babies have access to a wide range of sensory toys, such

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and outcomes for children

as, musical toys, different materials for touch and treasure baskets for exploratory play. They have many opportunities to explore and experiment with malleable and messy play and all activities are extended within the covered outdoor play area. Toddlers and older children have easy access to a full range of mark-making activities, such as painting, crayons and writing for purpose in role play activities. They also access chalks, crayons, pencils, glue, rulers and sticky tape independently. This is especially evident in the design area where children draw their own designs then move on to make these in the construction area. For example, a four-year-old draws a design of a rocket they would like to build. They then move into the construction area and builds their design with a variety of different sized wooden bricks. Regular access to other activities including water, sand, and other malleable materials enables children's mark making skills to

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and outcomes for children

further develop. Children independently access the computer area and a very good range of resources, such as locks and keys and magnets, which enable them to explore and investigate. Children especially enjoy time in the exploration garden where they access equipment, such as magnifying glasses and binoculars, as they search for mini beasts under the logs and leaves.

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and outcomes for children

Young toddlers and babies have access to free-flow outdoor play into a separately enclosed area. However, free-flow play for the toddlers is not as consistent as other areas of the nursery. The older children have constant access to the large safely enclosed area for outdoor play due to fixed canopies which protect them from wet weather whilst still enabling them to be outdoors. Wet weather suits and Wellington boots enable children to play outdoors in all weathers. They enjoy splashing in puddles and playing in the snow. They have access to a full range of equipment for climbing and balancing and a separate area is used for gardening. Parents and grandparents are encouraged to join the children and help them in the garden, as they plant a range of fruits and vegetables. The garden area and woodland, which is close by, is rich in opportunities for children to explore and investigate all aspects of nature. Children have recently undertaken an experiment

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and outcomes for children

in planting different beans to enable them to compare which beans grow the best. They have also compared two different methods of growing cress, one sample in soil and one sample on cotton wool, to see which grew best. These activities enable children to discover how and what seeds grow well and for differences to be explored.

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and outcomes for children

Children have an excellent awareness and understanding of their own personal hygiene. They independently access the toilet and wash their hands with no prompting from staff. A highly effective system has been implemented for reinforcing children's understanding of healthy eating and the benefits of exercise. For example, when they are leaving the provision they are able to take a piece of fruit with them. This has been implemented as a way of discouraging parents from bringing sweets and crisps when they collect their children. The children eagerly look for the snack on their way out. Children enjoy action songs and rhymes that require them to move in various ways and they feel their heart beating after rigorous exercise and talk with staff about how this keeps them healthy. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have a strong sense of belonging within the provision. Staff consult with

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and outcomes for children

the children and ask them what activities they would like out and the staff link these ideas to the areas of learning. Children's knowledge and understanding of the wider world is developing extremely well. They have access to a wide range of books and resources which promote positive images and inform them of different cultures, celebrations and race from around the world. Aids, such as pictorial reminders within the nursery help younger children and those children who have English as an additional language to communicate. Children's knowledge and understanding of the local community is enhanced as they regularly undertake activities in the local woodland and the children have previously presented a local care home with vegetables they have grown in their garden. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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