Childcare on Domestic Premises, Full day care in Newham

Inspection date

Previous inspection date 25/02/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 are happy and secure at the setting, they enjoy learning through play and have good relationships with each other.  Children with special educational needs receive good support, which helps them to progress in all areas of development.  Children have access to a good range of play resources that stimulate their interests.  Staff work closely with parents through a good key person system, which effectively involves them in their child's learning.

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It is not yet outstanding because

 at times, staff over-direct children during activities, which hinders opportunities for children to follow through their own thoughts and ideas.

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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 children's play and staff interaction, indoors and outside.  The inspector and manager undertook a joint observation of a teaching activity.

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Inspection activities

 The inspector examined documentation, including a representative sample of children's records, development plans and staff suitability records.

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Information about the setting

Apple-Tree (Obelele) Nursery registered in 2012. The nursery is privately owned and is located in Stratford in the London Borough of Newham. There are four rooms and all children share access to a secure enclosed outside play area. The nursery is open each weekday from 8am to 6pm all year round. There are currently 16 children on roll. The nursery is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The nursery supports children with special educational needs and/or disabilities and children who learn English as an additional language. Most children and their families, as well as staff, speak Lithuanian as their first language. The nursery employs five members of staff, all of whom hold appropriate early years qualifications to at least level 2.

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

 strengthen the use of a balance of adult-led and child-initiated activities to support children's learning.

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who attend

Children make good progress towards the early learning goals. They take part in and learn from a stimulating and effective range of play experiences. Staff have a good understanding of how children learn and plan around their individual needs. They assess children's current stages of development when they first join the nursery, so that staff know their starting points. This helps staff to plan future goals for each child's development in all areas. Staff encourage children's learning through both adult-led and child initiated play. However, staff sometimes offer too much adult-led support, which does not always allow children to direct their own learning. For example, during painting activities, when staff tell children how to paint rather than letting them express themselves creatively.

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who attend

Observations and assessments show how children are progressing in all areas, which staff share with parents. Children with special educational needs receive good support because staff assess their needs and share this information with parents through 'all about me books'. Staff work closely with external agencies to develop individual learning plans for children with additional needs. This means that early intervention helps children to make progress.

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who attend

The key person system helps to build strong relationships with staff when children start. All children are from a Lithuanian background and most parents do not speak English. Staff are also from a Lithuanian background, so are able to communicate with parents in their home language. This helps both children and parents to feel valued, included and welcomed at the nursery. Parents share with staff all they know about their child, which helps staff to understand each child's background and development stage. Staff deliver the curriculum in English and Lithuanian, so that children learn and develop their home language and culture as well as English, preparing them for school. Children demonstrate friendly behaviour, elaborating ideas during role play, for example as they play in their make-believe 'doctor's surgery'. Children offer cues for their friends to join in, for example, during football games in the garden. Consequently children are

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who attend

friendly and have developed good relationships with each other and staff. Children listen to each other with interest during snack time, as they talk about the transport of bananas to different parts of the world. Children are skilful at changing from speaking Lithuanian to English when speaking to each other and staff. Children enjoy good opportunities to develop their physical skills as they move freely and with pleasure as they play outside. They walk and run with confidence, stand on stepping blocks and balance well. Children aim and shoot basketballs into the net with precision.

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who attend

Children enjoy weekly music lessons where they handle instruments and sing nursery rhymes, all of which support their language and creative development. Children listen to stories and look through dual-language books, as part of their literacy development. All posters display words and numbers in both Lithuanian and English, which helps children learn the differences and see that the nursery values their language. Children begin to develop early writing skills as they draw and make marks using pencils and paints. Children show curiosity in numbers as they count and build with construction toys. Children show an interest in the community they live in because they visit local parks and libraries. Each week they spend time at the local children's centre where they meet children and adults from different cultural backgrounds to their own, supporting their understanding of diversity.

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who attend

Children enjoy and learn about technology as they play with the computer and many different programmable toys. They express their creativity through cooking and painting activities and by making and playing with play dough.

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

Children feel secure and safe because they form strong attachments with staff promoting well-being and independence. Staff are good role models as they show affection and guidance to children. Staff are deployed well across the nursery, so are able to support children and keep them safe. Children respect each other and learn about differences through the celebration of different festivals and play resources reflecting positive images of others. Children behave well and understand rules for behaviour through staff's positive reinforcement of being kind and respectful towards everyone.

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

Children learn to use tools safely as they handle and cut paper with scissors and they begin to learn about the importance of practising the fire drill to help keep safe. Children play safely outside, waiting their turn to use outdoor resources. They attend to their own personal hygiene, for example, washing their hands after using the toilet. Children wear slippers inside the nursery and when they go outside they change into their shoes and put their own coats on. This supports their growing independence and helps them prepare for the transition to school. Children learn about healthy eating by growing and cooking their own vegetables for soup. Children exercise every day in the garden enjoying the benefits of fresh air and physical exercise. All of which supports children's confidence and self- motivation.

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

Children learn and develop in the well-resourced playrooms where young children are based upstairs and older childrens' playrooms are downstairs. Staff organise the playrooms so that children have space to move around freely and can access resources that promote all the areas of learning. The playrooms are clean, bright and stimulating. This helps children prepare for school and supports their physical and emotional well- being.

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provision

The provider, who is also the manager, monitors the curriculum effectively, which means that children learn from a broad range of activities and resources. Staff have a good knowledge of how to support children through play, which helps them learn new skills and make progress in their overall development. Good planning and assessment of children's levels of development means staff know how and where to support children in their next stage of learning.

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provision

Staff follow good procedures to safeguard children. They carry out risk assessments for indoors and outside and when taking children on trips. This enables them to identify, record and remove any potential hazards. Staff know and understand safeguarding procedures so can identify concerns and make a referral to the appropriate external agency to help protect a child's welfare. All polices and procedures are known by staff so they understand their roles and responsibilities towards the children in their care. They also share these policies and procedures with parents, so they are aware of the way staff care for their children.

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provision

Strong self-evaluation by the provider helps her to identify the nursery's strengths and weaknesses in order to enhance the provision and outcomes for children. For example, she is increasing the range of resources to support children's learning further. She is recruiting an Early Years Professional to deliver the curriculum in English for fifteen hours a week. She also works closely with the local authority to improve areas of practice. This means she is continually evaluating what areas she can develop and improve to support children's learning outcomes.

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provision

The provider monitors staff performance as she works closely with them as part of the team. She offers support and guidance through supervision and appraisals, and offers staff opportunities for further training. This helps staff to increase their own professional development and skills working with the children.

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provision

Effective partnerships with parents and external agencies help children to prepare for school. Parents view photographs of children's play and learning through a social networking site, which is only used for the parents of children who attend the nursery. The management team use this form of communication to inform parents of relevant information about the nursery. Staff work closely with external agencies to support children with special educational needs and the provider liaises with the local school. She informs the school of the needs of the children and parents who attend the nursery. This means the school are able to put steps in place to support the children and their individual needs when they make the transition to school.

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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 EY450974 Local authority Newham Inspection number 882702 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 8 Total number of places 22 Number of children on roll 16

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Name of provider

Date of previous inspection Not applicable

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Telephone number

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. 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

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’.

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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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