Milestones Childcare

Milestones Childcare 20 Verdant Way, SHEFFIELD, S5 6LE

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Inspection date

Previous inspection date 27/03/2013 20/04/2010

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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

 Children make strong progress from their starting points because differentiation in planning ensures educational programmes focus on their next steps and interests.  Children are kind and helpful. They invite other children into their play and show consideration for each other's needs. As a result, they are building strong peer relationships.  Children are kept safe at all times because safeguarding is given high priority and any identified weaknesses are acted upon quickly.  Effective partnerships with parents and other professionals ensure children who need additional support receive good levels of early intervention, and as a result, the attainment gap is narrowing.

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It is not yet outstanding because

 On occasions, opportunities to extend children's ideas through everyday conversations are missed. This means their ability to make connections in their learning is not always fully promoted.  Parents who speak English as an additional language are not always effectively supported. As a result, they do not fully understand information given to them about children's learning, or the policies and procedures of 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

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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 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 in the playrooms.  The inspector held meetings with the manager of the provision.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children and discussed improvement plans.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Milestones Childcare was registered in 2009 and is on the Early Years Register and the compulsory part of the Childcare Register. It is situated in purpose-built premises in Sheffield, and is managed by a voluntary board of directors. The nursery serves the local area and is accessible to all children. It operates from three rooms and there is a fully enclosed area available for outdoor play.

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Information about the setting

The nursery employs 11 members of childcare staff, ten of whom hold appropriate early years qualifications at level 2 or above, including one with Early Years Professional Status. The nursery opens Monday to Friday during term time only. Sessions are from 8am until 4.30pm. Children attend for a variety of sessions. There are currently 89 children on roll who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-olds. It supports children who speak English as an additional language and children with special needs and/or disabilities.

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

 identify and use opportunities in everyday conversation to help children extend their ideas and make connections between different areas of their learning

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

 enhance communication with parents, to ensure those who speak English as an additional language fully understand the information that is shared with them about their children's learning, and the policies and procedures of the nursery.

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who attend

Practitioners in the nursery have a good understanding of the Early Years Foundation Stage. They provide a wide range of age-appropriate activities, both indoors and outside, that support children's progress across all areas of learning. The majority of children in the nursery speak more than one language, and for many of them English is an additional language. The acquisition of communication skills is an integral part of children's learning and, overall, this is supported very well through regular conversations and discussions during activities and group time. Practitioners are also skilful in using props to promote children's language development. For example, they use picture cards and picture timetables to support understanding of routines, such as 'tidy up' or 'snack time'. The nursery works closely with speech and language therapists to support children who are not meeting the expected milestones for their age, and this ensures that they make rapid

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who attend

progress from their starting points. There are occasions, however, when opportunities to engage children in conversation about their chosen activities are missed. This means that they are not always fully supported in extending their ideas and making connections in their learning. For example, when children are 'cooking' in the home corner, the opportunity to promote their understanding of healthy eating, or where different foods come from, is not fully explored.

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who attend

Children attending the nursery are from a diverse cultural community and, for many of them, entry into the nursery is the first experience they have of learning away from their home environment. Practitioners in the nursery are knowledgeable about the needs of the community they serve and, as a result, educational programmes for the youngest children are structured to focus on communication and language, and personal, social and emotional development. Through regular meetings with the key person, the nursery obtains information from parents about children's interests, and their starting points when they first enter the setting. Team working is a strong area of the nursery provision, and information from parents and carers is shared, so that all practitioners have a thorough understanding of the learning needs of each child. This means that all practitioners are kept well informed and are able to contribute to a service that meets the individual needs

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who attend

Differentiation in planning takes into account each child's individual interests and their next steps. This ensures children are provided with activities that reflect their preferences for learning. For example, their understanding of written language is promoted as they enjoy making lists using pencils and clipboards. They also use early writing skills by making marks in play dough with matchsticks and small tools. Children demonstrate that they feel secure when making choices from the activities and resources provided, for example, they use the computer station or dress up. Children from different cultural backgrounds attend the nursery. They are developing a good understanding of equality and diversity through a wide variety of resources, such as small world, stories and role play. They take part in celebrations from around the world, including Easter and Chinese New Year.

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who attend

Through observations, practitioners record individual children's achievements and the activities they enjoy. Feedback about children's progress is shared with parents on a daily basis and through regular meetings with their key person. Progress books are reviewed with parents so that they can use the information from them to promote their children's learning at home, although parents who speak English as an additional language are not always effectively supported. This means that some parents do not fully understand the information given to them and, therefore, are not able to use the information to encourage and build on their children's learning at home. Workshops, such as those about dental hygiene and how to make and use play dough, help parents to develop their knowledge and skills, and enable them to further their children's development. The required progress check for children aged two is currently being completed for some

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who attend

children and arrangements made to share this with parents.

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

Children in the nursery appear to be happy and settled. They attend 'play and stay' sessions with their parents, to help smooth transition times and provide some continuity in their care. Those who have been in the nursery for longer periods of time are confident and self-assured. They talk freely about their experiences, their favourite activities and the friends they have made while in the nursery. A strong key person system ensures children receive high levels of support at all times. Practitioners are very good role models, saying 'please' and 'thank you' when they ask children to help them and prompting them to do the same.

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

The majority of children, when they enter the nursery, have not experienced social groups outside of their extended families. With this in mind, practitioners focus a large part of children's early learning on their personal, social and emotional development. Children are learning to negotiate, share and take turns. For example, they share scissors and pens in the 'office area'. They show consideration for each other's needs and demonstrate behaviour which is kind, such as helping younger children to complete puzzles on the computer. As a result, they are beginning to develop robust peer relationships. Children are well behaved because explanations appropriate to their stage of development support their growing understanding of right and wrong. Challenging behaviour is effectively managed and partnerships with parents ensure behaviour management strategies are supported at home.

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

Free-flow access from the playroom into a well-equipped outdoor area means that children can access the outdoor environment whenever they wish, and in most weathers. When they do, they develop physical skills, while learning how their bodies benefit from healthy exercise. For example, they enjoy role play on the pirate ship and they learn to risk assess for themselves as they balance on logs and beams. A large covered area means that children can enjoy story time and creative activities, such as painting, outside. Trips to the local park give children the opportunity to enjoy activities in the wider community. The nursery uses the large reception area to engage children in activities that promote their physical development; for example, lively music and dancing sessions.

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

Children have access to drinking water and healthy snacks. They make choices about the food they eat and this encourages their understanding about leading a healthy lifestyle. Children learn personal hygiene through practical routines and this helps them to be independent in their self-care when they move on to nursery school.

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provision

All practitioners in the nursery have attended child protection training and they demonstrate a good understanding of child protection issues. Children's safety is given high priority across all areas of the provision. Records are kept of all visitors to the nursery. Closed circuit television is in place and all doors have a key code system. Parents must use a buzzer to gain access to the nursery rooms. Daily checks ensure the environment is safe and suitable for children. Risk assessments are completed and reviewed regularly, and procedures are followed to safeguard children when in the nursery. Children's safety is considered by parents to be one of the nursery's strengths and they feel that they have been fully involved in evaluating and improving safeguarding practice. All members of staff hold a current first aid certificate, which means they can give appropriate treatment if there is an accident to a child in the nursery's care.

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provision

Procedures for recording and reporting accidents are implemented in accordance with the nursery's policies.

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provision

The management team support parents' knowledge of the nursery's practice, by providing them with copies of the policies and procedures so they are clear about the service they provide. For parents who do not have English as their first language, policies and procedures are discussed with them and, overall, they understand how the nursery works to keep their children safe. Signs around the nursery, for example, showing that mobile phones and cameras are prohibited, reinforce nursery policy. In some instances, however, communications between the nursery and parents are not fully effective in supporting parents' understanding of the information given to them. As a result, they are not knowledgeable about some of the procedures, such as what to do if they want to make a complaint.

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provision

Practitioners have a thorough understanding of the learning and development requirements. With support from the local authority early years development team, the manager monitors how these are implemented. Through regular appraisals, weekly team meetings and peer observations, practitioners' performance is monitored. They are encouraged to evaluate their own practice, identify strengths and weaknesses, and contribute to personal development plans. They attend training to ensure their knowledge is current and they have the skills to support children's learning. Through local authority monitoring and meetings with the staff team, the manager is evaluating their practice and is aware of their strengths. Action is taken to address any areas of weakness, for example, developing the variety of resources promoting equality and diversity.

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provision

The nursery seeks the views of parents through daily discussions, and questionnaires which are given out with every new intake of children. They respond positively to any suggestions, enabling parents to be involved in the ongoing evaluation of their provision. One example of improvement in practice is the provision of a hot meal for children at lunchtime. Views of children are sought through discussions. They were fully involved in the refurbishment of the outdoor area, choosing equipment that met their interests, such as a wooden pirate ship, and they also chose the paint colours when the nursery was redecorated.

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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 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 EY394256 Local authority Sheffield Inspection number 910191

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 66 Number of children on roll 89 Name of provider Milestones Childcare Ltd Date of previous inspection 20/04/2010 Telephone number 01143 279686

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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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