Humpty Dumpty Day Nursery and Pre-School -Lichfield

Humpty Dumpty Day Nursery and Pre- School Inspection report for early years provision

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Unique reference number EY434118 Inspection date 09/07/2012 Inspector Janice Hughes

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Setting address Trent Valley Road, Lichfield, Staffordshire, WS13 6HB

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Telephone number 01543416002 Email humptydumptylichfield@tesco.net 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

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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

Humpty Dumpty Day Nursery and Pre-School were registered in 2012. They operate from eight rooms within a large building set in the centre of Lichfield in Staffordshire. All children have access a secure enclosed outside play area and disabled access is in place. The setting is open from 7.30am to 6pm, all year round.

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Description of the setting

The nursery is registered on the Early Years register and on both the compulsory and voluntary parts of the Childcare Register. The nursery is registered for 127 children under eight years, of whom 57 may be under two years. There are currently 108 children, aged from three months to eight years on roll. The nursery supports children with special educational needs and/or disabilities and children who have English as an addition language.

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Description of the setting

The nursery employs 35 members of staff, all of whom hold childcare qualifications. The manager and two other members of staff hold a Foundation Degree in early years and one member of staff is a qualified teacher, specialising in Early Years Education. The nursery is a member of the National Day Nursery Association 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 good.

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The overall effectiveness of the early years provision

Children are very happy, confident and settled in this friendly nursery. Children are safeguarded extremely well and outstanding procedures ensure the health and safety of the children is maintained. Strong relationships are formed with children, each other and other professionals. The environment provides an inclusive practice that is, in the main, well organised which helps children to make good progress in their learning and development. Documentation is good and well organised to ensure the smooth running of the nursery. The nursery monitors their practice and is committed to future improvements to support the outcomes for children. An excellent two-way partnership with parents is in place.

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further?

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

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further?

 develop procedures and routines so that children have more control over their learning in order to keep their interest, with specific reference to procedures for snacks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded through outstanding supervision and effective policies and procedures. Comprehensive and detailed recruitment and vetting procedures ensure that adults working with children are suitable to do so. Robust risk assessments are carried out in all areas and any necessary actions or equipment are put in place to minimise risks to children. The management team ensures that the environment is extremely safe, secure and well maintained, promoting children's safety at all times. All the required documentation is thoroughly organised to ensure that the setting delivers effective quality care and education. Accident and incident procedures are well managed and accurate records are maintained and regularly reviewed to ensure that safety measures comply with current regulations and guidelines. Very good procedures regarding the administration of medication protect children's welfare when they are ill.

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the early years provision

Procedures are in place to ensure the premises and equipment are kept clean to minimise cross-infection.

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the early years provision

Regular staff meetings provide valuable opportunities for staff to share good practice and to identify their training needs, which are prioritised by the management team. Systems to identify areas for improvement are effective and a comprehensive self-evaluation is undertaken to enhance all areas of the provision. The management team continually strives to ensure that the setting provides an inclusive service where all children and parents are welcome. Staff are very effectively deployed to support children during all activities and to ensure that supervision is consistently maintained at a high level.

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the early years provision

Partnerships with parents are excellent. Parents are provided with high quality information about the early years provision through written information and an information pack. Purposeful systems are in place to include parents in children's learning and development and they make valuable comments in children's achievement records. When children start an initial discussion and assessment takes place to obtain information about their interests and ability in order to determine their 'starting points'. This enhances an extremely good two-way relationship. The nursery has systems in place to liaise with others who provide the Early Years Foundation Stage to children. For example, they have regular visits to the local primary school and pass on a written summary of each child's progress. They also liaise with other settings through network meetings and share information when attending training courses.

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and outcomes for children

All children thrive in this delightful and child centred environment. The bright and welcoming areas are well used to provide a resourceful balance of adult-led, freely chosen and child-led activities. Good quality planning and observational procedures ensure that children receive an enjoyable and challenging experience across the areas of learning. Children are progressing well towards the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 This is mainly because staff have a good understanding of how children learn and know when to get involved, listen or pose carefully framed questions to encourage them to talk about what they are doing. For example, the children talk about 'pirate's stew' they are making, as they gather grass and sticks to create the pirate's dinner, pretending to cook the stew on their fire. Staff ensure that the environment is stimulating and very attractive to all children so they can learn

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and outcomes for children

independently. Resources are placed at a level where children can help themselves and make decisions about their play. However, the routine and constraints of snack time interrupts some children's play. This restricts their independence and causes some children to lose interest in their play.

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and outcomes for children

Children make good progress in the physical area of learning and learn the importance of taking regular exercise, climbing and balancing on the outside equipment. This enables children to access fresh air throughout the day and is beginning to introduce them to a healthy lifestyle. Children's welfare, learning and development are effectively well supported in all areas of the nursery.

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and outcomes for children

Children's individual health requirements are understood and supported; this ensures they develop a very good awareness of the importance of personal hygiene. For example, children independently wash hands before snack and meals and are beginning to understand why this is important. Children also develop an excellent understanding of safety issues and take part in frequent fire drills. This ensures they learn to conduct themselves calmly and safely in an emergency situation. Outings are used very well to promote an understanding of road safety. Children use tools and utensils safely in activities because they learn to manage these responsibly. Staff plan activities and talk to children about the effect of exercise on the body. They also provide healthy snacks, such as, fresh fruit and vegetables and children can independently access drinking water throughout the day.

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and outcomes for children

Behaviour is well managed in the nursery. Children are encouraged to make most choices and decisions in their play. Staff are consistent and fair when encouraging children to share and take turns and children work together very well. Children are involved in discussions and activities about special events in their own lives and gain an awareness of beliefs and cultures outside their immediate experience. They play with a broad range of toys and resources that reflect positive images of diversity and explore a range of festivals around the calendar year. For example, children learn how to make Chinese noodles.

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and outcomes for children

Children love listening to stories, they suggest what might happen next and repeat some of the words from popular stories. Younger children snuggle and enjoy looking at pictures and repeating words. They develop their language skills as they are encouraged to chat during play and participate in singing nursery rhymes. They enjoy mark making and some children are writing their names accurately. Children are frequently supported to count and as a result, they count by rote with confidence. They have opportunities to develop their early mathematical skills as they recognise and draw shapes, such as, squares and circles, play games and participate in planned activities. For example, children draw shapes using water and brushes and match colours successfully. In these activities children are critically thinking and being active learners. Children learn well for the future as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

they practice their information and communication technology skills by using the interactive smart board, remote control toys and pop up toys with confidence. 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 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 1 The extent to which children adopt healthy lifestyles 2 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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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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