The Ark Day Care Nursery

The Ark Day Care Nursery Lea View Community Nursery, Lea View House, Springfield, LONDON, E5 9EJ

p.1

Inspection date

Previous inspection date 03/10/2012 Not Applicable

p.1

early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Practitioners support children to become aware of other forms of communication strategies, which include signing.  Children are provided with many opportunities to recognise and learn to write their own name.  Children are developing good relationships with their peers, as they are provided with opportunities that help them to get on well and cooperate with each other.

p.1

It is not yet good because

 The procedure for conducting a risk assessment outdoors is not sufficiently robust, as not all areas that children use are included. This could impact on their safety.  Children's independence is not always consistently encouraged particularly in regards to their personal needs and dressing.  The record of attendance is not kept up to date and showing the hours of attendance of the children for every day, which could affect children's safety in the event of an emergency situation.  There are very few opportunities for babies to explore natural objects to broaden their sensory experiences.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 Information about the inspection  The inspector viewed the premises both inside and outside.

p.2

Inspection activities

 A sample of documentation was seen, including policies and procedures, information on children, risk assessments and registers.  A joint observation was carried out with the deputy manager.

p.2

Inspection activities

 The inspector spoke to staff and interacted with the children, as well as having a discussion with both the provider and deputy manager.

p.2

Information about the setting

The Ark Day Care Nursery (Springfield) registered in 2011. The nursery is one of two settings that are privately owned by the same provider. The nursery is located in a community centre in Upper Clapton in the London Borough of Hackney. It operates from two rooms and all children share access to an enclosed outdoor play area. The nursery is open each week day from 7.30am to 6.30pm for 51 weeks of the year. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery currently has five children aged from 11 months to three years on roll, some in part-time places. Due to the age of the children attending, they are not currently in receipt of nursery funding for three and four year old children. There are five members of staff, four of whom hold early years qualifications to level 2 or 3. One member of staff holds an Early Years Professional Status. There is one

p.2

Information about the setting

member of staff who is working towards an early years qualification.

p.3

must:

 keep an accurate record of children's hours of attendance.  strengthen the procedures for risk assessment so that it includes anything that children come into contact with outdoors.

p.3

To further improve the quality of the early years provision the provider should:

 consistently promote children's independence particularly with regards to hand drying and dressing.

p.3

To further improve the quality of the early years provision the provider should:

 provide a wide range of natural materials and sensory experiences to enable babies to explore texture.

p.3

who attend

Children develop warm relationships with practitioners. Practitioners greet children on arrival and help them to locate toys and activities of their choice. Sometimes they are encouraged to join in group activities. Parents provide appropriate information about their children to the key person. This helps to ensure that they meet children's individual care needs. Practitioners interact appropriately with the children during their self-chosen activities as they talk to them about what they are doing and respond to their comments. Practitioners are beginning to make links between their plans and the regular observation and assessments they make of children's progress.

p.3

who attend

Babies are learning to communicate well by smiling and vocalising when adults talk to them. Practitioners encourage conversation during circle time, which helps to build on children's vocabulary. They support children to become aware of other forms of communication, such as, signing. Children are learning to use the signs for 'mummy', 'daddy' and 'brother'. Children as young as 11 months enjoy looking at books with their key person and familiar adults. Practitioners use different voices to read stories to the mixed aged group of children, which draws the attention of the younger children and helps develop their listening skills. Children are developing their emergent writing as writing and drawing materials are freely available in many areas of the room. Practitioners support children in recognising and writing their own name. Children are beginning to write the first and second letters in their name.

p.3

who attend

Toy mirrors are made available to help babies to explore what they look like and who they are. Babies have access to a suitable range of resources that encourages them to discover and listen to different sounds. They observe objects that move, such as pop up toys, and explore the feel of soft cubes and spoons. Babies are provided with opportunities to discover the colour and feel of paint and corn meal mix. However, there are few natural materials available to broaden the babies sensory experiences.

p.4

The contribution of the early years provision to the well-being of children

New children settle well into the welcoming environment. This is because practitioners spend time settling in new children and helping them to become familiar with daily routines. Children come from a variety of different backgrounds and the practitioners acknowledge children's differences and preferences. For example, the setting caters for children with specific dietary requirements and the provider regularly monitors the menu so that the food on offer reflects all tastes and meets with their health needs. Practitioners are sensitive to children's needs and treat them with respect. For example, encouraging children to make choices about their play and offering choices of rhymes during circle time. This promotes children's self-confidence.

p.4

The contribution of the early years provision to the well-being of children

Children learn about themselves and the world through activities that introduce them to other cultures and countries. For example, children become aware of different countries through discussions. They are also supported to make the flags of some of the countries that participated in the Olympic games. Children behave well and they benefit from constant praise and encouragement, which helps to promote their self-esteem. Practitioners encourage children to develop friendships. They create opportunities for children of all ages to play alongside and learn to cooperate with each other in activities, games and practical routines.

p.4

The contribution of the early years provision to the well-being of children

Children benefit from the organisation of part of the larger room into specific areas of learning and the direct access they have to the outdoor play area. Children enjoy physical play outdoors and have access to an adequate range of wheeled toys suitable for all ages of children. These include sit and ride toys for babies, tricycles and buggies. Most children are independent when using the bathroom and understand why they need to wash their hands at routine times. However, paper hand towels are not easily accessible for them to dry their hands independently. Children are also not encouraged to independently put their coats on without adult support.

p.4

provision

Children are appropriately safeguarded because the practitioners have a sound understanding of child protection issues. This is because the manager holds responsibility for supporting staff in developing their knowledge about the signs and symptoms of abuse and what to do if concerns arise about a child in their care. There are satisfactory recruitment procedures in place to recruit and appoint practitioners. This means that suitable people look after the children. There are procedures in place to monitor visitors on the premises. This helps to promote children's security. In the main children are generally kept safe because practitioners take steps to carry out a risk assessment of the premises at the beginning of each day to identify and address potential hazards. However, the procedures for conducting risk assessments outdoors are not sufficiently robust, particularly with regard to trip hazards. For example, there is a deep hole in the ground

p.5

provision

due to the removal of a tree trunk. All required documents for the safe and effective management of the provision are in place, although the children's attendance record is not kept up to date. Entries in the record of attendance indicate that on a number of occasions, some children's departure times are not recorded.

p.5

provision

The setting has appropriate systems in place to support and monitor all staff through the implementation of regular supervision. This helps to identify practitioners further development and ongoing training needs. As a result of this, some practitioners have undertaken training in child protection and safeguarding issues. The setting welcomes guidance from the local authority, particularly in regards to planning and assessments. Overall, practitioners have a sound understanding of their responsibilities in the learning and development requirements. As a result of this, children are making sound progress in their learning. Since the setting's opening several months ago, the provider has reviewed policies and procedures to bring them into line with recent changes to the Early Years Foundation Stage framework. This supports the welfare of the children. The setting's procedure for self-evaluation of its practice and how this ensures continuous improvement

p.5

provision

is at a very early stage of development. In spite of this, the manager has already begun to review the use of the outdoor play area and has introduced numbers, shapes and alphabet friezes in the playground to extend children's learning outdoors.

p.5

provision

Partnership with parents is developing. The child's key person in the babies and toddlers room completes a daily diary for the parents. This enables parents to know about their child's food and fluid intake, nappy changes and activities. This helps to promote continuity of care for children. Key persons give daily feedback to parents about their child's day and are starting to share children's observation and assessment records with them. The setting encourages parents to share their views about the service offered to their children through the use of a comments box. Key persons welcome parents' general feedback about the different ways of communication and are beginning to put systems in place to exchange information through emails, as this is a preferred option for some parents.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 take action as specified for the Early Years Register  take action as specified for the Early Years Register

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.7

Setting details

Unique reference number EY437216 Local authority Hackney Inspection number 804445 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 26 Number of children on roll 5 Name of provider Maxine Aboagye Date of previous inspection Not applicable Telephone number 02088097586

p.7

Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.8

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.8

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9