Guilden Sutton Day Nursery

Guilden Sutton Private Day Nursery A V Wilding Business Park, Guilden Sutton Lane, Guilden Sutton, Chester, CH3 7EX

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Inspection date

Previous inspection date 05/11/2012 22/06/2011

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early years provision

This inspection: 3 Previous inspection: 2 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

 Staff support children in settling well, as strong attachments and bonds with parents are in place, promoting children's self-esteem.  Children feel safe and secure as they enjoy familiar routines in a child-friendly environment.

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It is not yet good because

 The daily record of hours of attendance for children and staff does not consistently reflect the numbers present.  Staff are beginning to assess children's progress but this is not consistent enough to ensure that children's next steps are accurately identified.  Opportunities for older children to see numerals in the pre-school room have not been fully embraced.

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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 voluntary and compulsory parts 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 held meetings with the manager and nominated person of the provision.  The inspector observed activities throughout the provision.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, the provider's self-evaluation and a range of other documentation.

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Information about the setting

Guilden Sutton Day Nursery was registered in 1998 and operates from three rooms in a purpose-built single storey building. In addition to the nursery, the owners also manage two out of school clubs in the area. The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. It is situated at the entrance to a small business park in Guilden Sutton, on the outskirts of Chester. All children have access to a secure enclosed outdoor play area.

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Information about the setting

The nursery employs 20 members of child care staff. Of these, 17 hold appropriate early years qualifications of level 2 and 3, and one member of staff has an Early Years Professional Status. The nursery opens Monday to Friday all year round. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 63 children attending, all whom are within the early years age group. The nursery provides funded early education for three- and four-year-old children. It supports children with special needs and/or disabilities.

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must:

 ensure safe and sufficient management of the setting by maintaining all necessary records accurately. In particular the daily record of the hours of attendance.

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

 further develop the education programme to identify more clearly children's next steps and areas for development

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

 review the learning environment to provide further opportunities for older children to access numerals.

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who attend

Staff have some knowledge and understanding across all areas of learning. Weekly planning ensures that a range of activities are incorporated to cover each of the areas. However, not all children are fully supported to acquire the skills and capacity to learn and develop well, as some staff are still developing their understanding of effective learning. As a result, some planning is not effective in matching activities to children's needs, as assessments and evaluations of activities are not consistent in quality to help build on next steps in children's progress.

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who attend

Staff interact well with the children and provide a broad range of learning experiences that they enjoy. Most children are eager to join in and are developing confidence and independence. Staff ask lots of open-ended questions to extend children's learning and to challenge them to think and express their thoughts. For example, older children talk about insects that live underground as they look under the mats outside finding worms and snails. All children are generally working comfortably within the typical range of development expected for their age. Younger children's progress in the prime areas of learning ensures that they have the skills needed for the next steps in their learning, including starting school where appropriate. For example, staff encourage children to be independent with regard to toileting and hand washing. Younger children enjoy moving their bodies to music as they enjoy finding their own head, nose, and knees as part of

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who attend

naming rhymes. Older children effectively make wide use of the different materials as they use straws and sticks to create 'firework' pictures as they make connections in their learning to Bonfire Night. There is scope to enable children to become more familiar with numbers in the pre-school room in order to help them make further connections in their learning of mathematics.

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

All staff are focused on ensuring that children's personal and emotional development is fostered, particularly when first settling into nursery. Parents know their child's key person, and this helps promote children to feel safe and secure, particularly for young babies. They ensure that children's daily routines are met, and individual needs known, through discussion. Daily diaries for babies ensure that parents are kept well informed of their child's day at the nursery. Staff build routines into the day which help children to gain a sense of order and know what is happening next. For example, they know to line up to wash their hands before lunch and sit at the table for meals and snack time.

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

Children also take on responsibilities; tidying away toys when they have finished with specific activities, and older children handing out drinks at meal times. Space within the rooms provide scope for the children to explore their surroundings and the resources available to them. These are placed where they are easily accessible. Boxes with pictures on them help younger children identify equipment and make choices. For example, children enjoy the book corner as they develop their literacy skills. They are able to pick out a favourite book, recalling the names of the characters and what the story was about with great detail. Parents are kept informed on children's transition between rooms, as they are given information about their child's new key person and routines. The nursery also liaises with external agencies and local pre-schools to ensure that continuity of care for the child is in place.

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provision

Staff have a sound understanding and knowledge of safeguarding issues and the procedures to follow should they have any concerns. They know how to report and record concerns and have attended appropriate training. Robust recruitment and vetting procedures ensure that all adults working with children are suitable to do so. However, the monitoring and reviewing of the day-to-day practices to ensure the safety and well-being of children is not consistent. For example, the recording of hours of attendance for children and staff are not being accurately reflected.

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provision

The management team at the nursery support and help with professional development of the staff through regular staff meetings and annual appraisals. This allows staff to share views and look at ways to improve practice to impact on children's progress. The nursery is still to implement the progress check at age two, but paperwork is in place and staff are able to identify what the children are able to do. The management team have a sound commitment to improving the service through training and monitoring and have completed a self-evaluation which highlights how they intend to make improvements to enhance their service.

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provision

Space within the setting is sufficient to meet children's needs and they receive good levels of attention and supervision. Inclusive practice is evident throughout the nursery and children's needs met. Staff maintain friendly relationships with parents and carers and there are regular verbal exchanges of information. Formal parents evenings are held regularly and parents questionnaires help develop effective partnerships. Staff work well with external agencies and other settings to meet the diverse needs of the children so that they will receive appropriate interventions and support when needed.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (Records to be kept) (both parts of the Childcare Register)  take action as specified above (Records to be kept)

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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 305081 Local authority Cheshire West and Chester Inspection number 886152

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 54 Number of children on roll 63 Name of provider The Partnership of Anne Lesley Stone and Patricia Jane Mitchell Date of previous inspection 22/06/2011 Telephone number 01244 321 711

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Type of provision

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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