Tinkerbell Private Nursery

Tinkerbell Private Nursery Inspection report for early years provision

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Unique reference number 316466 Inspection date 12/06/2012 Inspector Cathleen Howarth

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Setting address William Street, Littleborough, Rochdale, OL15 8JP

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Telephone number 01706 377800 Email tinkerbell-nursery@btconnect.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

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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

Tinkerbell Private Day Nursery opened in 1989 and operates from a purpose-built, two-storey building in Littleborough, Rochdale. It mostly serves the local community and surrounding areas. There are enclosed outdoor play areas. The nursery opens Monday to Friday throughout the year from 7.30am to 6pm. The out of school provision operates during term time from 7.30 am to 9am and from 3pm to 6pm. The holiday club operates from 8am to 6pm. Children attend for a variety of sessions.

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Description of the setting

The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of 60 children under eight years at any one time, 52 of whom may be in the early years age range. Currently there are 62 children on roll in this age group. The nursery provides funded early education places for two-, three- and four-year-olds. It supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

The nursery employs 12 members of staff to work directly with the children. Of these, 11 are appropriately qualified and one is working towards Early Years Professional Status. The nursery receives 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

All aspects of children's welfare, learning and development are strong. Trusting relationships with parents and carers, established through the highly effective key person system, are impressive and children's individual needs are consistently well met. Children make good progress overall, and most of their learning records are well maintained. Focused leadership and effective self-evaluation are raising standards throughout the nursery. Action taken by managers and practitioners is extremely well targeted to bring about sustained improvement and continually good outcomes for children; although some new ways of working have not been in place long enough to have had full effect.

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further?

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

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further?

 keep all children's assessments up to date to inform planning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff have excellent awareness of safeguarding issues, and provision for child protection is exemplary. There is a welcoming, relaxed atmosphere and children thrive in a familiar and supportive environment. There are highly effective staff selection, recruitment and vetting procedures in place, including induction and appraisal systems, and staff work exceptionally well together. Management are proactive and provide training to continue staff's professional development. Detailed risk assessments are maintained to minimise the risk of accidental injury.; A trained and committed core staff team deliver children's continuing care and learning consistently well. They also make very good use of the regular quality assurance checks made by the local authority. Consequently, staff are well prepared and those in charge remain focused on improving outcomes for children. They use self-evaluation highly effectively to draw up action plans that clearly

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the early years provision

prioritise aspects of the provision to be developed, such as continuing to replace resources and increase the chances for free-flow inside to outside play. However, some new initiatives are not yet fully embedded. Time, space and resources are organised and used extremely well to meet the needs of children. Resources are thoughtfully arranged to encourage children to use them, and the effective layout of the rooms supports children's learning in all areas, such as the well-used construction area in the pre-school room.

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the early years provision

Staff place the promotion of equality of opportunity at the heart of all their work. They have extremely good knowledge of each child's background and needs, established through the robust key person system. All children are fully included and involved. Their views and suggestions are evaluated by staff, informing them of what they have done well and what they could do differently to improve outcomes. For example, children use smiley face stickers to show staff which resources they have enjoyed using. These measures clearly enhance children's experience at the setting.

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the early years provision

Parents commend staff for the way in which they deliver a valued and consistently good service, stating 'It's a stimulating environment' and that 'care is individualised'. Highly effective communication between staff and parents is an integral part of the provision. For example, parents are encouraged to complete weekend sheets, which are then used by staff to inform activity plans. Staff have established exceptionally good links with external agencies, for example social workers and speech and language therapists. Children who speak English as an additional language are supported exceptionally well through trained practitioners who promote children's early speech, language and communication skills.

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and outcomes for children

Staff have secure knowledge and understanding of the Early Years Foundation Stage. Overall, they promote children's learning and development well through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 systems that mostly show children's individual progress is good in relation to their starting points and capabilities, although not all children's assessments and development files are up to date. Teaching methods are effective and, when it is appropriate, staff are able to maintain children's attention for extended periods. For example, they sing nursery rhymes with children and introduce spontaneous interactive play before dinner is served. All children are encouraged to have a go and they are confident learners who have developed a positive attitude towards learning. Children demonstrate an extremely strong sense of security and say they feel safe at the setting. They clearly understand what standards of behaviour are

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and outcomes for children

expected and apply these in order to keep themselves and others safe. Overall, their behaviour is exemplary and isolated incidents are skilfully managed by caring and competent staff.

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and outcomes for children

The nursery has attained an award for successfully promoting healthy eating. Mealtimes are a social occasion and children sit together with the adults to eat. Staff demonstrate good levels of consistency with children who are hesitant to try different food, encouraging them to taste it. The cook provides nutritious, home- cooked food and caters well for children with special dietary requirements. Children take turns at being the table monitor and they use every opportunity to count how many plates and cups are required. They eat what they have grown in the garden, such as potatoes and strawberries. They bake scones in the morning and eat them for dessert at lunch time. Highly effective measures like these promote children's physical and emotional health.

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and outcomes for children

Staff respect and value the uniqueness of each child and all children are treated with equal concern. The concept of sustainability and looking after the environment is promoted exceptionally well, as recycling containers encourage children to bring empty cardboard boxes and other items from home for model making. This tactile activity helps to develop children's natural curiosity, imagination and design skills. A bug hotel is situated in the garden at the back of the nursery, and this project inspires children to learn about garden insects and their habitats. They use magnifying glasses to look for different types of insects, such as centipedes, beetles, spiders and worms.

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and outcomes for children

Children thoroughly enjoy learning through their play and they are engrossed in challenging and stimulating activities. For example, babies develop all their senses when they use spaghetti, beans, gloop and paints during mark making sessions. The monkey hand puppet is used effectively to draw children's attention and to reinforce looking and listening skills. Children in the small world florist shop use the cash till when they sell hand-made flowers. A favourite activity is using rollers, cutters and shapers for clay modelling. The construction site provides lots of challenges. Children learn how to select and use one-handed tools and they have learned about famous monuments around the world. They are learning how to handle books correctly, including touchy feely picture books as well as other interactive books. Push-along phonic activity centres teach the very young about cause and effect and help to develop hand-eye coordination. For example, they

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and outcomes for children

learn how to twist, turn and press knobs, lift flaps and identify sounds. Children use their imagination fully in the role play home areas. Effective measures like these provide firm foundations for children to develop knowledge and skills that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are required for later life. 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 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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