Child's Play Day Nursery

Child's Play Day Nursery Sawyers Yard, Wolferton, KING'S LYNN, Norfolk, PE31 6HA

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Inspection date

Previous inspection date 08/01/2013 09/12/2009

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early years provision

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

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This provision is good

 Children enjoy continuity in their care and learning because staff and parents work very closely together and have developed a trusting relationship.  Children are supported well in their learning as staff ask appropriate questions to encourage problem solving. Additionally, children are involved in planning activities and are, therefore, interested and motivated.  Children enjoy a sense of belonging in the setting which helps develop their confidence.  Parents speak very highly of the nursery and commend staff for their strong relationships with each and every individual child.  Children are kept safe in the nursery as staff and managers place children's well-being as top priority.  The manager and staff constantly strive for improvement and plans for development are reviewed frequently.

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It is not yet outstanding because

 The garden does not provide the children with many stimulating and challenging experiences.

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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 activities throughout the nursery and in the garden.

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Inspection activities

 The inspector spoke with the manager, staff and children during the inspection and carried out observations of the children.

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Inspection activities

 The inspector looked at children's learning journeys, records, a selection of policies and required documentation.  The inspector spoke to parents during the inspection.

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Information about the setting

Child's Play Day Nursery was registered in 1998 and is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. It operates from purpose built premises in the village of Wolferton near King's Lynn, in Norfolk. Children use three playrooms and there is an enclosed area for outdoor play activities. The nursery serves the local area and is accessible to all children.

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Information about the setting

The nursery is privately owned and 16 members of childcare staff are employed. Of these, 14 hold appropriate early years qualifications at level 3 or above, one member of staff holds an early years degree, and one is not qualified.

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Information about the setting

The nursery opens Monday to Friday, 49 weeks of the year, between the hours of 7.30am and 5.30pm. Children may attend for a variety of sessions. There are currently 51 children attending who are in the early years age group. The nursery provides funded early education for three- and four-year-old children.

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

 improve the garden area and the quality of equipment outside, to ensure children are challenged and stimulated and their sense of well-being further enhanced.

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who attend

Children have fun at the Child's Play Day Nursery. They are cared for by staff who are well qualified and who know each child's individual needs well. Staff ensure children and their parents are involved in planning activities, and as a result, children are usually fully engaged in their play. Staff teach children well, asking questions to promote their problem solving skills and encouraging them to talk about what they are doing. Staff allow children plenty of time to play and explore and encourage 'open-ended' activities. For example, children are using glitter to make a snow picture. They have used the glue, and now use handfuls and handfuls of glitter to heap up the 'snow'. They run their fingers through the glitter in the jar and then poke and prod it into the glue, experimenting with textures and their own creative ideas. Babies are supported very well by their key persons who are warm and gentle and babies quickly develop secure bonds which help ensure their

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who attend

Staff make regular and insightful observations of children at play. They use this information to plan next steps to ensure children continue to make progress. Children move through the nursery with ease. At each time a child moves rooms, their starting points are re-visited and next steps planned from the stage the child is currently at. This means that children's learning is not interrupted and continues to progress. Children with special educational needs are supported well in the setting. Staff work effectively with parents and other professional agencies to ensure their needs are met. Nursery routines, organisation and activities are adapted to ensure children are given the best chance of learning alongside their peers.

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who attend

There is a very strong partnership with parents. They regularly see their child's 'special books' and make contributions to these. Parents explain that they are given good information about the Early Years Foundation Stage which enables them to understand and follow their children's progress. Staff and parents regularly meet to discuss children's progress and parents speak of the trusting relationships which have developed. Parents speak very highly of every aspect of the nursery.

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who attend

Children are encouraged to use their language skills from an early age. Staff in the baby room maintain good eye contact with children when they are attempting speech through baby babble and respond with interest to encourage them further. Toddlers are beginning to follow simple instructions, demonstrating their understanding of language, while the pre-school children speak clearly and with enthusiasm about what they have seen and been doing. Children love listening to stories. Babies snuggle on staff laps, while older children role play reading, explaining to their friends what they see in the pictures in the book. Children in the middle room use numbers in their daily routines and play. For example, number rhymes are used to explore counting and when drawing a child asks for three trains to match his age. Older children count fluently, for example, at registration time, when counting the children present. They complete puzzles and recognise shapes,

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who attend

whilst babies explore blocks and shape sorters.

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who attend

Babies discover the wider world outside their rooms as they are linked to the toddler room. They are able to see their older peers playing at activities and show interest in what they are doing. Toddlers enjoy the local walks to see the farm animals, and enjoy looking at photographs of themselves, helping them to understand their local community. The children in the top room learn about different cultures and celebrations and use books and resources to learn about similarities and differences. Babies learn how things work. They have toys which make music, toys which have buttons and knobs to turn and are encouraged by staff to explore their environment. Older children use the computer to create pictures and learn from different activities, whilst developing an understanding of how technology works. Children throughout the nursery are encouraged in reading and writing. From an early age babies are developing the physical skills to be able to hold a

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who attend

pencil later on, while pencils and paper are freely available for older children to draw and practise 'writing'. There are many opportunities for children to explore different materials including paint, glue, glitter, sand and water. Children have created lovely patterns by blowing bubbles in the paint, and they use different materials to make collages.

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

The key person system works highly effectively, and as a result, children are well settled and have a sense of belonging to the nursery setting. Children are encouraged to explore their emotions and, as they get older, contribute to the nursery rules for good behaviour. Children are encouraged to share and take turns and show respect for their environment by helping to keep the setting tidy. Babies' routines are followed as closely as possible and their key person supports them with all their personal care. As a result, strong bonds have formed.

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

Babies have plenty of space to crawl and pull themselves up onto furniture and are seen dancing to musical toys. They enjoy fresh air when staff take them out in the pushchair and become aware of what is around them. Once stable on their feet, they reach for floating balloons, improving their balance and coordination. From a young age, children are encouraged to feed themselves, from grasping a rusk when weaning children quickly develop skills in using a spoon and then cutlery. Older children go for long walks into the woods or to visit the church, and play in the garden on wheeled toys or with balls to help develop their muscular strength and coordination.

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

Children eat healthily at the nursery. Packed lunches are provided by parents and food is reheated safely. Nursery offers breakfasts and healthy options for snacks and drinks. All children have space to sleep according to their individual needs, and older children rest after lunch with relaxing music and sensory lights. Toddlers follow the staff, who lead by good example. For instance, after changing a nappy the adult washes her hands, and quickly the child follows, grasping an understanding of good hygiene routines.

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

The indoor environment is warm, welcoming and well resourced with high quality toys and equipment. Displays are colourful, well presented and demonstrate what children have enjoyed doing. Children are actively encouraged to choose from the resources which are stored at a low level for easy selection. Children enjoy daily walks in the village and to the woods where they enjoy the space and challenge of the natural environment. While the garden has improved greatly since the last inspection, it still poses some practical difficulties for the nursery. For example, because there are so many mole hills, the grass area is very muddy and quickly becomes unusable by the children. Some equipment no longer provides sufficient challenge to enable older children to develop their physical skills.

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

Children's transition to school is supported appropriately. Their personal, social and emotional skills are well established and they have developed confidence and independence. Most are very self-assured. Children are involved in activities in the community, such as the Scarecrow weekend, they visit the church at Christmas time to join in with concerts and visit the library van. Children meet other adults and children and develop the social skills to support further learning at school.

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provision

There are effective performance management systems in place and staff are actively encouraged to be reflective in their work. The manager regularly observes staff working with children and as a result, has a clear view of the quality delivered in the nursery. The regular staff meetings are used to share good practice and new ideas. Opportunities for regular supervision meetings and an 'open door' policy enables the manager and staff to work effectively in sorting out any issues swiftly. Staff's professional development is strongly encouraged by the manager, and all training is cascaded to other staff to ensure knowledge and skills are updated across all areas of the nursery. There is a very effective self-evaluation system in place, from which a detailed action plan for improvement is devised. A regular review of the action plan ensures, improvements are made and the benefits to children evaluated. Parents and children have a strong voice

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provision

in the setting and parents are frequently asked for their views and feedback. Everyone's contributions are valued by the setting and changes made to incorporate the suggestions wherever possible.

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provision

Staff have a clear understanding of the importance of child protection issues and safeguarding children from harm. There are robust procedures in place to ensure suitable and well-qualified staff are employed to work with the children. Partnerships with other professionals are effective and ensure appropriate support is given to children to meet their needs. Risk assessments ensure a safe environment is maintained and thorough procedures are in place to assure children's health and well-being.

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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 254018 Local authority Norfolk Inspection number 894590

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 41 Number of children on roll 51 Name of provider Jane Grey Date of previous inspection 09/12/2009 Telephone number 01485 540 389

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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. 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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