The Wendy House Nursery

The Wendy House Nursery Wendy House Nursery, Rydon Crescent, Cannington, BRIDGWATER, Somerset, TA5 2JT

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Inspection date

Previous inspection date 16/10/2012 12/05/2011

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early years provision

This inspection: 2 Previous inspection: 1 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

 Children's speech and language is well supported, so all children, including those with special educational needs become competent communicators.  Children learn through a good range of stimulating first-hand experiences and exploration of the wide range of resources.  The management team works directly with the children and staff to provide good support and mentoring for effective teaching and learning.  Children behave well and have a good awareness of behavioural expectations.  Staff make good observations so that they get to know the children's individual learning needs and plan effectively for their next stages.

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It is not yet outstanding because

 The youngest children do not always have opportunities to learn outdoors.  The key person system does not always fully support the youngest children's well- being.

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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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Information about this inspection

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

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Inspection activities

 The inspector observed the children in all areas indoors and in the front outdoor area.  The inspector spoke to parents present at the inspection.  The inspector carried out a joint observation with one of the owner/managers.

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Inspection activities

 The inspector looked at samples of children's development files, policies and procedures, and checked safeguarding information such as evidence of staff suitability.  The inspector held a discussion with the owner/managers.

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Information about the setting

Wendy House Nursery is privately owned and re-registered in 2010. It is situated in a residential area of Cannington, Somerset. There are three separate play rooms for children where they are based according to their age. There is an enclosed hard standing area to the front of the premises and two grassed areas to the rear, one of which is partly decked. All play rooms lead to an outside area. The nursery is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently 64 children attending at different times aged from five months to under five years. The nursery is open each weekday Monday to Friday from 7.30am to 6.30pm for 50 weeks of the year, with the exception of bank holidays. The nursery receives funding to provide free early education for children aged two, three and four years. The nursery supports children with special educational needs and/or

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Information about the setting

There are 13 members of staff working with children, including the owners. All have appropriate early years qualifications. One of the owners is working towards Early Years Professional Status and the other is a qualified Forest School leader.

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

 enhance young children's sense of well-being by ensuring their key person carries out personal care and introduce a familiar person to provide that care when the main key person is absent

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

 improve opportunities for the youngest children to engage in outdoor play and learning.

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who attend

Children make good progress because staff plan the educational programme according to children's interests and learning needs. Staff find out from parents what children can already do and what their interests are and use this information to plan for children's next stages of development and help them settle into the nursery routines. Staff regularly monitor children's progress and track their use of the environment. This enables them to have a good understanding of children's learning needs. Consequently, children reach their expected levels of attainment in all areas of their development.

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who attend

Children's development in language and communication is particularly strong. This is because staff have been involved in the 'Every child a talker' programme. They use sign language and visual aids throughout the nursery and engage children in meaningful conversations. Staff react well to the youngest children's babbling and attempts at communicating. Those children with special educational needs are confident to make their needs known and staff support them with repeating the correct words. Children enjoy playing with small world toys and take on the characters, inventing their own stories. Children are confident to lead games but also listen to others and follow their lead. Staff are good partners in learning moving to where children show an interest and providing good interaction. For example, children independently select books and the manager asks good open-ended questions for children to predict and make suggestions. She uses a book

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who attend

to develop children's mathematical language, such as giant and smallest. Children look at the books in detail in order to respond correctly.

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who attend

Children become independent learners, exploring the wide range of resources with interest and excitement. Older and more able children have free-flow access to the front outdoor area and regular opportunities to use the garden for their physical development. Staff look for signs from the younger children to take them outdoors and sometimes take them all out. However, this means that some young children miss opportunities to go outdoors and extend their learning, especially if they have a sleep. Low-level shelving and storage boxes enable children of all ages to select resources. For example, one young child takes a toy and investigates pressing buttons to see what effect it has. Children are motivated because they choose activities, such as making their own sandwiches, so they learn to use tools safely and for a purpose. Children use pipes to look at how they can move water and check for leaks. They notice their wet footprints and use magnifying glasses to look closer,

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who attend

noticing a slug, which expands their learning. Children benefit from adult-led activities, such as using paint to develop early writing skills and describe textures. Overall children are gaining good skills that will help them to be ready for the next stage of their learning and school.

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

There is a calm, happy environment within the nursery. Staff work with parents and each other to support children transferring rooms or to another setting. The child's key person supports the transition to ensure children feel secure. Children are generally based in rooms according to their age but staff are sensitive in making decisions according to children's development needs.

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

Staff generally support children well in being independent and developing self-help skills. For example, babies use a spoon to feed themselves, while staff ensure they get plenty to eat. Older children put on their coats to go outside and take themselves to the toilet. Staff give children clear explanations as to why some rules are in place, such as pushing can be dangerous to others. Consequently, children behave very well and older children demonstrate their understanding of expectations. For example, one child sounds a musical triangle and others join in saying it is tidy up time. They self regulate the use of favourite toys, such as the scooter, by using an egg timer and having their name on a list. This means they learn to recognise their own name, gain an awareness of time and are happy to wait knowing they will get a turn.

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

The key person system supports children's well-being overall so children develop secure attachments. Young children happily explore their environment returning to their special person for comfort or reassurance. Parents provide good information to staff so they can meet children's care needs, which they regularly review. However, children's nappies are not always changed by their key person and depending on staff lunch breaks different people may feed them. This has the potential to be unsettling for some babies and young children. Children sleep according to their individual needs and parents' wishes. The baby room provides a spacious comfortable area with large settees that help children to feel more at home.

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

Encouraged by staff, children demonstrate, through their play and routines, a good awareness of keeping safe and healthy. For example, children talk about cleaning their teeth and washing their face before going to bed. They enjoy exercise safely and the nursery provides children with fresh, nutritious meals, cooked on the premises that they eat with enthusiasm. Young children eagerly anticipate food, rushing to their highchair when staff mention lunch. Staff carry out very good hygiene procedures to protect children's health, such as wearing gloves and aprons and cleaning surfaces.

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provision

The management team ensures all staff regularly attend training and effectively implement all the safeguarding procedures. Staff are well deployed so that children remain under supervision and receive good support. The managers attend training in safeguarding children and all staff receive in-house training. The designated person for safeguarding matters has a good awareness of their responsibilities and follows correct procedures. Good risk assessments highlight any action needed to help keep children safe, such as finger guards on doors. The team has all the required documentation to safeguard and promote children's welfare. They have also revised the policies and procedures in line with the revised Statutory Framework for the Early Years Foundation Stage.

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provision

Good information keeps parents well informed of their child's care and learning. A notice board informs them of pre-school activities using photographs and written information on the ways parents can support learning at home. Staff have already implemented the two- year-old progress checks and they invite parents in to discuss them. Staff work closely with parents and other agencies to support children with special educational needs, following their guidance to enhance children's learning. The staff team is pro-active in working in partnership with any settings involved in children's learning and care to ensure that their provision enhances the experiences children receive elsewhere. Through seeking parents' feedback, the nursery now offers opportunities for parents to meet on a one-to- one basis with their child's key person to discuss development and care.

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provision

The managers closely monitor new staff and support them in understanding their responsibilities in delivering the learning and development requirements, as well as safeguarding children. Staff use peer observations to review their teaching methods and share good practice. Managers use the appraisals and supervision to identify appropriate training and development for all staff. Through self-evaluation, the management team has identified most priorities that will have a positive impact on outcomes for children. For example, they are developing the gardens for ease of access, particularly for the youngest children. The owner intends to install a higher fence at the front of the nursery to give the older children greater space for free-flow. The managers monitor the curriculum to identify areas for further improvement, such as the need to enhance children's awareness of communities. However, they are not as effective at monitoring the youngest children's 'link

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provision

books', as they have not identified that they show sometimes children do not access the outdoors.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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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 EY421204 Local authority Somerset Inspection number 887034 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 44 Number of children on roll 64 Name of provider The Wendy House Nursery Date of previous inspection 12/05/2011 Telephone number 01278653775

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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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