Field View Day Nursery

Field View Day Nursery Falkland Way, Barton-upon-Humber, SOUTH HUMBERSIDE, DN18 5RL

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Inspection date

Previous inspection date 14/01/2013 27/04/2010

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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

 Arrangements for safeguarding children are strong and well embedded. Clear policies and procedures are known and understood by all staff and implemented consistently.  Practitioners are good role models. They use consistently applied strategies and provide clear guidance for children resulting in children's behaviour being positive.  The outside play area is outstanding and gives children excellent opportunities for developing their physical skills and supports their good health.  The key person system is effective. Practitioners use targeted strategies and interventions to support learning that match most children's individual needs.

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It is not yet outstanding because

 Although staff display an accurate understanding of all children's skills, abilities and progress, assessments are not fully precise, sharply focused or include all those involved in children's learning.  Although staff work closely with parents to meet children's needs they have not fully introduced robust strategies to ensure parents are included in their learning and development at home and in the nursery.

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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 observed activities in all the main group rooms and outdoor play area.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector met with the managers and registered person and spoke with the staff at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's development records, planning documentation and a range of other records, policies and procedures including the complaints log and safeguarding policy.

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Inspection activities

 The inspector also took account of the views of parents and carers spoken to on the day.

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Information about the setting

Field View Day Nursery was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in converted premises in the Barton-upon-Humber area of South Humberside. It is privately owned and operated from a single story building with adjoining playrooms. The nursery serves the local and surrounding areas and is accessible to all children. There is a fully enclosed area available for outdoor play.

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Information about the setting

The nursery employs 21 members of childcare staff. Of these, 16 hold appropriate early years qualifications at level 3 and 4. 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 120 children attending who are within this age group. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children with special educational needs and/or disabilities. There are no children currently attending who have English as an additional language.

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

 develop highly successful strategies to ensure all parents engage in their children's development and learning in the setting and at home. Help parents share what they know about their children to enable parents to be well-informed about their children's achievements and progress

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

 ensure assessment at all ages is precise, sharply focused and includes all those involved in children's learning.

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who attend

Children are developing many positive skills, which will help them make a smooth transition to school life. They make independent choices about what to play with and show motivation to explore the good selection of resources on offer. Children show positive attitudes to energetic outdoor play with excellent opportunities to develop large physical skills. Staff provide good supervision of children in both the inside and outside areas. Children are eager to explore nature as they look for bugs outside and collect leaves to make collage pictures.

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who attend

Photographic displays and collections of interesting objects provide good prompts for children to recall and talk about their experiences. Staff introduce a wider range of topics during the year to extend children's awareness of the world. For example, when celebrating Chinese New Year, Halloween and Christmas. Children take part in a wide range of activities that help them explore materials and media. Consequently, they have good opportunities to express themselves through art and design.

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who attend

Staff make effective use of planning to ensure they introduce new experiences and plan from the children's interests. Children listen to directions from staff and engage in frequent conversations. Staff provide good opportunities for children to develop personal, social and emotional skills through encouraging children to help tidy up and dress themselves. They take part in cooperative circle games as they learn social skills, which will be useful in school. Children listen well as staff read popular stories and they join in enthusiastically repeating words and sounds. They select books by themselves from a colourful selection and like to role model staff telling stories to the whole group. Children recognise their own names and as their understanding grows, staff introduce other letter shapes and sounds. Accessible materials tempt children to explore make marks in sand, developing their co-ordination and dexterity.

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who attend

Children have access to a good range of resources to support their development in mathematics. Staff are careful to include this area of learning in both planning and assessing children's progress. Staff regularly provide opportunities as children play to bring in mathematical concepts and count everyday objects. For example, trolleys with numeracy resources have been introduced which are changed frequently and staff have attended numeracy training courses to enhance their knowledge. Staff also introduce colours by asking children what colour their plate and cups are.

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who attend

Staff demonstrate a strong understanding of how to support children's learning. Although staff display an accurate understanding of all children's skills, abilities and progress, assessments are not fully precise, sharply focused or include all those involved in children's learning. Records reveal that children progress well against the developmental bands for their age and ability. Staff are aware of areas where children require extra help and they work effectively together to narrow gaps in achievement.

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who attend

Parents receive consistent feedback during daily conversations with staff. Parents speak positively about the nursery and the welcome their families receive. A wide range of information is on display to help parents engage generally in their children's care. For example, staff present photographs and information about the settings key worker system. Staff use questionnaires to engage new parents effectively and find out about children's home routines. However, contributions to ongoing records of development, or learning journeys, are not so strongly embedded in practice. Consequently, the setting has yet to develop highly successful strategies to engage all parents in their children's learning and development in the setting and at home.

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

The staff supervise the children well which helps to protect their health and safety. Staff are always available to provide support for children's care needs, such as a lap to have a cuddle on or to comfort babies settling to sleep. Babies' emotional development is promoted as they develop secure, trusting relationships with staff. For example, staff know how babies like to go to sleep and they are cuddled closely by their key person when they are tired or upset. Children who are new to the setting settle quickly due to the effective settling-in systems, resulting in children separating from their main carer with ease. All staff know each child well and they form particularly close bonds with the children and families for whom they take special responsibility.

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

Children play cooperatively with their friends and staff take a consistent approach in their expectations for children's behaviour, so children quickly learn what is acceptable. Behaviour at the nursery is positive because there is clear guidance for children and staff act as good role models. They gently guide children by explaining why they should share toys and be kind to each other.

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

Children's understanding of safety is encouraged because staff make sure that simple safety rules are threaded through the daily routine, such as not running indoors. Children are provided with a choice of healthy and nutritious meals cooked on site that include fruit and vegetables which they are encouraged to try. The children plant seeds and grow vegetables which they harvest and help prepare to eat. Consequently, they are learning about where food comes from and about home grown, healthy produce. Drinks are readily accessible to children to ensure that they remain well-hydrated throughout the day. A cafe style snack bar is used by the pre-school children to promote independence skills. Children have excellent opportunities for physical play and fresh air outdoors in the outstanding play area.

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provision

Staff have a good understanding of their responsibility to comply with the safeguarding and welfare requirements to keep children safe. Staff fully understand their safeguarding duties, so that children are protected and cared for in a safe and secure environment. Comprehensive risk assessments reduce or eliminate risks to children and the managers ensure these are regularly reviewed. The inspection took place following notification of an accident to a child who fell on a toy. The inspection found that the staff were fully aware of their responsibilities and took all necessary steps for appropriate treatment, informing parents and relevant authorities. The managers carried out a full review of the accident and removed the educational toy as a matter of precaution.

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provision

The provider implements robust systems to check that staff are suitably qualified and properly vetted. Staff receive regular appraisals and planned supervision to help effectively identify their training needs to enable continuous professional development. For example, most staff have attended first aid training. Planning shows how the nursery supports children's emerging interests. However, planning and assessment are not fully monitored to make sure they are consistent and precise to ensure they fully inform children's next steps in learning. Continuous review of the quality of the provision, takes place through consultation with children and parents. Self-evaluation involves the staff team and identifies the strengths and weaknesses well. Leadership and management are confident about what the nursery needs to do to improve further. They have been successful in making and sustaining improvements. An in-depth range of policies and procedures guide staff practice and are

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provision

implemented effectively to promote children's health and ensure their welfare. Regular practises of evacuation procedures ensure that children understand what to do in an emergency.

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provision

There is a strong partnership with parents, who comment very positively on the setting. Staff work closely with parents to settle children and ensure that individual needs are addressed effectively. Parents are included in the setting through daily discussions and notice boards, which display useful information. However, the setting has not yet developed highly successful strategies to engage all parents in their children's learning and development in the setting and at home to ensure all children are fully supported. Consequently, some opportunities for the provider and parents to further support children's progress to continue to build on their specific experiences and interests are missed. Effective partnerships with parents, other providers and external agencies help to secure appropriate interventions for children to receive the support they need.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 EY225342 Local authority North Lincolnshire Inspection number 896113

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 90 Number of children on roll 120 Name of provider Margaret Mary Hepworth Date of previous inspection 27/04/2010 Telephone number 01652 633500

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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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