Toad Hall Nursery Watford

Toad Hall Nursery 100 Hempstead Road, Watford, Hertfordshire, WD17 4LA

p.1

Inspection date

Previous inspection date 15/04/2013 06/04/2009

p.1

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

p.1

This provision is good

 The nursery plans a broad educational programme that meets the needs of all the children. They receive good support for their developing language, physical and early social skills.  The experienced staff team have a good understanding how children learn through play. The child-focused learning environment engages all children and builds on their interests.  The leadership and management of the nursery is strong. The staff team work well together to meet the needs of the children. Children are cared for in a safe environment, and the safeguarding and welfare requirements are met to a good standard.

p.1

It is not yet outstanding because

 There is scope for the nursery to keep parents better informed about their children's progress and the next steps in their learning, in order for them to fully support their children's learning at home.  Children do not have regular and consistent opportunities to develop their independence, such as self-serving and pouring drinks at lunch time or finding and sorting resources for the planned activities.

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 observed children playing in all the rooms and the garden. She recorded specific observations in selected rooms.

p.2

Inspection activities

 The inspector spoke to children and watched children in three rooms have a morning snack and the pre-school children have their lunch.

p.2

Inspection activities

 The inspector held the feedback meeting with the nominated person and the nursery manager. The inspector spoke to staff about the children's care and development and the daily routines.  The inspector took account of the views of parents as they collected their children.

p.2

Information about the setting

Toad Hall Nursery registered in 1999 on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. It is one of 13 nurseries run by Careroom Ltd, which operates Toad Hall Nursery Group. The nursery is situated in a large detached house near the town centre in Watford, Hertfordshire. Children are cared for in six home rooms depending on their ages and stages of development. There is a large, secure garden for outside play. Children come from the immediate and surrounding areas and attend for a variety of sessions.

p.3

Information about the setting

The nursery offers core hours from 8am to 6pm, although they do take children from 7.30am on request. It is open for 51 weeks of the year, closing for Christmas and Bank Holidays. There are currently 123 children on roll in the early years age range on roll. The nursery supports children with English as an additional language.

p.3

Information about the setting

The nursery manager holds Early Years Professional Status, she is supported by a deputy who is also supernumerary to the staff team. The nursery employs 26 staff to care for the children, and all full-time members of staff hold early years qualifications. Staff employed for lunchtime cover have appropriate qualifications and experience. The nursery has a full- time cook and part-time kitchen assistant. The nursery is a member of the National Day Nursery Association and receives support from the local authority early years development team.

p.3

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

 improve opportunities for parents to engage in their children's learning at home by sharing information about children's progress and next steps on a more regular basis

p.3

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

 promote children's independence and life skills through everyday routines.

p.3

who attend

Children are happy and settled as each of the home care rooms is thoughtfully laid out, well resourced and meets the learning needs of the children who attend. Staff set out activities at the beginning of the day based on the children's interests and likes. These are adapted and changed throughout the session as the children's play ideas and individual needs change. A broad educational programme ensures all children enjoy a wide range of interesting and stimulating activities based on their developing skills. The key person team in each room plans activities that are based on the children's individual next steps. These are linked to the 'Development matters in the Early Years Foundation Stage' guidance to ensure all areas of learning are covered. Staff have a good understanding of how children learn through play. The information gained from observations and the overall assessment process is used as the basis for the progress check at aged two years. It is effective in

p.3

who attend

monitoring the children's developing skills and shows they are making good progress in all areas of learning. However, this information is not consistently shared with parents to support them in building on children's developing skills and the next steps in their learning at home.

p.4

who attend

Children's communication and language skills are developing well. Home languages are respected and families provide details of important words and phrases to help children understand the daily routines. Therefore, children with English as an additional language make good progress in their learning. Opportunities for children to be part of a group and to listen and take turns in speaking are supported by staff, who implement the 'early language programme' throughout the nursery. Children are chatty and keen to share experiences from home; they are confident in talking about previous experiences that involve families and friends. All children take part in activities that support expressive arts and design. Babies enjoy sensory activities, such as exploring the texture of shaving foam. Artwork on display in the home rooms and hallways around the nursery shows a wide range of interesting themes, textures and different materials used in collage pictures.

p.4

who attend

Imaginative play is supported well in all the playrooms, with resources that promote and extend children's play ideas. Staff support from a distance when appropriate so as not to interfere with individual play. Children become absorbed in their play; washing a doll in the sink, using the paper towels to clean her face and looking to a member of staff for help in drying her and wrapping in a blanket. Children are encouraged to make choices about what they want to do and how they are going to do it.

p.4

who attend

Staff are involved in all aspects of the children's play and learning. They sit with children new to the nursery to show them how to build the blocks and to match colours and shapes. They include all children so they feel valued and secure. Children have many varied opportunities to build on their existing skills and to take part in new learning experiences. Their sense of belonging and self-esteem is supported well. This enables children to move on to new settings, such as school, with the skills they need to take part and succeed.

p.4

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

Children of all ages build strong bonds and attachments to both their key person and other members of staff. When staff move between rooms, children they have previously cared for seek them out to share their play experiences and for a cuddle. In everyday play children are co operative and are learning to share and take turns. 'Golden rules' are shared at small group times to share the high expectations the staff have for children's behaviour. Clear and consistent routines, such as lining up quietly before going outside, establish children's understanding of what is expected of them. This is supported well by staff with the use of stickers to recognise kind and good behaviour.

p.4

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

Meal times are calm and social events. Healthy and nutritious meals based on the children's individual dietary needs are cooked on site. Photo reminders and information on the children's place mats ensure their individual needs are met. Children clearly enjoy their food; they eat and manage their cutlery well. Their finer physical skills are supported to a good level. However, throughout the nursery there are inconsistent opportunities for children to develop their independence. At meal times children do not always take responsibility for setting the table, serving themselves and pouring drinks. During planned activities, such as planting sunflower seeds, staff set out and manage the resources so children are not challenged. Critical thinking and opportunities for children to take responsibility for their learning, to make decisions about how many, to find out and have a go are not always fully supported in everyday activities.

p.5

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

Children learn about a healthy lifestyle through everyday routines. They understand the importance of hand washing as they come in from outside play and line up to take turns in accessing the cloakroom. The growing area set out in the garden provides opportunities for children to plant, care for and use the vegetables they have grown. This builds on their understanding of the natural world. Children of all ages enjoy the opportunity to run and play in the large garden. Staff are fully involved in children's play, giving support in walking on the balancing blocks and helping children get on and off the ride-on toys. Babies have direct access to the outside from their room; textured 'grass' mats are taken outside in all weathers so non-mobile babies can crawl and move around safely. Outside play is planned into the daily routines so all children have opportunity for physical play and fresh air several times a day.

p.5

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

The nursery provides all children with a varied and interesting range of toys and resources. These are of good quality and readily available around the playrooms and the garden. Children are beginning to understand how their actions impact on others as they use the outside space. In the garden they climb, manoeuvre ride-on toys and take part in ball games, which develops their understanding of risk and how they can take responsibility for their own and other children's safety. Staff give gentle reminders to ensure children learn simple rules, such as taking care as they throw the ball and to look where they are going as they drive the ride-on toys around the garden. Children are acquiring the skills which enable them to take part in new experiences with confidence.

p.5

provision

The manager has good expectations for the quality of care that is provided for children and families. Regular reviews and audits of the documents and overall practice ensure the requirements of the Statutory framework for the Early Years Foundation Stage are met to a good standard. The management team take responsibility overseeing safeguarding issues; there are comprehensive procedures in place, including robust checks on all staff. The nursery uses the Local Safeguarding Children Board code of practice to monitor and manage any concerns about children. Information is available to parents through posters and the parent pack. There is a requirement for all staff to attend regular safeguarding training to ensure they are confident in taking appropriate action when needed. Children's welfare is further protected as all staff are first aid trained and robust risk assessments ensure a safe environment, both in the nursery and when children are taken on outings.

p.5

provision

The nursery has established good relationships with parents, which enables them to consistently meet the children's needs. Parents are kept well informed about the day-to- day routines and special events with regular newsletters, emails and notices around the nursery. Parents spoken to on the day of inspection said they are very happy with the service the nursery provides. They feel the staff are very approachable and tell them about their children's experiences in great detail. The nursery understands the importance of making links with local schools; they liaise whenever possible to ensure a smooth transition for children and families to new settings. There is a good working relationship with the local children's centre and other support services to ensure children's needs are identified and met to a good standard.

p.6

provision

There is an effective evaluation system in place. It is based on the outcomes of regular nursery audits, staff appraisals and activity observations. This process enables the management team to consistently review the overall practice within the nursery and plan future training to develop the staff's professional skills specific to this nursery site. The management team have a good understanding of the different aspects of the nursery that works well, and have identified areas to be developed with comprehensive action plans and checklists in place to ensure continuous improvement.

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 130641 Local authority Hertfordshire Inspection number 908686

p.8

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 90 Number of children on roll 123 Name of provider Careroom Limited Date of previous inspection 06/04/2009 Telephone number 01923 254637

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