Cuddles and Care Day Nursery

Cuddles & Care Day Nursery 177 Leigh Road, Eastleigh, Hampshire, SO50 9DW

p.1

Inspection date

Previous inspection date 13/05/2013 16/11/2009

p.1

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

p.1

This provision is satisfactory

 Children are happy and relaxed in their play because they are interested in their activities.  Babies are well planned for and supported in sensory play with use of a range of age appropriate activities, guided by staff who know their individual needs.  Staff have built strong bonds with the families that attend the setting and this supports the children's feeling of security and wellbeing.

p.1

It is not yet good because

 Monitoring systems for staff are inconsistent.  Self-evaluation is not fully imbedded in practice.  Some less experienced staff do not challenge children or encourage children to explore ideas for themselves .

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector took into account the views of children.  The inspector took into account the views of parents.  The inspector observed activities in both Pre-school and Baby areas.  The inspector viewed assessment and planning documentation.

p.2

Information about the setting

Cuddles & Care Day Nursery is privately owned. It opened in 2006 and operates from an extended three bedroom semi-detached property. It is situated on a main road near the centre of Eastleigh. It is open each weekday from 8.00am to 6.00pm all year round. All children share access to a secure enclosed outdoor play area. There are currently 55 children on roll. Of these, 15 children receive funding for nursery education. Children come from a wide area and most of their parents or carers work. The nursery employs 13 staff who hold appropriate early years qualifications, one who has Early Years Professional Status. The nursery is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

p.3

must:

 provide a clear keyworker system, confirming staff understand their roles to ensure all children's care is tailored to meet their individual needs.

p.3

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

 improve staff skills in developing children's creative and critical thinking, providing time to respond.

p.3

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

 develop staffs use of skilfully questioning children during activities, and improve knowledge and understanding of the Foundation Stage within the pre school room.

p.3

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

 improve consistency for monitoring of planning and assessment, ensuring accurate understanding of children progress and extending learning.

p.3

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

 develop effective systems for performance management, ensuring practitioners are monitored, and professional development programmes are targeted to the greatest need.

p.3

who attend

Through discussion with parents, children's starting points are recognised. Staff build on this with observations. They understand what interests children and generally provide resources around this. They do not always successfully use skills of questioning and encouragement to extend the children's interest and learning.

p.4

who attend

There is a broad range of adult and child led activities; however, there are inconsistencies in practice, for example, some less experienced staff do not give sufficient time to encourage children to explore ideas for themselves. Children enjoy small group story and circle times, however, these do not meet the needs of all of the children and as a result, some children become fidgety and bored. However, they are keen to participate in the brick building game where they create a train station from bricks and take turns to name the numbers and colours. They have a number of opportunities to learn pre-writing skills, for example, in the sand, in the designated writing area and outside. The children's behaviour is in line with their age and stage of development and staff provide appropriate praise and encouragement and sticker charts as incentives. Some posters and resources reflect the wider world. Art and creativity is encouraged both indoors and outside. Children

p.4

who attend

enjoy mixing their own colours and designing pictures, for example. Children play well together. A favourite is the water tray, exploring texture and colour as flour and paint are added. Whilst the younger children sleep, older children benefit from the calmer small group activities and enjoy the individual attention they receive.

p.4

who attend

Babies and younger children in the Baby room are developing their language skills, as staff engage with them in singing and rhyming with actions. Staff encourage children to construct, to look at shape and colour through a range of activities using both natural and manmade materials. Staff demonstrate that they are in tune with the babies' and toddler's differing ages and stages of development and ensure that each child is able to participate. Babies and toddlers generally play in harmony and staff are quick to defuse any possible conflict using distraction successfully and simple explanations.

p.4

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

Staff provide good support for children's emotional wellbeing overall. Children in the setting have formed secure emotional bonds with most members of staff but there are inconsistencies in the key working system. This has resulted in some confusion with newly appointed staff who at times are unsure of their role. Children learn about keeping safe through small group activities which focus on subjects such as not talking to strangers and crossing the road safely.

p.4

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

Staff are welcoming to families coming into the setting and this also provides a sense of wellbeing for the children. Children's behaviour in the setting reflects their calm and relaxed feeling of security. Children know the routine and spontaneously help to tidy up the play areas, even working together to carry the larger boxes of construction toys. This gives them a strong sense of responsibility and confidence in their own abilities.

p.4

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

Babies and younger children in the Baby room enjoy being cuddled and follow their own routines in a separate space from the Pre-school children, so they feel safe and secure. They benefit from being cared for in a small safe and stimulating environment and have developed good relationships with the staff. Staff in the Baby room have placed photos of the older children on the floor of the baby room, to encourage them to know familiar faces and help with transition to the Pre-School room. Staff know the sleep and care routines of the children in detail. As a result, children sleep easily and staff monitor them closely.

p.5

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

Staff talk to the older children about keeping themselves clean, and show good examples of hygiene to the children. Activities encouraging exercise and games with songs about using their body, exercises such as skipping and jumping outdoors encourage children's awareness of their body. Children have a varied and balanced diet and their individual dietary needs are well catered for. On the ground floor food is prepared for lunchtime and snacks with careful consideration for texture and colour, so children can explore different foods and learn about healthy diets. Staff encourage children's independence, for example, encouraging them to wash and tidy up.

p.5

provision

Managers and staff at the nursery demonstrate a sound understanding of the learning and development and welfare requirements. All areas throughout the nursery have been reviewed and rearranged to develop a more child centred approach to learning as required by the EYFS. The outdoor area now offers a wider range of play opportunities and children use this daily.

p.5

provision

Children are cared for by two well established staff teams. Since the last inspection, the nursery has reviewed all planning and assessment documents in line with the Early Years Foundation Stage (EYFS). Policies and procedures are well maintained, ensuring children's well being and safety. The staff keep the entrance secure, and only the staff can allow people into the building. A visitors book, register and safety gates are all used to promote security.

p.5

provision

Senior staff have developed an in depth knowledge of safeguarding children procedures and implement these well. Current induction for new staff members, and training for established staff members ensures that all are aware of their responsibilities in protecting children. The management and staff are committed to improving their practice and attend both in-house and external training. Several of the staff members are completing their Level 3 qualification in Childcare.

p.5

provision

Some new formats for curriculum planning have brought improvements since the last inspection. The owners and manager have reviewed the way they organise, plan and provide activities for all children and to provide continuous play opportunities. It is recognised that this has been easier to manage in the under-two's area.

p.5

provision

Children have extensive opportunity for selecting an area to play, however staff do not consistently use their knowledge of children's next steps in learning. This means that children's learning is not being fully addressed in all areas. Monitoring and evaluation of practice within the setting is in need of improvement. The nursery recognises that they are in a state of transition in the pre-school room. The organisation of the key-worker system is under review. They continue to work towards resolving this with the help of the Early Years advisory teacher.

p.6

provision

Parents are made to feel welcome, and this is a strength of the nursery. Parents value the service provided for their children. All essential information is gathered and as a result staff are able to meet children's individual, cultural and religious needs. They are kept up to date with their child's learning and development through informal discussions, daily diaries and open evenings twice yearly. In addition, they get regular newsletters to keep them up-to-date with new information. Staff display information about the activities children are involved in and invite parents to be involved. The setting has built effective working partnerships with local schools and this impacts positively on the older children.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY320160 Local authority Hampshire Inspection number 843911

p.8

Type of provision

Registration category Childcare - Non-Domestic Age range of children 1 - 5 Total number of places 33 Number of children on roll 55 Name of provider Jayne Sergeant & Gail Rolfe Partnership Date of previous inspection 16/11/2009 Telephone number 023 80394031

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10