Overbury Grasshoppers

Overbury Grasshoppers Overbury, Nr Tewkesbury, Glos, GL20 7NT

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Inspection date

Previous inspection date 27/02/2013 25/01/2011

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early years provision

This inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Systems for observation, planning and assessment are inconsistent which means that all children do not make the best possible progress as priorities in learning are not accurately or effectively identified.  Systems for self-evaluation are not effective.  There is a lack of an effective performance management system in place for staff.  Partnerships with parents are not strong enough to ensure continuity and progression in children's care and learning.

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It has the following strengths

 Children are happy, confident and settled; they form close and secure relationships with the staff looking after them.  Children develop a clear understanding of acceptable behaviour and show care and concern for each other.  The nursery is bright, welcoming and well laid out giving children the freedom to independently choose what they want to play with.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 inspection was carried out by one inspector.  The inspector observed children's play and staff interaction, indoors and outdoors.

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Inspection activities

 The inspector looked at a selection of policies, procedures, staff suitability records, children's records and development plans.

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Inspection activities

 The inspector talked with most staff, five parents and held discussions with the manager.

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Information about the setting

Overbury Grasshoppers is a limited company. It opened in 2009 and is situated in the village of Overbury in Worcestershire. The nursery operates from purpose-built premises. All children share access to enclosed, outdoor play spaces with a covered, all-weather area. The setting is open each weekday from 8am to 6pm for 50 weeks of the year. Provision for older children is offered before and after school and in school holidays. The nursery is registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register. The nursery is in receipt of funding for the provision of free early education for children aged three and four years. There are currently 56 children attending; of whom, 50 are in the early years age range. The nursery supports children with special educational needs and/or disabilities. The nursery employs eight members of staff. There are six members of staff who hold appropriate early years qualifications. Of

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Information about the setting

these, two are working towards a Foundation Degree in Childcare and Education. One member of staff is working towards a level three qualification in early years. An administrator works part-time. The nursery has close operational links with Overbury Church of England First School.

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must:

 observe and assess each child's progress in all seven areas of learning taking into account their age and stage of development, and use this information to plan for their interests and learning styles, in order to shape learning experiences for each child

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must:

 foster a culture of continuous improvement by ensuring that actions to overcome weaknesses are effective and take account of the views of staff, parents and children

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must:

 implement a system to monitor, coach, mentor and support staff to ensure underperformance is tackled and training needs are identified and addressed in order to improve staff's knowledge and understanding of effective teaching and learning

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must:

 enable a regular two-way flow of information with parents to provide continuity in children's care and learning and identify and meet their individual needs.

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who attend

Staff demonstrate a caring approach to supporting children. However, although key persons use their broad knowledge of child development to support children's learning this is not based on secure and accurate assessment for all children. Progress folders are in place for each child. Clear information gained through discussion with parents and observations by staff when children first join the nursery are recorded and identify children's developmental starting points. However, this information is not used effectively to ensure staff meet children's individual needs and build on what children already know and can do. For example, staff fail to recall the home language of children attending when asked about the support given to help children's communication and language development. An on-going process of observation and assessment is not consistent for all children. Due to the lack of a secure and fully embedded observation and assessment

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who attend

system, some staff have not tracked or monitored children's progress for some time. As a result, activities planned are not supporting children to make the best progress given their abilities. Staff have yet to keep a summary of children's achievements to share with parents and new key persons. Therefore, where recent changes to the key person have taken place there is a lack of awareness of where children are in their learning and this impacts on the challenge children are offered through planned activities. Some key persons know their children well however priorities in learning for each child are not effectively shared with colleagues therefore staff do not have a clear understanding of how they can support each child and build upon their achievements during routine play opportunities. Some information has been sought from some parents on children's ongoing learning experiences but this has not been used to inform assessments or

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who attend

planning. Staff are aware that assessments are to be undertaken for two-year-old children, which will be shared with parents.

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who attend

Children do enjoy their play and most staff are confident in asking open questions to help children explore or to prompt children's thinking. Children are obtaining some of the skills, attitudes and dispositions they need to be ready for school or the next stage of learning overall. Children enjoy opportunities to make marks using water when playing outside. They make their needs known asking for more warm water. Staff give children time to develop their imaginative play and ask appropriate questions to support children's thoughts as they recall past experiences at a car wash. Children are active learners as they pour water down piping and observe the effects as water passes through a sieve. Young children enjoy exploring paint. They demonstrate developing control and coordination as they prod paint with a brush and make marks on paper. Staff are generally attentive to children, describe what children are doing and repeat words to

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who attend

support emerging language. Children watch and copy what staff show them. They paint their own hands and feel the texture as they place it on paper. A lot of incidental learning takes place because of children's exploration and inquisitive nature. Some staff members naturally support children's learning as they go about their play. However, less confident staff lack this skill and do not receive coaching or mentoring to help improve their personal effectiveness and practice. Parents' spoken to during the inspection are complimentary about the care of their children. Some parents however, express concern at the lack of information about their child's ongoing development and change in key person. Daily records, which are filled in for younger children in the nursery, keep parents informed of important information from the day, for example sleep times and nappy changes. Staff share information about children's activities through a daily notice on the front door, discussion and photographs.

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who attend

This helps keep parents informed of what activities their child has been offered and give them a general idea of how children are progressing in their learning. Information is not consistently gathered from parents about children's developmental abilities to inform tracking and monitoring of children's progress. As some staff fail to make frequent enough observations on children, parents lack access to good quality information about children's development. Systems to encourage parental involvement in children's learning are not in place. Consequently partnership working is not effective in helping parents support their child's learning at home. Older children confidently share their views and ideas. Children talk about what they like doing and proudly show visitors how they use brushes and water on a 'magic sheet' to make marks.

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

Children are happy, settled and enjoy their play. They demonstrate positive emotional attachments to their key person and other staff, responding well to instructions and guidance. Staff act as effective role models and promote a calm and caring environment. Children respond well to the recently introduced 'Golden Rules' and show care and concern for their play mates. Children's self-esteem is promoted and their achievements recognised through praise, sticker charts and the recently introduced 'star of the day' certificate.

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

The nursery is bright, welcoming and well laid out giving children the freedom to choose independently what they want to play with. Children enjoy playing in the fresh air and are able to play outside for as long as they want to. They are able to develop their physical skills and enjoy exercise and fresh air, using a range of suitable equipment, such as tricycles, and balance equipment and during local walks. Most children manage their personal needs independently and staff are on hand to guide them where necessary. For example, staff help children to wash their hands carefully and put their coats on for outside play when cold. Staff encourage parents to provide a balanced nutritious lunchbox and they promote children's understanding of healthy eating through weekly cookery activities and regular visits to the local estate kitchen garden. Children receive suitable messages about keeping themselves safe, such as not running inside and through practice

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

of the evacuation procedures. Staff ensure younger children sit safely at low level tables so that they can join in activities such as painting.

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

Children are content and relaxed throughout the setting. This helps them develop a positive attitude to their learning. Systems to prepare children for transitions to other settings are effective. For example, children regularly visit the nearby primary school and join in activities so that they are happy and confident to start full-time education.

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provision

Recruitment and selection procedures result in children being cared for by suitable adults. Staff complete on-line safeguarding training and as a result, they have a clear understanding of the procedures they must follow if they are concerned about a child in their care. Staff ratios are maintained at all times to ensure children are supervised and supported. Records required for the safe and efficient management of the provision are appropriately maintained and stored securely to maintain confidentiality. The premises are secure and all elements of the nursery are risk assessed to promote children's safety. Suitable behaviour management strategies are implemented helping to promote positive behaviour.

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provision

A system for self-evaluation is in place but it is weak. Staff meetings provide opportunities to share ideas. The views of parents and children are not routinely sought. This process of reflection is not used to effectively review all aspects of the provision. As a result, the provider has not identified and does not fully comply with some of the learning and development requirements of the Early Years Foundation Stage. Ineffective monitoring of practitioners results in inconsistent practice to identify and evaluate children's development. Consequently some children's development is poorly tracked to ensure they make the best possible progress. Monitoring of staff performance is weak. Appraisal has recently been introduced but is inconsistent in identifying a programme of professional development for all staff. Supervision although planned has not yet commenced to drive staff performance. Staff have few opportunities to develop their practice through training.

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provision

The recommendations from the last inspection have been partially met.

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provision

Close links with other professionals and early years providers where children also attend are effective and secure. Systems to prepare children for transitions to other settings are effective.

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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 action. 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 EY390721 Local authority Worcestershire Inspection number 906008

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 30 Number of children on roll 56 Name of provider Overbury Grasshoppers Ltd Date of previous inspection 25/01/2011 Telephone number 01386 725755

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Type of provision

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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