ABC Hook Lane Nursery

ABC Hook Lane Nursery 60 Hook Lane, Bognor Regis, West Sussex, PO22 8AR

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Inspection date

Previous inspection date 03/10/2012 15/09/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff support children with special educational needs effectively and strong interagency partnerships ensure they meet children's individual needs.  Children benefit from positive relationships because staff interact with them well and extend their learning at every opportunity.  Children demonstrate goods levels of self-confidence and independence during their time in the nursery.  The well-established staff team work effectively together to plan and provide a broad range of purposeful play and learning experiences for all children.  Partnerships with parents are strong and staff share and encourage the two-way flow of information to ensure they meet individual children's needs.  Management and staff implement the safeguarding procedures effectively and the procedures are robust to protect the children who attend.

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It is not yet outstanding because

 Staff do not effectively promote the home languages for those children who have English as an additional language.

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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.

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Inspection activities

 The inspector had a meeting with the owner of the nursery.  The inspector spent time observing practice both inside and outside.  The inspector spent time talking with the staff and children.

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Inspection activities

 The inspector analysed samples of the children's learning journeys, planning documentation, and a selection of the group policies and procedures

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Information about the setting

ABC Hook Lane Nursery registered in 2004. The nursery is located behind a private dwelling in a residential area of Bognor Regis, West Sussex. It operates from the ground floor. Children and staff use two rooms and a covered courtyard area, which, this leads to a secure garden. Children attend from the locality and the wider area.

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Information about the setting

The nursery is registered on the Early Years Register. It operates from Monday to Friday all year round, offering flexible sessions from 8am to 4pm. There are currently 38 children in the early years age group on roll. This includes 25 children in funded educational places. Children attend for a variety of morning and afternoon sessions. The nursery supports children with special educational needs and/or disabilities and those who speak English as an additional language.

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Information about the setting

There are five regular members of staff, who all hold relevant childcare and early years education qualifications. The nursery obtains extra staff support as necessary from the provider's other nursery.

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

 develop the children's understanding of different languages by introducing labels and signage around the setting to reflect and value the variety of languages used by those children who attend. Also provide opportunities for children whose home language is other than English, to express themselves by using their home language some of the time

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who attend

Staff have a good understanding of the Early Years Foundation Stage framework and a good knowledge of the seven areas of learning. The quality of practice is consistent and as a result, all children are making good progress in relation to their starting points. Staff support the children's learning and development effectively because they take account of children's stages of development and their individual needs and interests. Staff spend time observing what the children can do, and identify their next learning steps. They use this information, in conjunction with contributions from parents, to plan purposeful activities and the short-term curriculum. This ensures that children's individual needs are being met. Staff respond well to the children, actively listening to them and participating in their activities and conversations. Staff make the most of incidental learning opportunities to extend the children's learning through asking open-ended questions, introducing new

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who attend

vocabulary and encouraging the children to become active learners and critical thinkers. For example, when children make models of helicopters, the staff introduce new words such as 'rotor blades', giving the children time to repeat the words. Later the children use the new words in context as they recall what they have been doing.

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who attend

Overall, children enjoy a well-resourced play and learning environment, which promotes their independence and self-confidence successfully. Children self-select activities throughout the day and freely access the clearly labelled resources which are stored at low-level. However, staff miss the opportunity to further support children who speak English as an additional language. For example, they do not label resources using the children's home languages and children are not always given the opportunity to express themselves in their home language during activities. Children use their imaginations well during role-play; they use resources as props to support their play. For example, they use fallen pinecones in the garden as pirate treasure and to make burgers in the garden role- play area. Children are beginning to use mathematical language during activities. They talk about containers being heavier, or lighter in the sand tray, they recognise the shapes

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who attend

of cutters and sand equipment. Older children recognise their names as they self-register on arrival or hang their coats on their named coat pegs and younger children use the pictorial prompts to find their pegs. Children enjoy listening to stories and singing rhymes, confidently matching actions as they sing. They have access to a wide range of books, including bilingual versions, and enjoy looking at them, retelling their favourite stories from the pictures. Children have access to mark-making materials at all times and use the resources for a variety of purposes. For example, children make treasure maps to use in the garden as they hunt for the pirates' treasure and use the chalks to make marks on a large scale outside. Children use a wide range of tactile media during their play and learning. For example, they explore and investigate the smell of the play dough and the feel of the paint as they make pictures.

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who attend

Staff support children with special educational needs extremely well. They use agreed strategies, such as sign language, to support the children and ensure they are able to participate fully in all the activities. The nursery provides one to one support to ensure all children can fully access the resources and reach their full potential in relation to their starting points. All children have access to and use a computer with ease. They use a camera to take photographs and enjoy printing off the pictures. Children use the keyboard and mouse competently as they become familiar with everyday technology.

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who attend

Staff keep the parents well informed about their children's progress and achievements during their time at the nursery. Parents have access to their children's records at any time and are able to make written contributions about their children's learning in the setting and at home. The very good staff to children ratios ensure parents are able to discuss their individual children at any time and they all know who their children's key people are. The strong staff team support each other effectively to provide a stimulating and well-balanced educational programme for all children, ensuring they gain the skills, attitudes and dispositions they need to be ready for school or the next stage of learning.

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

All children are happy and settled during their time at the nursery. Staff discuss the children's individual welfare needs with parents and record the information on the comprehensive 'All about me' files and on their registration forms. Staff effectively use the information to support all the children who attend. Children form positive relationships with their peers and the staff team. Children are developing a strong understanding of right and wrong because all staff implement the clear rules and boundaries consistently. Consequently, children follow instructions, such as helping to tidy away the resources before lunch because they know what staff expect of them. Children cooperate well with each other during role-play and share resources as they recognise the needs of others. They show consideration for others as they move their chairs around the table to make room for children who want to join in the activities. They demonstrate high levels of self-

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

confidence as they question the inspector and share their views and experiences with her. All children show curiosity and communicate their needs well. For example, children ask for additional resources or use sign language to tell the staff team what they need. Children's spoken language and social skills are developing well as they participate in one to one learning and small and large group activities. They confidently share their ideas, make suggestions to others, and happily share their personal experiences.

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

Children's individual welfare needs are met successfully because staff spend time getting to know the children and their families well. Individual strategies are in place to support children. For example, staff have attended medical training and work closely with parents to accommodate the children's individual needs, including diet, health and personal requirements. Children with English as an additional language have extra support systems in place. For example, staff contact parents by telephone during the sessions if translation is needed to avoid the children becoming upset or confused.

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

Children are developing a good understanding of healthy eating and lifestyles through discussion and daily routines. Children talk about the types of food that are good for them at snack time, as they choose from a variety of fresh fruit. All children are polite and use their manners well. For example, when asked if they would like some more fruit the children say 'no thank you' or 'yes please'. Staff praise the children for remembering 'Mr and Mrs Manners' and the children smile in response. All children have daily opportunities to experience outdoor play and learning and use a wide range of outdoor resources. They ride wheeled toys with precision and avoid their friends as they show good spatial awareness. Children have opportunities to run, climb, balance and jump as they practice their physical skills. They recognise when they are hot and take their own coats off or get a drink from the freely available fresh drinking water.

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

The nursery has strong links with local schools and other providers of the Early Years Foundation Stage. Effective systems are in place to ensure the children's smooth transition to school and for those children who attend more than one early years setting. Staff have a good awareness and understanding of the procedures for completing the two-year-old progress checks and all the required paperwork is ready to implement the new systems.

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provision

Effective safeguarding procedures are in place to protect the children who attend. All staff have a good understanding of the procedures and know how to implement them because they have attended safeguarding training. The nursery shares the full written policies and procedures with parents to ensure they are aware of the staff team's responsibilities towards protecting their children. Children enjoy a safe and secure play and learning environment because staff carry out daily checks and written risk assessments are completed. Currently one of the storage heaters is too hot in the early morning. Staff supervise children carefully so that they do not come into contact with it and have ordered a cover to prevent further issues with it. Robust recruitment and vetting procedures alongside effective induction systems help to ensure all adults are suitable to work with children. All visitors are required to show identification and sign in and out of the visitor's

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provision

book to ensure that a full and accurate record of everyone meeting the children is in place.

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provision

The nursery has made good progress since the last inspection and they have addressed all the previous actions and recommendations in full. For example, the safeguarding policy now includes procedures if an allegation is made against a member of staff and all staff now have a good understanding of the Early Years Foundation Stage framework. All staff children and parents contribute towards the self-evaluation of the setting to drive improvement and ensure continuous development. The owner conducts questionnaires and surveys to obtain feedback from parents and child-friendly activities are in place to gain the children's views. Staff meetings and regular contact with the staff team ensures everyone contributes to the procedure, valuing the input and ideas of everyone involved with the nursery. As a result, many changes and improvements are in place since the last inspection. For example, children expressed the view of having a bigger garden. The

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provision

owner took steps and the garden was levelled to address the situation, creating open spaces for the children to enjoy outdoor play. The owner and managers successfully monitor staff performance and their contributions to the nursery through regular team meetings, reviewing staff record keeping and annual appraisals. In addition, the owner attends the nursery two to three times each week to observe practice and provide support to the staff team. Staff carry out peer observations on each other and use the feedback to improve their practice for the benefit of the children.

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provision

Partnership with parents is good. Parents have access to their children's records at anytime and are able to talk to staff about their children's progress. Staff record the children's individual next learning steps to share with parents and enable then to extend their children's learning at home. Parents have access to the nursery policies and procedures to develop their understanding of how the nursery operates and how their children are learning. The nursery has links with other agencies, such as, the local authority, the Acquire team and the West Sussex First Team to build on the staff teams' knowledge and understanding of how to support children with special educational needs.

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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.

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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.

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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.

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Setting details

Unique reference number EY294006 Local authority West Sussex Inspection number 814784 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 15 Number of children on roll 38 Name of provider Jan Turney Date of previous inspection 15/09/2008 Telephone number 01243 821557 (Mrs Turney)or 01243 821241 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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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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.

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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.

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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.

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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,

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Type of provision

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Type of provision

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

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