Rosehill Nursery Limited

Rosehill Nursery Limited 160 Manchester Road, BOLTON, Lancashire, BL2 1HE

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Inspection date

Previous inspection date 09/05/2013 24/02/2012

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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 are inquisitive and are active learners, they explore their surroundings with confidence. Children are settled and happy and access resources with a purpose.  Nursery staff skilfully support children's learning and development. They plan activities based on children's skills which supports children in instigating and leading in their own play.  Comprehensive planning and assessment procedures are in place, which ensure that children are fully supported in their next steps in learning as they move towards the early learning goals.  Strong partnerships with a range of other professionals ensure children's needs are comprehensively supported as children move between providers.

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It is not yet outstanding because

 The existing programme of professional development for staff is not precisely targeted to enable staff to share good practice.  There is greater scope for developing methods to communicate with busy parents, in order to ensure frequent communication.

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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 observed activities and children at play in all rooms throughout the inspection.

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Inspection activities

 The inspector spoke with children, staff, parents and the management team throughout the inspection.

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Inspection activities

 The inspector looked at documentation to ascertain children's progress in achieving the early learning goals.

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Inspection activities

 The inspector looked at self-evaluation processes to ensure that they supported quality outcomes for children.

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Information about the setting

Rosehill Nursery was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in a purpose built premises in the Burnden area of Bolton, and is privately managed. The nursery serves the local area and is accessible to all children. It operates from the ground and first floor and there are fully enclosed areas available for outdoor play.

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Information about the setting

The nursery employs 19 members of childcare staff. Of these, two members of staff hold appropriate early years qualifications at level 5, one holds a qualification at level 4, 14 hold qualifications at level 3 and two hold qualifications at level 2.

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Information about the setting

The nursery opens Monday to Friday all year round. Sessions are from 7.15am until 6pm. Children attend for a variety of sessions. There are currently 76 children attending who are in the early years age group. The nursery provides funded early education for three- and four-year-old children. It supports a number of 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 the already good performance management systems to provide a more precisely targeted programme of professional development for staff, for example, by introducing peer mentoring, allowing staff to share more good practice by observing more experienced staff members at work

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

 strengthen the ongoing dialogue or sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding more effectively to plan together and think through ideas of how to move the child forward.

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who attend

Children are making good progress towards the early learning goals because staff have a good understanding of how children learn. Staff skilfully develop their knowledge of children through undertaking regular observations of children as they play. These allow staff to record children's developmental progress and correctly identify children's next steps in their learning and development. Staff develop planned activities which are based on children's interests and individual needs. This ensures that children engage with activities which provide purposeful and developmentally appropriate learning opportunities. Staff have high expectations of children and promote learning through role modelling resources, asking open-ended questions and posing problems which supports children's critical thinking skills. For example, staff support children playing outside by asking 'Where are you going on your bike?', 'What are you painting?' and 'How is your

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who attend

baby doing?'. This supports children's imaginative skills as they act out familiar scenarios. Comprehensive teaching programmes and knowledgeable staff support all children in their progress towards the early learning goals. For example, staff have recently developed an outdoor area based on 'dens' and 'camping' to support children undertake imaginative play in the outdoors.

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who attend

Educational programmes cover the seven areas of learning, offering a depth and breadth of learning opportunities across all areas every day. For example babies, access sensory play by using baby gyms, toddlers explore creative play by painting models made with recycle materials and pre-school children develop physical skills through designated movement sessions. Staff attend regular training which refreshes their knowledge and supports them in offering a range of teaching strategies to effectively support learning. Children are settled and confident and make their needs known very well. For example, younger children point and imitate staff whilst older children confidently ask for resources or make requests. Children have multiple opportunities to explore early writing and drawing skills. For example, children paint in the outdoors, draw patterns in wet sand and use crayons and chalk. Older children are imaginatively supported with their early writing

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who attend

skills. For example, children write letters to Father Christmas at Christmas time before visiting the post box to post their letters. This gives children an understanding of the meaning of writing for a purpose. Children are beginning to recognise shape by using resources, such as construction sets and jigsaws. This supports children with solving problems independently as they analyse the different jigsaw pieces and explore how they fit together.

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who attend

Children's understanding of the world is promoted through a variety of activities, such as, using computers, planting seeds and going on trips and outings. Independent skills are promoted throughout the nursery. For example, children brush their teeth, wash their hands after using the bathroom and serve themselves lunch from a designated serving trolley. This supports children in making independent choices. The nursery teaches children about different cultures and festivals and uses a range of resources and activities to support children's learning. For example, children are asked to wear green clothes on St. Patrick's Day, make Chinese lanterns at Chinese New Year and make swords to commemorate St. George's Day.

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who attend

The nursery is well-resourced and resources are good quality offering purposeful and developmentally appropriate play opportunities. This engages children in independent play and supports them in self-initiating and leading their own play. For example, babies explore a range of baby gyms, toddlers play with creative resources and a role play kitchen, and pre-school children play with an outdoor pirate ship and a range of puzzles such as, matching cards, which develops their knowledge of similarities, difference and number recognition.

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who attend

Staff work hard to ensure that parents are fully informed about their child's development. For example, daily home link sheets are used and staff compile observations into monthly summaries of learning which are emailed to parents. This allows parents to appreciate children's development on a monthly basis and identify how they can be supporting children's learning in the home environment. This provides a consistency of care between nursery and home so that children feel well-supported by all adults who encourage them in their learning.

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

Staff work well to support children to feel settled and secure, as a result, children enjoy coming to the nursery. Staff understand the importance of supporting children's individual needs. For example, children's sleep routines at home are followed, and children with special educational needs are well-supported through knowledgeable staff who have undertaken designated training to enhance their knowledge. Staff are positive role models and secure attachments are formed. For example, children invite staff to play with them and are easily soothed if they are a little upset. This shows that caring relationships are in place. Children enjoy their time at nursery participating in a wide variety of fun and challenging activities. For example, babies explore the local environment by going to the local park to feed the ducks, toddlers choose to play with resources in the outdoor area, and pre-school children experience imaginative play as they use recycled boxes and

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

explore being a robot. Children delight in using different robot voices and playing co- operatively with their peers.

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

Children behave well in the setting and listen to adults as they give instructions. For example, younger children wait for instructions given by staff to leave the table and take it in turns to choose their own fruit from the snack trolley. Older children listen carefully as they play on an assault course, taking turns and waiting for instructions given by adults. Staff use positive praise, offer age appropriate explanations and use stickers and sticker charts which support positive behaviour.

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

Children learn about healthy lifestyles through daily outdoor play, music and movement sessions and walks in the local environment. Children use the train to go on regular trips such as, to the transport museum or the airport viewing stand to watch aircraft taking off and landing. Children learn about health diets through a varied menu which incorporates a daily salad bar, fresh fruit and vegetables and menus which cater for children's dietary requirements such as vegetarian or halal diets. Food is freshly prepared on the premises each day and children are encouraged to discuss their favourite foods so that these can be incorporated into the nursery menus. Children develop their self-care skills through accessing drinking water, washing their hands and independently using tissues. Children are well-prepared for the next stage in their learning through purposeful transition procedures. For example, children's key person accompany children on visits to school,

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

school teachers are invited into the nursery to observe children at play and staff complete transition documents to share information with other providers as children move between settings. This enables enhanced support to be given to children at times of change.

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provision

Children are safeguarded and well-protected in the setting because staff have a good knowledge of the safeguarding procedures, have attended safeguarding training and are aware of who to contact should they have a safeguarding concern. Children are well- supervised, and the staff are vigilant in ensuring that children stay safe. For example, staff have finger print entry to the nursery. Visitors and parents are individually addressed by staff on a speaker system before the entrance door is opened. Written risk assessments and daily safety sweeps are undertaken which help to identify potential hazards and minimise risks. Consequently, children stay safe as they are cared for in a safe environment where staff give a high priority to children's safety. The nursery keeps thorough records of accidents, medication and attendance to further protect children and promote their welfare.

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provision

Staff have a good understanding of how best to support children's learning and development and how to motivate and interest children. The environment is stimulating and bright, providing open rooms with designated continuous provision areas. The nursery offers designated rooms for babies, toddlers and pre-school children. This supports learning, as resources are differentiated to reflect children's different developmental stages. The staff understand their responsibilities in meeting the learning and development requirements and consistently assess and monitor learning programmes and children's progress to ensure that children progress purposefully towards the early learning goals.

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provision

Self-evaluative practice is undertaken which highlights strengths and weaknesses, and areas for further development. Once areas for development have been identified the staff are pro-active and have a positive attitude in bringing about continued improvements. Managers take into account different points of view and work hard to develop the provision. Parents feedback is welcomed. For example, staff have developed a document entitled 'What do you eat at home'. This was in response to a parents suggestion of asking that the same recipes are offered at nursery that children have at home to support children in eating a range of different foods. Recommendations from the last inspection have been addressed. For example, resources have been purchased and developed further which promote children's independence.

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provision

Continued professional development is supported by the management team through staff appraisals and regular staff meetings. However, there is not yet a sufficiently targeted programme of professional development which allows staff to share good practice by observing more experienced staff members at work. Effective procedures for selection and recruitment of new staff are in place. Regular supervisions allow staff to address any concerns that staff may have and identify training needs. Staff are encouraged to have an input into their professional development. For example, a new system has recently been introduced which sees each room being given a training budget. This ensures that staff reflect carefully on what training is needed in each room to best support the needs of children.

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provision

Purposeful relationships with other provisions and professionals are firmly established and contribute well to supporting children's learning and welfare needs. Staff work with a range of professionals including speech and language therapists, portage team, local authority advisors and other nursery staff through attending network meetings. Staff have good partnerships with parents. Effective lines of communication are supported through home-link books, newsletters and nursery website. A broad range of communication methods are being developed to try and ensure that all parents engage in effective communications with nursery staff. Parents are very complimentary about the nursery. Parents comments include 'My child has been coming for nearly three years now, my child loves it and I love it, it's a really great place'.

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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 EY264756 Local authority Bolton Inspection number 892159

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 90 Number of children on roll 76 Name of provider Jane Morrissey Date of previous inspection 24/02/2012 Telephone number 01204 525354

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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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