St. Andrews Day Nursery

St Andrews Day Nursery St Andrews Day Nursery, Church Lane, Shilton, CV7 9HW

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Inspection date

Previous inspection date 03/01/2013 17/03/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are settled and happy. They show interest in the activities provided and display some good characteristics of effective learning.  Staff are caring and form appropriate bonds and secure emotional attachments with the children.  The environment is friendly with informative and colourful displays providing a bright, welcoming atmosphere.  There is an optimistic feeling shared by staff who have clear aims, achievable action plans and the drive and determination to continue improving the nursery.

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It is not yet good because

 The planning and learning journals lack some detail. This impacts on children's smooth transition between rooms and means there is not enough information to share with parents so that they are involved in children's learning at the nursery.  Staff access some training but regular appraisals are yet to be established so that additional training can be identified and designated roles and responsibilities identified.  While children are progressing through some good activities, they are not specific or challenging enough to fully support individual children's learning.  There is scope to improve the resources available, both indoors and outside, so that children's learning and development can be promoted further.

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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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Inspection activities

 The inspector observed activities throughout the nursery in both indoor and outdoor spaces.

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Inspection activities

 The inspector spoke with the nursery owners and staff at appropriate times throughout the day.

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Inspection activities

 The inspector looked at documentation including children's records, learning and development information, staff records and a selection of policies and procedures.

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Inspection activities

 The inspector also took into account the views of parents through discussion and from written questionnaires sent out by the nursery.

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Information about the setting

St Andrews Day Nursery was registered in 2008 on the Early Years Register and changed ownership in 2012. It operates from converted premises that were formerly the village primary school in the Shilton area of Warwickshire. The nursery serves the local area and is accessible to all children. It operates from three base rooms and a separate sleeping area, and there is a fully enclosed area available for outdoor play. The nursery employs 11 members of child care staff. Of these, eight hold appropriate early years qualifications at level 3, including one with a degree and one working towards a degree. There is also one member of staff who holds an appropriate early years qualification at level 2 and two are working towards level 2.

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Information about the setting

The nursery opens Monday to Friday all year round. Sessions are from 7.15am until 6pm. Children attend for a variety of sessions. There are currently 45 children attending who are in the early years age group. The nursery provides funded early education for three- and four-year-olds. It supports children who speak English as an additional language and children with special educational needs and/or disabilities.

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must:

 ensure ongoing observation and assessment takes place so that parents and carers are kept up to date with their child's progress and development and to support children's transition through the nursery or onto other settings  improve staff knowledge of their roles and responsibilities by carrying out regular appraisals to identify further training needs and secure opportunities for their professional development.

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

 help all children to make the best progress through providing further learning experiences which are fully matched to their individual starting points and styles of learning

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

 provide more resources so that children's different interests and skills are supported and improve access to help them extend their own learning.

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who attend

The staff are increasing their knowledge of the learning and development requirements within the Early Years Foundation Stage. They understand how children learn and provide some good opportunities and activities to promote their development. However, observations and assessments of all the children are not completed regularly. This means that accurate information about children's progress is not available to share with parents or to support children's transition through the nursery. This also impacts on the activities provided because, while children are likely to be ready for their next stages in development, the experiences are not planned to fully match with what individual children already know and can do.

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who attend

Children receive praise and encouragement for their efforts and achievements. Staff interact effectively responding to the children and asking some appropriate questions to extend their learning. For example, in the baby room children are encouraged to press the buttons as they dance and sing to the musical toys. Children develop confidence as they copy the sounds staff make and respond with smiles and laughter, forming an effective 'conversation'. In the sand, children explore the textures as they feel the dry sand running through their fingers, watching it fall into the tray, or are helped to scoop it up to fill the containers. Plenty of new language is encouraged as staff name different objects around the room and encourage children to copy.

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who attend

In the toddler room children sit with staff reading stories and joining in with favourite and familiar sections. They select their own books to 'read' to one another, carefully turning the pages and holding the book up so others can see. They draw pictures using different pencils and crayons, and select stencils to draw around as staff point out different letters and shapes to identify. They enjoy building towers with blocks, completing simple puzzles and counting or sorting objects by colour to support early mathematical skills.

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who attend

In the pre-school there are some good opportunities for children to steer their own learning. They independently select snacks and pour drinks and are confident to ask for help when needed in the toilet or while putting on their coats. They are proud to show what they have done, such as building tracks for the train or drawing pictures. In the role play area they use their imaginations well as they dress up as builders, pirates and monsters. They act out real and pretend situations as they put on different hats, saying 'I am at work now, this is my work hat' or place 'food' in their bags 'to take to work to eat later'. Children are engrossed in pouring and scooping the porridge oats and interacting with one another as they compare their piles to see whose is bigger. In the sand they hunt for hidden pictures or guess how many scoops are needed to fill a container.

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

The spaces are homely and child-friendly, and brightly coloured displays are informative and add to the welcoming environment. Staff are warm and caring, which promotes children's confidence and sense of belonging. The key person system is becoming more effective in supporting individual needs with some positive relationships emerging. Initial information about children's likes, dislikes and care needs is gained from parents and some useful information about the day's events is given at the end of each session. The flexible routines mean that children have some opportunities to go outside. Older children understand that they need to wrap up warm when it is cold and put on their wellies when it is wet. Outside they use the space selecting twigs to poke and dig in the mud or play parachute games with the staff. However, there are few resources which capture children's imaginations or allow them to extend their learning freely both inside and out.

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

Children appear comfortable in their surroundings and are becoming more aware of safety. Through gentle reminders during play they are mindful not to run around inside or eat the sand. This helps children to manage their surroundings by developing an awareness of safety and minimise hazards. The staff are positive role models and use consistent strategies and age- and stage-appropriate explanations to provide children with a clear understanding of acceptable behaviour. They encourage good manners and help children to take care of their environment and resources by tidying up together when they have finished playing.

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

Children are developing some effective independent self-care skills. Their care needs are managed well with children's individual routines with regard to sleep being followed. Some use the toilet with confidence and ask for help if needed while those in nappies are taken care of effectively. Nutritious and well-balanced meals are provided and children are happy to show when they have finished or ask for seconds. These skills support children's well-being, preparing them for their transitions both within the nursery and to other settings and school.

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provision

The staff have increasing understanding of their responsibilities in meeting the learning and development requirements within the Early Years Foundation Stage. They are becoming more aware of the importance of assessing and monitoring the planning and delivery of the educational programmes. They have recently reviewed and updated some of their systems due to a change of ownership and intend to continue to develop this further. They have also updated the nursery's written policies and procedures to support the management in ensuring requirements are met. Staff demonstrate a sound level of understanding of the safeguarding and welfare requirements. For example, they have clear understanding of their child protection procedures and knowledge of reporting concerns and dealing with allegations. Sound recruitment and vetting systems are in place and ensure all people working with the children are suitable to do so.

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provision

Staff meetings are held to enable them to discuss and focus on new legislation and to adapt practice accordingly. They are working hard at making improvements to the nursery and work well together, supported by the restructure of the nursery. However, some designated roles have not yet been established because they have not set up a system of staff appraisals. This means that although staff have attend recent training, they have not identified further opportunities to support their ongoing professional development and enable them to take on additional responsibilities.

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provision

Staff are developing good understanding of how valuable knowledge of the individual children is. They recognise that this enables them to ensure all children's needs are met effectively. They also know how important it is to communicate well with other professionals who are involved in children's care. For example, although there are currently no children attending with special educational needs and/or disabilities, who speak English as an additional language, or who attend other settings, staff are aware that children benefit through complementary and consistent practice. As a result, they are currently developing their links with other local provisions and continuing to develop their partnerships with parents.

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provision

There are some suitable methods of gaining the opinions of others, such as a suggestions box and providing questionnaires for parents to complete. This has enabled the new owners to make improvements as requested, such as changes to the routine so that children's meals and snack times are more appropriate. Parents are pleased with the improvements and recent comments show how happy they are with the nursery. For example, parents say 'I believe the nursery has a great team of staff who work extremely hard and care a huge amount for the children they look after'.

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provision

Current action plans are in place and priorities for improvements are clearly identified and effectively implemented. The setting receives support from the local authority advisory team and is more than willing to take advice and guidance to improve the nursery. All staff are enthusiastic and excited about the future plans for the nursery and are looking forward to the positive impact this will have on the children.

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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 EY382120 Local authority Warwickshire Inspection number 821586

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 53 Number of children on roll 45 Name of provider St Andrews Day Nursery Limited Date of previous inspection 17/03/2009 Telephone number 02476 616086

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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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