Spring-board Nursery

Springboard Nursery School Inspection report for early years provision

p.1

Unique reference number EY440806 Inspection date 18/06/2012 Inspector Jacqueline Mason

p.1

Setting address Village Hall, Saxlingham, Nethergate, Norwich, Norfolk, NR15 1AN Telephone number 01508 498796 Email jbl67@aol.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. You may copy all or parts of this document for non-commercial educational purposes, as long as

p.1

you give details of the source and date of publication and do not alter the information in any way.

p.2

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

p.2

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.

p.3

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).

p.3

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

p.3

Description of the setting

Springboard Nursery School has been open for approximately 18 years and was taken over by its current owner in 2011. It meets in the Village Hall in Saxlingham Nethergate, Norfolk. The main hall is used along with ancillary rooms. There is a small enclosed garden available for outdoor play.

p.4

Description of the setting

The nursery is registered on the Early Years Register to care for no more than 26 children at any one time. There are currently 44 children on roll. The nursery is open during school term time only. Sessions are available on Monday, Tuesday and Thursday from 8.45am to 3.30pm and on Wednesday and Friday from 8.45am to 11.45am.

p.4

Description of the setting

The nursery employs seven staff on a full-time and part-time basis. Four staff are qualified to level 2 or 3 and three staff are unqualified.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

All children are fully included and access activities that are interesting and mostly built around their individual learning needs, helping them to make good progress in their learning and development. Children behave exceptionally well, develop extremely positive attitudes to others and health requirements are met to a good standard. Staff build good partnerships with parents and others who provide care and learning for the children. There are some systems in place to promote the professional development of staff. Staff are enthusiastic and motivated, contributing to the nursery's self-evaluation process to identify its strengths and areas for development, in order to promote better outcomes for children.

p.4

further?

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

p.4

further?

 improve the processes for appraisal in order to identify and meet the training needs of staff  develop the tracking of children's developmental progress to ensure that it is consistent for all children.

p.4

the early years provision

Children's welfare is protected effectively because staff have a good knowledge and understanding of safeguarding issues. They are aware of the signs and symptoms of abuse and know how to record concerns, in line with the Local Safeguarding Children Board guidelines. All staff undergo an enhanced CRB check and records of this are maintained on site. On-going suitability is monitored This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through staff signing an annual declaration. Regular staff appraisals are carried out, although these are not robust to identify training needs in order to promote better outcomes for children. On-going, professional development is encouraged, with two staff working towards recognised early years qualifications.

p.4

the early years provision

Inclusion is promoted well in the nursery and an effective key-person system is in place to ensure that each child has a named person to take day-to-day responsibility for their welfare and development. The key person establishes good partnerships with parents to keep them informed about their child's day and all aspects of their care and well-being. Parents testify that they are highly satisfied with the care provided for their children, finding staff friendly and approachable and report that their children are happy and settled. Partnerships with others who provide care and learning for the children are effective, ensuring that concerns about children's learning and development can be quickly identified and managed.

p.5

the early years provision

All policies and procedures, necessary for the safe and efficient running of the setting, are in place and are shared with parents to help them make informed choices about their children's care and learning. Policies and procedures are understood by staff, implemented and regularly reviewed. Morale amongst staff is high because managers and leaders communicate effectively and purposefully with them. A range of methods is used to evaluate the nursery and the views of all stakeholders are sought, including staff, parents, children and other professionals. The resulting action plan sets targets that are achievable and realistic in order to plan for continuous improvement.

p.5

and outcomes for children

Management and staff provide a welcoming and relaxed environment where children clearly thrive. Their learning and development is supported exceptionally well and staff spend their time working directly with the children. All children are fully included and are actively encouraged to engage and persist, in activities of their own choosing. When children choose to attempt alphabet puzzles, staff sit with them to encourage them to complete it, talking to them about the initial sounds of the pictures and linking the sound to the printed letters on the board. Children enjoy looking at books and confidently retell stories, turning the pages one at a time and using the illustrations as a guide.

p.5

and outcomes for children

Staff gather useful information from parents when their children first attend the setting to establish likes, dislikes, interests and starting points. As a consequence, staff know the children very well and plan effectively for their learning and development. Activity ideas are based around general topics, such as 'wild animals' but staff also ensure activities are built around children's interests. Staff maintain an individual development folder for each child that includes written observations, photographs and evidence of children's work. Observations are fully assessed to ensure that future activity planning takes into account the consolidation of their learning as well as planning for their next steps. Some tracking of children's learning takes place, however, this is not consistent for all children to ensure a balance of progress across all areas of learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children are developing skills for the future and a lovely, varied range of toys and equipment is in place. Toys are selected daily by staff as this is a 'pack-away' setting but children are able to choose what they want to play with and initiate their own play and learning. The resources are of a high quality and promote children as inquisitive and active learners as they confidently select, explore and carry out activities independently. Children count in everyday play and routine situations, laughing as they make 'birthday cakes' out of play dough and work out how many more 'candles' they need to make in order to have enough to correspond to their age. Children are confident and use tools and equipment safely, such as using scissors in the mark-making area. Staff take positive steps to close identified achievement gaps, providing scissors, tape and other materials in the mark-making area and providing water and brushes outdoors, to encourage

p.6

and outcomes for children

boys to engage in mark-making activities.

p.6

and outcomes for children

Children behave exceptionally well and this is a key strength of this setting. They understand the need to cooperate and play well alongside and with other children, playing together to 'do the laundry' in the role play area and sharing popular resources. Children show that they feel safe in the nursery, have a strong sense of belonging and excellent relationships with staff. Staff treat children with genuine concern and positive regard. Good behaviour and individual efforts are valued and praised. Children are actively learning about the local environment through walks into the local community and are learning about the wider world through themes and topic, such as learning about Africa though music CDs, musical instruments, posters and positive discussion. Through this children are developing positive attitudes to others.

p.6

and outcomes for children

Children are encouraged to have regard for their personal hygiene. They understand the importance of hand-washing before eating and after toileting. Healthy eating is promoted. They are helped to learn that some foods are good for us and that some need to be limited rather than excluded. Fresh fruit is provided each day and fresh drinking water is kept readily available. Active play is encouraged and children make good use of the outdoor play area, moving freely between indoor and outdoor spaces. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7