Footsteps Nursery Hawthorn

Footsteps Nursery and Pre School The Hawthorns, Walsall Road, LICHFIELD, Staffordshire, WS13 8JL

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Inspection date

Previous inspection date 03/06/2013 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

 There are effective settling-in procedures including the option of a home visit prior to the child attending the setting, which enables staff to gather specific knowledge of each individual child.  Regular observations are carried out on a frequent basis, which enables planning of future activities to meet individual children's needs and to address any gaps within their learning.  The environment is well resourced with a range of equipment to enhance children's learning, which is promoted through the High Scope approach.  Children demonstrate strong bonds with their key persons which help them to feel safe and secure.  There is a robust recruitment policy in place which helps to safeguard children, and staff are encouraged to improve their own professional development.

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It is not yet outstanding because

 On occasions, some staff do not always provide sufficient challenge for children through effective questioning to extend their learning.  Opportunities to include mathematics within activities are not always fully considered to further promote children's achievements in this area.

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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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Inspection activities

 The inspector observed activities in the three base rooms and the two outdoor areas. She carried out a joint observation of an activity with the manager.

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Inspection activities

 The inspector held meetings with the manager of the provision and had discussions with adults working with the children.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector discussed suitability and qualifications of adults working with the children and the provider's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from information included in the parents' comments box.

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Information about the setting

Footsteps Nursery and Pre School was registered in 2012 on the Early Years Register. It is situated in purpose-built premises in the Lichfield area of Staffordshire, and is managed by a private company. The nursery serves the local area and is accessible to all children. It operates from three base rooms and there are two enclosed areas available for outdoor play.

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Information about the setting

The nursery employs nine members of childcare staff, seven of whom hold an appropriate early years qualification at level 3. One member of staff has Early Years Professional Status. There is currently one trainee employed. The nursery opens Monday to Friday all year round. Sessions are from 7.30am until 6.30pm; children attend for a variety of sessions. There are currently 51 children on roll in the early years age group. The nursery provides funded early education for three- and four-year-olds.

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

 provide optimum levels of challenge for all children, ensuring that all staff use effective questioning to extend learning

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

 make the most of every opportunity to include mathematical learning within activities.

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who attend

Adults provide a wide range of activities and resources for children following the High Scope approach, which encompasses the seven areas of learning effectively. Adults understand each child's needs and incorporate their individual interests and ideas into activities. Within the High Scope approach, children are encouraged to follow the 'plan, do, review' cycle, and this provides further information for staff when considering planning of activities. Adults regularly observe and assess children's continuing progress to inform the next steps in planning.

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who attend

Children are engaged in their play and are keen to participate, demonstrating the characteristics of effective learning, both within their play and daily routines. For example, children are keen to help adults tidy away resources throughout the day and will happily assist their peers. Children form secure attachments with adults in the setting, separating happily from their parents on arrival. They settle quickly into their self-chosen play, seeking out their favourite activities and frequently greeting friends upon arrival. Children are eager to join in group activities, selecting equipment and exploring immediately, such as the containers in the water tray. Children move freely between the indoor and outdoor environments and show good levels of interest and perseverance, particularly when using the bubbles and wands in their surroundings as they move freely around the room. They use technology equipment with ease, playing games or accessing stories on computer

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who attend

tablets. Older children use these to create their own version of traditional tales, sourcing equipment from throughout the nursery.

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who attend

Babies and young children express delight and excitement as they experience a range of natural resources from treasure baskets, such as wooden rings. Adults enable young children to explore and experiment safely by using other equipment in the room, such as the wavy ramp to extend children's learning when rolling a ball.

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who attend

Planned activities help to engage children's interests as they make porridge within the forest school area for the 'three bears'. There are opportunities for communication, such as recalling the story. However, questions asked by some staff are not always effective or sufficiently challenging to promote the highest levels of achievement or to incorporate additional areas of learning. For example, children can recall the story but they are not asked predictive questions, such as 'What happened next?' or 'How do we make lumpy/salty porridge?' Opportunities to incorporate mathematics, such as counting spoons of oats in bowls, talking about different size bowls and measuring quantities, are not always acted upon to enhance children's understanding in this area. Nevertheless, older children are encouraged to phonetically spell their name at messages time, and children are encouraged to count how many there are in their groups and also before they go

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who attend

A range of everyday objects and materials, such as cardboard tubes and sticky circles, are readily accessible to children to make their own creations. Different stationery items, such as crayons, pencils and chalks, are also available for mark-making skills. Children enjoy many opportunities to explore the different outdoor environments, having the opportunity to engage in a weekly forest school where they participate in activities such as making hot chocolate or popcorn.

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who attend

An established key person system ensures that parents are actively engaged in children's learning and development. Transition information is shared between settings, with visits currently being planned. Information about each child's needs, interests and progress is discussed with parents regularly. Advice is sought from appropriate professionals as needed, so early intervention and support is given as necessary. This ensures that all children are able to move successfully to their next stage of learning.

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

Prior to children starting at the setting, staff gather relevant information from parents which gives them a clear understanding of each child's skills, abilities and interests. Consequently, adults provide a varied and interesting range of activities which help children to develop and progress. Positive relationships are demonstrated between adults, children and their peers. Children are eager to help one another, whether it be tidying away or sharing resources. Children respond well to familiar routines, such as messages time, attempting to name the day of the week or choosing the appropriate weather photograph. They are given appropriate responsibility for managing their personal care as they wash and dress themselves independently, with little support needed.

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

Children's safety is highly prioritised; for example, they are reminded not to run inside and to take care when walking across the wooden frame outside. They also access the forest school area correctly, recalling how to sit on the logs and not to go round the fire side but to go round the back. Children listen carefully and follow sensible instructions when they are getting ready to go up and down the stairs so that they do not fall or trip.

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

Children enjoy nutritious meals and snacks, and benefit from regular fresh air and exercise outdoors. Older children are encouraged to serve their own lunch by selecting food which they wish to have. This helps them to adopt positive attitudes towards a healthy lifestyle. They enjoy free movement around their individual rooms and can easily access resources and equipment when they wish to make their own choices and decisions. They build strong and trusting friendships within the setting, initiating activities and negotiating roles and responsibilities. This helps children to develop the confidence they need when they are ready to transfer to new situations.

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provision

Adults are able to incorporate the High Scope philosophy into the planning of activities and demonstrate a good knowledge and understanding of this, which enables them to assist in meeting children's needs. Regular reviews by the manager are undertaken on a six- monthly basis, whereby children's progress is reviewed and monitored, with targets being set. Safeguarding procedures are robust, ensuring that adults working with children have been thoroughly vetted prior to working in the setting and have all of the relevant and necessary checks in place. Procedures to protect children from harm and neglect are secure because the provider has a clear policy in place to guide and inform practice. Staff attend regular training in a variety of formats, such as webinars and at staff meetings. Policies are regularly reviewed and support is given from the management structure so there is a clear procedure in place to follow. Recruitment follows a stringent process and

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provision

there is a 12-week induction period for all new staff. There is a buddy system, whereby senior staff in all of the rooms support new members of staff with their development.

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provision

Self-evaluation is detailed and includes an overview of what the setting does well. Children's views and comments are included about the food they receive at the setting. Children's learning is informed by using next steps and also by considering how activities can be extended and continued, adding different resources to enhance learning. Successful partnerships with parents make a strong and effective contribution to meeting children's needs, ensuring that all children receive the support they need. Parents are invited to stay and play sessions, which have a particular focus determined by parental feedback from the previous session. They speak positively about the setting, stating how clean and welcoming it is and how caring the staff are. They state that they are pleased with their child's progress and how well they have settled into the nursery. Parents are also asked for their views, ideas and suggestions through the setting's own comments and

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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 EY454662 Local authority Staffordshire Inspection number 896152 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 59 Number of children on roll 51 Name of provider Footsteps Day Nurseries Limited Date of previous inspection not applicable Telephone number 01543 250049

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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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