Furnace Barn Day Nursery

Furnace Barn Day Nursery Furnace Barn, Foundry Lane, Halton, LANCASTER, LA2 6LU

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Inspection date

Previous inspection date 03/04/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 very happy, secure and confident with the staff as they readily approach them to ask questions or seek reassurance.  Staff safeguard and promote the welfare of children through their understanding and implementation of policies and procedures.  Children respond well to praise and encouragement, which helps them to develop their confidence and self-esteem.  Staff have a secure understanding and knowledge of how children learn. This means that they offer a range of activities that supports their development and learning.

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It is not yet outstanding because

 Very young children have fewer opportunities to explore nature materials and textures in order to develop their understanding of the natural world.  There is scope to develop children's understanding of weight, measure and time, for example by offering more resources to support this aspect of mathematical development.

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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 toured the setting, including the large grassed area and orchard.  The inspector spoke with the provider, staff parents and children on the day.

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Inspection activities

 The inspector looked at relevant documentation, including a sample of children's learning records.

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Inspection activities

 The inspector carried out observations on children and activities and carried out a joint observation with the provider.

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Information about the setting

Furnace Barn Day Nursery was registered again in 2012 as a limited company on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in converted premises in Halton on the outskirts of Lancaster and is managed by the owner. The nursery serves the local area and is accessible to all children. It operates from two playrooms and there is a fully enclosed area and large grassed area available for outdoor play. The nursery employs 14 members of childcare staff. Of these, 12 hold early years qualifications at level 2 and level 3; this includes two staff with Early Years Professional Status and three with Qualified Teacher Status.

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Information about the setting

The nursery opens Monday to Friday, all year round. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 56 children attending, who are in the early years age group. The nursery provides funded early education for two-, three-, and four-year-old children.

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

 provide varied opportunities for comparing length, weight and time to help children develop their understanding of mathematical concepts

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

 develop further opportunities for very young children to explore natural materials and textures.

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who attend

Staff have a very good understanding of how to support children's learning and development and a warm and welcoming environment, both indoors and outside, awaits them and their families. Continuous provision, both indoors and outside, offers children good quality play materials, equipment and books to enable children to play at their pace, revisit areas and practise skills. Staff encourage the children to explore technology as the older children use computer tables and an interactive whiteboard to draw or move pieces to develop pictures. Babies have a range of interactive toys that encourage their understanding of cause and effect. However, there are too few opportunities to enable them to experience natural materials and textures in order to promote their sensory development. The planning of activities follows children's interests as well as their identified learning needs. This is effectively coordinated by a lead member of staff who collates all the

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who attend

information from the children's key person and uses the electronic assessment system to identify next steps. This system allows staff to take photographs of children as they play and using the interactive board share these with the children and parents, promoting discussion and information sharing about what the children have been doing.

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who attend

Staff help children to make good progress in their learning because they give effective support to children's development of communication and language. Children learn that print carries meaning because displays show them words in a variety of languages. Children show that they are developing an enjoyment of books. The very young children show a delight in sharing books as they sit with staff looking at, and talking about, what they see with the babies. Staff use a range of questions, which encourage children to develop their thinking skills. They also support children to develop their recall skills at circle time as they talk about past events. Older children's communication and language skills are developing through linking sounds with names they know and practising their writing as the staff demonstrate how to form the letters in the air and children copy. This helps them to develop the early reading skills, which they need to smooth their transition

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who attend

The environment supports children's developing understanding of numbers and counting. However, there is scope to develop further opportunities for children to explore and understand weight, time and measure to help children understand these mathematical concepts through practical activities. Children purposefully engage with a range of resources; for example, they show their developing imagination and make connections in their learning. They make cakes in the construction corner and inform staff that it is a birthday cake with candles on top. Outside, staff encourage children to think about what they can add to water to make the fire engine even cleaner and this extends their skills as they find the resources that they require to carry out the activity. Staff nurture children's understanding of not wasting the earth's resources as they encourage them to recycle and reuse items.

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who attend

Initial settling-in is valued by the staff as the basis for building strong relationships with parents. Key persons gather information verbally and in written format to make sure that the individual needs of each child are met. This exchange of information is ongoing through the use of diaries for very young children and daily verbal exchanges with parents of the older children. The progress check at age two years is successfully implemented in the setting, further supporting children and involving parents in their learning.

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

Children behave well and staff support them in learning to share, take turns and show consideration for each other. They respond well to praise and encouragement, which helps to develop their confidence and self-esteem. Children's understanding about different people and communities is increased through the exploration of special celebrations, including a variety of religious and cultural festivals. For example, children learn about and celebrate Burns Night, Easter and traditions associated with Chinese New Year and Diwali. Children behave well in the setting because they are effectively supported by staff, who are positive role models. Children are polite and show consideration towards others as they play through sharing and taking turns. Positive friendships are forming as the children show that they enjoy playing together and tolerate each other's differences. They learn to take responsibility for their setting as staff encourage them to help tidy away play

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

things when particular music starts to play.

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

Outside, children enjoy more energetic play. There is lots of space for them to develop coordination in their physical skills through their use of the wheeled toys. A large grassed area provides children with opportunities to explore and take safe risks as they use tunnels, cross the bridge and use ladders. There is also space to play ball or run around. Consequently, children begin to develop an understanding of the benefits of healthy exercise, supported by a programme to engage parents and children into eating healthily. Children's safety is given a high priority within the setting. Access to the orchard and pond areas are kept secure and involves adult-led only activities. Children are given clear explanations and hold discussions about safety around the pond. Inside, staff encourage children to think about the rule relating to running inside and skilfully ask them where they can run and what they are expected to do inside. Children respond positively to this

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

Staff are sensitive to the emotional attachment children develop with their key person. Consequently, as children progress through the nursery, room moves are carefully planned and parents are involved. Recent positive changes support children through transition. These changes include the development of a quiet corner for the very young children, who have moved up from the room for younger children, and an information book for staff and parents to input, supports children through transition. Older children, who progress to pre- school and school, have support visits from teachers as they prepare for transition.

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provision

Children are protected and safeguarded effectively. This is because all staff have a good understanding of the policies and procedure that are in place. They know their roles and duties in keeping children safe from harm. Robust recruitment and induction means that staff are suitably vetted and cleared to work with children. There is a fingerprint recognition system in operation at the gate and a member of staff is responsible for the reception area at busy times of the day, for example morning and afternoon. The door is kept locked at all times while children are in the setting. These procedures further support children's safety.

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provision

The manager oversees the quality of the educational programme to ensure its effectiveness in meeting children's changing needs. In addition, through regular appraisal meetings and staff meetings the manager works with staff to develop their practice and the provision for children. Staff's professional development is identified through the appraisal process and they have access to courses and training events that are best suited to their individual interest and development needs. Partnerships with external agencies are in place to support children with special needs and/or disabilities when required. The setting has strong links with other providers and the local authority advisory teacher. Partnerships with parents are well established. Parents receive packs of documentation and information through electronic means, such as email. This has been developed at the request of parents and enables them to actively

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provision

participate in the two-way sharing of information with the nursery. Parents spoken to on the day and feedback from questionnaires, show that they think highly of the staff and setting. Comments, such as 'staff are friendly, helpful and approachable' are received from them.

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provision

Self-evaluation is in place and clearly identifies areas of strength and those for continuous improvement. Children and parents have plentiful opportunities to contribute towards the development of the setting through verbal feedback, parental questionnaires and discussions with children.

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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 EY454577 Local authority Lancashire Inspection number 890008 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 29 Number of children on roll 56 Name of provider Furnace Barn Day Nursery Limited Date of previous inspection not applicable Telephone number 01524811811

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Setting details

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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