New Beginnings

New Beginnings Austin House Family Centre, 22 Shakespeare Street, Sunderland, Tyne and Wear, SR5 2JX

p.1

Inspection date

Previous inspection date 05/12/2012 30/01/2006

p.1

early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Staff promote all areas of children's learning exceedingly well, with a particular strong focus on the programme for communication and language.  Children's needs are quickly identified, and exceptionally well met through the robust and effective partnerships between parents, other providers and external agencies.  Children are highly confident and show an excellent level of independence for their age, as a result of a highly stimulating and exciting environment that promotes learning and challenge.  Secure emotional bonds are seen throughout the nursery as a result of the inspirational interactions between adults and children.  The management team monitor all aspects of practice and are constantly striving for excellence. As a result, the nursery team demonstrate exceptional practice which is worthy of disseminating to other settings.  Children have access to an extensive range of materials, with an emphasis on natural

p.1

This provision is outstanding

resources. Both indoor and outdoor areas are highly stimulating with excellent use of equipment, giving children opportunities to experience and explore a wide variety of play situations, including an enclosed sensory area to extend their learning.

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

Inspection activities

 The inspector carried out a question and answer style meeting with the management team and looked at a range of documentation.

p.2

Inspection activities

 The inspector observed play and learning activities in both rooms of the nursery, including the outdoor area.  The inspector carried out a joint observation with the deputy manager.  The inspector took account of the views of parents spoken to on the day.

p.2

Information about the setting

New Beginnings was registered in 2005 and is managed by the governing body of Southwick Primary School. It is registered on the Early Years Register. It is situated in Austin House Children's Centre in the Southwick area of Sunderland. The nursery serves the local area and is accessible to all children. There is a fully enclosed area available for outdoor play.

p.2

Information about the setting

The nursery employs 10 members of child care staff. Of these, six hold appropriate early years qualifications at level 3, three hold level 2 qualifications and the manager holds a qualification at level 5. The nursery opens Monday to Friday all year round. Sessions are from 8am until 6pm. Children attend for a variety of sessions. There are currently 70 children attending who are in the early years age group. The nursery supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

p.2

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

 extend opportunities to support children with special educational needs and/ or disabilities. For example, by using pictures or gestures in large group sessions to demonstrate the expected behaviours of the nursery.

p.3

who attend

Children thoroughly enjoy the time they spend at nursery and are eager to join in with all activities. There is a strong focus on the Characteristics of Effective Learning and staff have adapted their assessment systems and practice to reflect this. As a result, children are highly motivated to learn and demonstrate high levels of engagement. Staff support children's language skills exceptionally well and make up songs and rhymes about their actions as they play. For example, as children use crayons on the easel, staff sing, 'making lines up and down, up and down' to the tune of, 'Here we go round the mulberry bush'. All children make good, and some make outstanding progress based on their starting points. This is because staff make accurate assessments and produce individualised plans for children. This information takes into account the views of parents and other professionals involved with the child. Children have individual learning journals which contain

p.3

who attend

photographs, observations and examples of their work. This is linked to the Statutory Framework for the Early Years Foundation Stage and clearly shows next steps in learning for each child.

p.3

who attend

Staff provide rich, varied and imaginative experiences for children. The learning environment meets the needs of all children and provides a wealth of natural, resources for children to explore and discover. As a result, children build and move objects and become deeply involved when they are provided with something that is new and unusual. For example, very young children build with large cardboard tubes and enjoy crawling to return them after they have fallen down. Children develop their physical skills outdoors as they run, jump and draw pictures with sticks in the freshly fallen snow. Learning is extended when staff bring large containers of snow into the nursery room. Children enjoy mixing in powder paint and talk about their 'pink' snow. They hide this in their hands and reveal their 'treasure' and talk excitedly to their key person and friends. All children are supported to engage in nursery activities. Children with special educational needs and/ or

p.3

who attend

disabilities receive excellent levels of support from their key person and other professionals who support their development. As a result, they make rapid improvements based on their starting points. Exceptional use of sign language and a variety of visual aids is made during small group time and during one-to-one sessions to promote communication and language skills. Occasionally, this excellent practice is not extended to larger group sessions when children are reminded of rules and behavioural expectations within the room.

p.4

who attend

Highly successful strategies are in place to engage all parents in their child's learning in the setting and at home. Parents describe how they benefit from this information and strongly feel their children's communication and language have improved significantly as a result of attending the nursery.

p.4

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

Staff demonstrate excellent care practices which ensure all children, especially very young children and those in need of additional support, make secure emotional attachments. Children settle very quickly and staff are highly skilled when comforting those who become upset when their parents leave. Children show they are happy and settled when they receive cuddles from their key person when feeling tired or unwell. Staff provide very good role models and, as a result, children behave exceptionally well.

p.4

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

The manager and her staff team consistently give the highest priority to the safety of children and effectively support children's growing understanding of how to keep themselves safe. Children recognise safety issues and know how to address them. For example, they are quick to collect paper towels when water is spilt on the floor. Staff encourage children to take risks and challenges as they explore their surroundings. They provide close supervision when children with special educational needs and/ or disabilities move furniture to suit their individual needs. Very young children are challenged when they climb over wooden stepping stones and pull themselves up onto crates and boxes. As a result, children show high levels of confidence during activities.

p.4

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

The strong skills of all key persons ensure all children are well prepared for the next stages in their learning. Transitions within the setting are managed very well and staff carefully consider the needs of each child. Excellent use has been made of staff training to support this process. For example, staff have used the Language through Photography initiative to support transitions by encouraging children to take photographs of their nursery room and key people in their lives. Parents describe how well their children make transitions within nursery and talk about how photographs have supported this process. Children are equally well supported when they transfer into Southwick Primary and other local schools. Older children regularly visit the adjoining school to take part in physical development sessions and other key events throughout the year.

p.4

provision

Managers and staff have excellent understanding of the Statutory Framework for the Early Years Foundation Stage and use this well to support children in their learning. They have been proactive in ensuring all systems have been adapted to reflect changes in the revised framework. The manager and her deputy inspire good practice throughout the nursery. Morale is very high and all staff clearly enjoy their work. They are keen to take part in local initiatives and actively seek training to improve their practice. As a result, practice is inspirational and worthy of dissemination to other providers. There is a strong drive to improve achievement for all children and staff are committed to developing highly effective partnerships with external agencies. This ensures all children's needs are quickly identified and intervention is sought at the earliest point.

p.5

provision

The provider and manager have an excellent understanding of their responsibility to ensure the nursery meets the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. Robust policies and procedures are implemented consistently to ensure all concerns are prioritised and dealt with effectively. Staff make effective use of up-to-date risk assessments to support them in ensuring the areas used by children are safe, and as a result, children display an excellent awareness of safety. Children's welfare and well-being is exceptionally well promoted because there is a comprehensive awareness of safeguarding issues among the adults in the nursery. There are robust recruitment and induction systems to ensure on-going suitability of staff. For example, regular staff supervision enables the manager and staff to identify their strengths and areas for further development. There is a targeted programme of

p.5

provision

professional development in place which ensures all staff are constantly improving their already first rate understanding and practice.

p.5

provision

Constant self-evaluation of the nursery ensures that areas are consistently identified for sustained improvement and this is very evident in the nursery. There are plans in place to extend the provision in the outdoor environment and develop this in line with the Forest School ethos. This work aims to further develop children's creativity and expressive language skills. Views of parents, staff and children are carefully considered when developing self-evaluation which helps to target improvement and address any concerns identified.

p.5

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.5

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.6

Setting details

Unique reference number EY308317 Local authority Sunderland Inspection number 820342

p.6

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 44 Number of children on roll 70 Name of provider The Governing Body of Southwick Primary School Date of previous inspection 30/01/2006 Telephone number 0191 5618268 or 0191 553 5500 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.6

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.7

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.7

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.8

Type of provision

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

p.8