Happy Nursery Days

Happy Nursery Days Valens House, 132A Upper Tulse Hill, London, SW2 2RX

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Inspection date

Previous inspection date 15/10/2012 10/02/2009

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early years provision

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

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This provision is satisfactory

 The key person system enables staff to make children feel welcome, settled and secure, so they develop positive relationships  The nursery's leadership and management take account of parental views and use them to make some improvements to the provision.

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It is not yet good because

 Oversights in the leadership and management's monitoring systems mean that the day's routines do not always match some children's needs, so occasionally children become bored or are not challenged sufficiently  The monitoring systems are not robust enough to check that the risk of cross-infection is kept to a minimum.

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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 observed children's play and staff interaction both inside and outside

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Inspection activities

 The inspector and manager undertook a joint observation of a snack time and a story time  The inspector talked with a number of staff, the manager and a parent

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Inspection activities

 The inspector looked at a sample of relevant documentation, some policies, displays of children's work and a representative sample of children's development records.

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Information about the setting

Happy Nursery Days registered in September 2004. It operates from refurbished, self- contained premises on the ground floor of a residential block of flats on the St. Martin's Estate in Tulse Hill, which is situated in the London Borough of Lambeth. Children have access to four rooms and to an enclosed outdoor play area. The nursery is open each weekday from 8am to 6pm throughout the year except on bank holidays. There are currently 62 children aged from seven months to under five years on roll, some in part- time places. The nursery currently supports children with special educational needs and/or disabilities. There are 17 members of staff and three bank staff, all of whom hold appropriate early years qualifications to at least National Vocational Qualification level 2, except for the apprentices currently employed by the nursery. The manager has a BA honours degree in Early Childhood Studies, and the deputy has a level 5 qualification. The

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Information about the setting

nursery provides funded early education for three- and four-year-olds.

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must:

 promote the good health of children attending the nursery, with particular regard to taking all necessary steps to minimise the risk of cross-infection when children are eating  improve the planning of challenging and enjoyable learning experiences by taking into account the individual needs, interests and stages of development of each child.

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

 improve the organisation of routines such as meal times in order to reduce incidents of frustration and conflict by: - adapting them to meet the needs of individual children - including opportunities for children to help in appropriate tasks, such as setting the table and pouring their own drinks.

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who attend

Staff have sufficient understanding of how to meet children's individual care, learning and development needs, but currently, planning systems do not always lead to children's interests and needs being met effectively. Recent training has been provided to familiarise all staff with the requirements of the revised Early Years Foundation Stage. As a result, the nursery staff are implementing modified systems for planning. Key persons use information from parents to identify children's initial needs and use a range of resources, both inside and out, to support children's learning and development. The observation and assessment system is not yet well established. Consequently, staff do not consistently identify children's next steps in learning and plan challenging experiences to ensure good progress for each child across the nursery. The routine for the older children requires them to sit for extended periods unoccupied, which some children find difficult to manage,

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who attend

leading them to interrupt the concentration of others. Children have access to the outdoor environment at specific times during the day, which gives them regular exercise and promotes their physical development. Children's creativity is promoted as they explore different textures and develop manipulation skills by handling play-dough. Staff support babies and toddlers appropriately, giving them confidence to use the equipment.

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who attend

Children have access to a variety of books in each room. Staff support children's language development by talking to them throughout the day. However, during lunch and snack time, staff do not use opportunities to further extend language skills, meaning that children are not helped to gain new vocabulary and develop good conversation skills in preparation for their eventual move to school. Nevertheless, staff support children sufficiently well so that many are generally working within the typical range of development expected for their ages.

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

Staff implement the key person system so that children and babies are supported appropriately when they first start at the nursery or move rooms within it. They become well settled and relaxed, so that they confidently approach adults for support or to show them what they have been doing. Babies who have been at the nursery for a while show a sense of belonging and security, rolling balls to the staff and delighting in the 'whee' response from staff. Key persons use their knowledge of children's like and dislikes to calm children. Children generally behave well and respond positively when reminded about what is appropriate behaviour. On occasions, older children's attention drifts, for example at meal times when they are waiting for their younger friends to finish, because routines are not organised as well as possible.

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

Some resources are clearly labelled and readily accessible so children can select them independently to enhance their play and learning experiences. However, staff miss other chances to help children gain independence skills and develop cooperation. For example, staff do not encourage more capable children to take on manageable tasks such as pouring their own water at snack or meal times, laying out their own cutlery and serving themselves at lunchtime.

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

Staff make sure children have daily fresh air and exercise in the outdoor area, which they enjoy. They develop appropriate physical skills and are learning how to be healthy and to keep safe. Management has suitable systems in place to record individual dietary needs. Staff teach children to follow some appropriate personal hygiene routines; however, they expect children to sit on the floor to eat their snack, and as a result, hygienic conditions are not maintained.

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provision

Managers and leaders make sure the staff follow appropriate procedure to keep children safe. Staff are secure in their knowledge of child protection procedures. There are effective procedures to monitor visitors to the premises. Daily safety checks are carried out to monitor the safety of the environment. The annual staff appraisal system is supported by regular supervisions throughout the year. These systems allow the leadership team to identify any specific training required and respond to individual practitioners' needs in a timely way.

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provision

All staff contribute to the nursery's self-evaluation. Parents' views are included through a questionnaire, a suggestions box and a parents' group. This group meets monthly with the manager. Any concerns raised are acted on by the manager to improve practice. Assessment systems across the nursery are not yet sufficiently consistent and precise and, therefore, do not always accurately reflect all children's skills, abilities and progress, resulting in inconsistent practice.

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provision

A suitable range of policies and procedures is in place to support the management of the service, and these are available to parents. Parents are also kept informed by a newsletter and a parents' board. Parents receive daily feedback from the staff on how their children have been. They have a one-to-one conference with their child's key person three times a year to discuss their child's development and any concerns they may have. Staff are now putting in place systems to enable the nursery to work more effectively in partnership with parents to support children's individual learning both in the setting and at home.

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provision

The nursery has established helpful links with outside professionals, which helps all children to make progress. The nursery management acts on advice from the local authority advisor, which helps to promote more positive outcomes for children. The nursery has suitable links with a local school, supporting children's care when they move into school.

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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 EY287358 Local authority Lambeth Inspection number 814731 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 69 Number of children on roll 62 Name of provider Ekaya Housing Association Date of previous inspection 10/02/2009 Telephone number 0208 6747804

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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.

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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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