Miss Daisy's Nursery School

Miss Daisy's Nursery School Inspection report for early years provision

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Unique reference number EY337342 Inspection date 28/05/2012 Inspector Elaine Douglas

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Setting address Fountain Court Club Room, Ebury Square, LONDON, SW1W 9SU Telephone number 0207 7305 797 Email daisy@missdaisysnursery.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

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

Miss Daisy's Nursery School is one of two privately owned nurseries. It was established in 1965 and registered to the current owner in 2006. It operates from a basement club room within Fountain Court, which is housing owned by Westminster City Council. It is situated in the London Borough of Westminster. Children have access to a small secure outdoor area. They also use an enclosed communal garden opposite the housing. The nursery is open from 8.45am to 3pm Monday, Tuesday and Thursday, and from 8.45am to 12 noon Wednesday and Friday, term time only.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 30 children may attend the nursery at any one time. There are currently 30 children aged from two to under five years on roll, some in part-time places. The nursery currently supports children who are learning English as an additional language.

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Description of the setting

There are seven members of staff. The owner and the manager hold an early years degree and all other staff hold a level 3 early years qualification. The owner has achieved Early Years Professional Status.

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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

The nursery provides a welcoming, inclusive environment where children thrive and make good progress in their learning overall. Dedicated staff implement excellent procedures and highly effective systems to protect children's health and safety. The outstanding partnerships with parents and others are a strength of the nursery and help to ensure that children's individual needs are met. The owner motivates staff to successfully provide a caring environment. Good systems are in place to evaluate practice and help ensure continuous improvement.

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further?

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

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further?

 increase the activities and experiences for children to take initiative and manage developmentally appropriate tasks  improve the use of adult-led activities to challenge the more able children and encourage them to express their own ideas. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The management team and staff implement robust safeguarding procedures to promote children's safety and well-being. All staff attend safeguarding training so have an excellent awareness of child protection issues. The premises remain secure and staff carry out highly effective risk assessments, which enable children to move around safely. The owner makes excellent checks on staff to identify their suitability to work with children. Extensive documentation is extremely well organised to promote and protect children's welfare. All staff are qualified in administering first aid.

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the early years provision

The owner provides a good role model and divides her time effectively between the two nurseries. She carries out annual appraisals to monitor and motivate staff performance, and promote a shared commitment to continuous improvement. She makes effective use of self-evaluation to monitor and improve practice. For example, she has introduced a new parents'-guide, which provides excellent information on the Early Years Foundation Stage. She has also introduced home visits to help children's transition to nursery. A parent representative organises informal meetings with parents and feeds back their ideas to the manager. As a result, children starting school now stay for lunch to prepare them for a longer day.

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the early years provision

Overall, staff deploy the wide range of resources effectively to enable children to make choices. High staff to child ratios mean that staff provide vigilant supervision and all children receive one-to-one interaction. A storage container in the communal gardens enables children to access a good range of equipment to promote their physical development. Children use the nursery's small outside area to access sand, water and messy play. Children benefit from specialist teachers, for example French teachers. This also promotes a positive awareness of children's cultures. Staff make very good use of the local environment to provide real experiences for children. For example, they visit the library and go to the shop to buy ingredients for their cooking activities. They also go on the buses and explore London.

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the early years provision

The management and staff team actively embrace equality and diversity. A large number of the children are learning English as an additional language and come from a diverse range of cultures. A speech therapist attends every week to support the staff in developing effective systems to promote the children's communication skills. All children are fully integrated and sensitive procedures help to ensure they soon settle. Staff arrange play days so that children go to each other's homes to encourage language sharing and friendships.

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the early years provision

The highly effective partnership with parents and others involved in children's care is a strength of the setting. Parents are extremely enthusiastic about the nurturing care of the staff. Parents come into the nursery to read to all the children and, through the excellent information they receive, are involved in their child's learning. Parents share their expertise in celebrating festivals and their own cultures. Staff ensure the extensive range of policies and procedures are available This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to parents, and actively seek their suggestions and contributions. Excellent assessment records keep parents extremely well informed of their child's development. Highly effective communication with parents enables staff to identify children's starting points. They meet regularly to discuss and agree children's next steps in learning.

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and outcomes for children

The highly effective use of the key person system ensures children arrive excited to see staff and immediately engage in conversations with them. Children are happy and enjoy their learning, while making good progress. Staff make regular observations of the children's achievements and interests, and use the information effectively to plan for their development. Children generally benefit from key group activities, which focus on their individual learning needs. For example, older and more able children sound letters of the alphabet and recognise their name. However, some adult-led art and craft activities use pre-prepared shapes and provide limited materials, which do not extend children's creative ideas or challenge their physical skills.

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and outcomes for children

Children develop good skills for the future. They independently select books and enjoy interacting with the staff and other children. Children make excellent progress in their language, literacy and mathematical development. This is because staff provide good interaction and routines, such as identifying the day of the week, the month and the weather. The staff support children well through encouraging conversation and questioning, this effectively helps to develop their communication skills and ability to reflect. However, staff do not use routines such as snack time as effectively. For example, they prepare and serve children's snack. This limits children's experiences of managing developmentally appropriate tasks. Children use information and communication technology to support their learning, such as sorting healthy foods.

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and outcomes for children

Children develop a very good awareness of peoples differences. They learn about schools in countries less well off and are excited about celebrating the Queen's Jubilee. Children have highly impressive experiences, which raise funds for charities and extend their awareness of the wider world. Staff use good procedures to promote positive behaviour, such as songs about sitting and listening, and certificates of achievement. Staff select a child as the star of the week, which promotes their self-esteem. Consequently, children are polite, well behaved and understand expectations. For example, when staff shake a tambourine the children stand still and listen for instructions, then enthusiastically help to tidy up. Staff sit with the children role modelling listening and responding to questions. Children enjoy taking the teddy bear home or on holiday and show the whole group photographs of their experiences together.

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and outcomes for children

Children thrive in the healthy environment. Staff provide excellent role models so children gain an outstanding awareness of healthy practices. Specialist coaches teach children Yoga and football, so they develop excellent skills and an enjoyment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of exercise. Children have daily use of the communal garden and know they wear hats to protect themselves from the sun. Staff provide regular cooking activities so children gain an extensive knowledge of healthy eating and hygiene. Furthermore, children develop an excellent awareness of keeping themselves safe. They learn road safety, stranger danger and the importance of assessing risks, through the daily use of the communal garden. Children demonstrate that they feel extremely secure within the environment and are actively encouraged to discuss their feelings. 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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 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 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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