Applegarth Day Nursery

Applegarth Day Nursery Robey Close, Linby, Nottingham, Nottinghamshire, NG15 8AA

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Inspection date

Previous inspection date 30/04/2013 17/09/2009

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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's interest and motivation is stimulated by warm, enthusiastic staff who create an exciting environment and play with the children. Their skilful interactions support children to develop high levels of self-confidence and the ability to solve problems for themselves.  Children's experiences are enhanced by regular outings, along with routinely planned sessions delivered by specialist practitioners. These include French, swimming and dance sessions for pre-school children, and an active yoga-inspired story session for two-year-olds.  The management team demonstrate a strong commitment to quality. Self-evaluation is comprehensive and used effectively to set clear targets and action plans to drive continual improvement.  Staff vigilantly implement the nursery policies and procedures, which successfully promote children's safety and well-being.

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It is not yet outstanding because

 There is scope to improve outdoor learning opportunities by routinely providing access to open-ended, flexible resources that can be adapted and used in different ways, such as water, boxes and fabrics.  Strategies for engaging parents in their children's learning at home are not yet successful with all parents.

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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 inspector conducted a tour of the premises and viewed the equipment and resources available for the children.

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Inspection activities

 The inspector observed children's activities in the main indoor and outdoor play areas.

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Inspection activities

 The inspector undertook a joint observation with the nursery training and development manager.

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Inspection activities

 The inspector spoke with the registered individual, managers, staff, children and parents at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation, and a selection policies and staff and children's records.

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Information about the setting

Applegarth Day Nursery was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare register. It is privately owned and operates from a converted unit on an industrial estate in Linby, close to Hucknall town centre. Children are cared for in individual group rooms according to their age and developmental stage. Children under three years are cared for on the ground floor. Provision for children over three years is provided on the first floor. All children share access to a secure enclosed outdoor play area. The nursery also provides out of school care and has arrangements to take children to and collect them from a number of local schools. Children come from the local and wider community.

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Information about the setting

The nursery employs 24 members of childcare staff to work with the children. Of these, 13 hold appropriate early years qualifications at level 3, and five hold level 2. In addition, one member of staff has Early Years Professional Status and Qualified Teacher Status. The nursery is open each weekday from 7.15am to 6.15pm for 51 weeks of the year, closing only for Christmas week and public holidays. Children attend for a variety of sessions. There are currently 92 children on roll who are in the early years age group, including 10 children who attend the out of school facility. 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 educational needs and/or disabilities.

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

 enhance children's experiences of outdoor learning by providing access to open- ended, flexible resources that can be adapted and used in different ways, such as water, boxes and fabrics

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

 broaden the strategies for engaging parents in their children's learning at home so that they are successful in engaging all parents in order to support each child in making excellent progress in their learning and development.

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who attend

Children make good progress in their learning and development because they are supported by enthusiastic, motivated staff who have a secure knowledge of how children learn. Staff interactions with children are positive and their teaching techniques are effective. Senior staff model to those who are less experienced, how to encourage children to explore, investigate and solve problems themselves. Staff demonstrate a genuine enjoyment of being with the children and create a warm, vibrant atmosphere. This results in children being keen to explore and eager to learn. Staff undertake regular observations of what children can do. They use these to identify children's next steps in learning, and plan activities to provide new challenges and consolidate what they know. Observations feed into assessments, which staff use effectively to monitor children's progress in order to ensure it is in line with expectations. Staff confidently undertake the progress check at

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who attend

age two and share this effectively with parents. Consequently, these parents are fully aware of their child's development, including any areas where their progress is less than expected. This information is used effectively to gain relevant support, as required by individual children, in order that all children's needs are well met, including those with special educational needs and/or disabilities.

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who attend

Staff talk to parents regularly in order to support a joint approach to children's learning. At the point of entry, parents and staff meet to consider children's starting points for learning and identify their next steps. Children's assessment records are available for parents to view and they are encouraged to contribute to these, for example, by adding their observations of what children do at home on the 'learning tree'. The twice-yearly parents evening offers more formal opportunities for discussions. There is a wealth of information displayed around the nursery for parents to see what children are doing. Those with younger children receive specific information in their child's daily diary. The white boards within each group room offer opportunities for parents to record information about what children have been doing at home so that staff can encourage children to share this with their friends during group times. These strategies successfully ensure that

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who attend

there is a good exchange of information between staff and parents. However, strategies for engaging parents in their children's learning at home vary in their effectiveness and are more successful for some than others. This impacts on children's achievements; some children, as a result of highly effective partnerships, are making excellent progress.

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who attend

Children enjoy their experiences at the nursery. In the baby room, children show their exploratory skills as they turn dials, lift flaps and press buttons on activity toys. They giggle with pleasure as staff interact with them using soft toys and puppets, and use their senses to explore materials, such as water, cornflour and paints. There is ample space for them to move around, practising emerging physical skills, and a separate area for sleep so that they can do so undisturbed. In the one-to-two's room, children happily move around and eagerly engage with resources. Children are captivated during singing sessions due to staff's skilled, animated and enthusiastic delivery. They concentrate well, learn new words and show high levels of confidence as they attempt to join in. Two-year-old children thoroughly enjoy the yoga-inspired sessions and show high levels of concentration and understanding as they follow instructions. They stretch and move in different ways and

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who attend

begin to learn about the impact exercise has on their bodies as they listen to and act out stories. Pre-school children are actively encouraged to make their own choices regarding their play. They take resources to where they want to play and engage in animated conversations with each other, and with staff, as they play. They particularly enjoy the dark tent where the safe, cosy atmosphere inspires their imaginations and make-believe play. During carefully planned, adult-led sessions, children are provided with individual challenges in an enjoyable way, which successfully captures their interest. Daily routines are planned to develop their level of concentration by participating in adult-led sessions of increasing length and to become familiar with the concept of going to school through stories and discussions. Skills children develop through these activities provide firm grounding for them when they move on to school. The nursery teacher has effective links

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who attend

with local schools, which ensures that children have an opportunity to visit with nursery staff if parents are unable to take them, supporting their transition.

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who attend

The outdoor area is well resourced with a wide variety of resources to support children's learning across all areas. However, children do not routinely have access to a supply of water to enrich their play, or to open-ended, flexible resources, such as boxes and fabrics, that can be adapted and used in different ways and inspire their creativity and imagination. Children's physical development is supported very well. They develop good coordination and balance as they move along the balancing beams, stepping mushrooms and trim trail, and tackle the challenges provided by the large static climbing frame. Pre- school children also have weekly dance sessions, led by a dance teacher, and the opportunity to have swimming lessons at the local swimming pool. As a result, children are active and physically able.

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

Children feel safe and secure and settle well on entry into the nursery. This is due to an effective key person system and because staff find out about their interests, preferences and daily care routines from parents. Staff create a warm and caring environment and implement consistent routines, which helps children to feel secure. Photographs of children are displayed around their rooms, which gives them a sense of belonging. Children show good levels of independence and actively explore their environment. Effective organisation of easily accessible, plentiful, resources supports this well. As children progress through the nursery, staff encourage higher levels of independence. For example, pre-school children undertake their own personal hygiene routines, serve their own meals and pour their own drinks. These skills support children very well in their transition to school. Within the setting, children's progression through the different rooms

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

is sensitively organised. Children are well supported by staff who they know, to make the transition to their new room a smooth, positive experience.

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

Children benefit from nutritionally balanced, home-cooked meals. Staff make good use of meal times to talk about the benefits of a healthy diet. Children's understanding of healthy food is further enhanced as they plant, grow, harvest and eat fruit and vegetables from the nursery garden. All children spend regular times outdoors for fresh air to promote their well-being. Staff support this well by vigilantly implementing nursery procedures, for example, those relating to food hygiene, nappy changing and cleaning routines. Children behave well because staff are positive role models. They speak to the children with care and respect and listen to what they have to say. Children learn good manners and understand the need to share and take turns. Staff ensure young children have choices to reduce incidents of frustration. Clear boundaries are in place so all children know what is acceptable and what is not. Minor incidents are managed in a calm and sensitive manner,

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

with staff giving explanations at a level that children understand. Older children are supported to gain skills in negotiation so that they learn to resolve incidents independently and fairly. Staff teach children about keeping themselves safe through clear rules regarding moving around the nursery, and use of equipment which presents possible risks, such as the large climbing apparatus. Their learning is further enhanced through discussions about safe practices when they go on outings, such as safe walking procedures and rules for travelling on the mini-bus.

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provision

Comprehensive procedures are in place to promote children's safety and welfare. All staff have a secure understanding of their responsibilities relating to child protection. This is because they undertake related training as part of their induction, and this is routinely reinforced as part of regular support meetings. Robust practices relating to staff recruitment ensure there is an appropriately qualified staff team who are suitable to work with children. Staff undertake daily checks of their working areas prior to children's arrival, in order to ensure the premises are safe and good security measures are in place to restrict access into the building. Staff provide good levels of supervision. The management team meet each morning to ensure required ratios are maintained within each group room throughout the whole day, as staff and children arrive and leave. The two nursery managers and director oversee these arrangements and are available to provide support if

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provision

and when needed. Within each room, staff deploy themselves well to ensure that children remain within sight and hearing as they move around their identified areas and access bathrooms.

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provision

Children's learning is monitored well through effective observation and assessments. Managers have devised a system which provides an overview of all children's progression, in order to identify any areas for development. Staff work closely with other professionals and external agencies in order to ensure that children with special educational needs and/or disabilities receive high levels of support. The nursery teacher has strong links with local schools and works with them closely to ensure that there is a smooth transition for children moving on. Staff provide many avenues to communicate with parents in order to ensure there is a regular two-way flow of information. Alongside the daily verbal exchanges, parents are sent letters confirming discussions about key events, such as when children will move rooms and who their new key person will be. As well as the central information board in the reception area, there are boards outside each group room

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provision

containing a variety of information. This includes photographs of staff working in each room, lists of the names of each child's key person and displays of children's experiences on outings. The newly implemented parent mail system and information on the nursery website provide additional general information. This helps to ensure that parents are familiar with what their children are doing at nursery. There are effective opportunities for parents to share information with staff on an ongoing basis. Staff make themselves available for discussion when parents bring and collect their children, and there are white boards within each room for parents to record comments and a suggestion box in the main entrance foyer. Parents spoken to during the inspection speak very highly of the provision. They particularly commended the additional activities, such as French and swimming, and the excellent way that staff prepare the pre-school children for their move

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provision

The nursery owner continually strives for improvement. This is reflected in the recruitment of a training and development manager who supports the on-site manager in the day-to- day running of the nursery and takes a lead role in enhancing the skills of the staff team through training, mentoring and motivation. Effective self-evaluation takes into account the views of staff and parents. Children's ideas are valued and obtained through observations of the younger children and discussion with those who are able to voice their views and opinions. As a result, there is a clear action plan to drive the setting forward. High priority is given to managing the performance of the staff team. Staff are well supported, initially through effective induction processes and then through ongoing individual supervision and appraisal meetings. Each member of staff has a training and development plan, which ensures that they continue to build upon their existing skills and

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provision

knowledge. Staff are actively encouraged to pursue higher and wider qualifications, such as team leading. The staff team are motivated and enthusiastic in their roles, and, as a result, create a happy, vibrant environment for children to learn and develop.

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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 EY311465 Local authority Nottinghamshire Inspection number 916981

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 218 Number of children on roll 92 Name of provider Applegarth Day Nurseries Ltd Date of previous inspection 17/09/2009 Telephone number 0115 9631296

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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

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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