Wembley Central Nursery School

Saint John's Nursery School St John's Nursery School, Community Hall, 1 Crawford Avenue, Wembley, Middlesex, HA0 2HX

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Inspection date

Previous inspection date 06/06/2013 29/11/2012

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children have access to a range of resources and equipment to support their physical skills when they play in the garden.  Children have fun as they play, for example they sing familiar songs, joining in with the actions.  Staff develop successful partnerships with other professionals to promote shared learning experiences and continuity for all children.

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It is not yet good because

 Systems for observation and assessment are not fully developed. This means staff are not fully able to plan for each child's individual learning experiences. As a result, activities are not always successfully planned meaning some children become bored and disruptive.  Staff do not fully develop all opportunties for children to be independent in their personal care, for example at snack time.  Staff do not provide many child-led displays to support children to take a greater sense of pride in their work, or take comfort from familiar faces.

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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 children as they played both inside and outside.

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Inspection activities

 The inspector looked at children's assessments records and planning documentation.

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Inspection activities

 The inspector talked to the manager, provider and staff about the running of the setting, and their understanding of their roles and responsibilities.  The inspector took into account the views of the parents.

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Information about the setting

Saint John's Nursery School registered in 2011 and is run by a private provider. The nursery operates from St John's Community Hall. in the London Borough of Brent. There is access to a large hall and outdoor play area.. The nursery is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently 47 children in the early years on roll. The nursery supports children who speak English as an additional language and children with special educational needs and/or disabilities. It receives funding for the provision of free early education to three-and four-year-old children. The nursery is open each weekday from 7am to 6pm for 50 weeks of the year. There are 12 staff who work with the children of whom over half hold suitable childcare qualifications. The manager holds Early Years Professional Status.

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must:

 improve systems of observation and assessment to show how children are making progress and to ensure all children receive an individual learning experience, that challenges and engages all children.

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

 develop further opportunties for children to be independent in everyday routines, for example, at snack time

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

 enhance displays in areas where children play, so that they can develop a greater sense of pride in their own work and see familiar faces around them.

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who attend

Staff in the nursery school provide children with a suitable range of activities that in generally meet the learning needs of children. However there are times during the day when activities are not planned with children's individual needs and interests in mind, as a result some of the children do not fully engage with the planned activities and consequently become bored. The systems for observations and assessment are not fully developed by staff. Staff generally know children well, however, they do not make fully accurate observations of things that children can do, or use them effectively in all cases to assess children's development and to plan the most challenging activities for them. The provider/manager is working with the local authority to develop this to benefit all the children in the setting, however, this has not yet fully improved these systems.

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who attend

Staff are kind and caring towards the children and support their communication and language, and exploratory skills appropriately. Staff make use of some effective questioning techniques. They encourage the children to think for themselves asking them questions about how sand feels on their hands and to use language to describe the sand. Children describe the sand as 'sparkling' as they fill buckets to make castles. This means children's communication skills are supported and they have opportunities to develop their vocabulary. However, some group activities lack a specific learning focus. This means that some children become bored and disrupt the activity which in turn, limits the learning opportunity.

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who attend

Children have suitable opportunities to use their imaginations as they paint at easels and use paint brushes in the garden. Children enjoy their play in the home corner. They busily make cups of tea for the staff and are pleased when the staff pretend to drink the tea. They enjoy exploring real life activities through role play.

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who attend

Children enjoy singing familiar songs and have fun as they join in with the actions to 'head, shoulders knees and toes.' Staff encourage children to share their skills with their friends. For example, the children are very excited when they all try to copy their friend standing on one leg. Children thoroughly enjoy their time outside. Staff use the garden to extend children's mathematical skills. They talk about how full the bucket is and how high the castle is, exploring ideas of size and capacity.

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who attend

Staff overall have an appropriate awareness of the next stage in children's learning and plan some activities to prepare children for school. For example, staff use flash cards encouraging children to recognise letters and numbers and learn that words and numbers have meaning. Older children demonstrate their understanding of letters and numbers as they know the letters in their name.

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who attend

Children learn to negotiate space as they whizz around the outdoor area in cars and bikes. They avoid things in their way and enjoy developing their large and small muscles outdoors. Children are developing a suitable understanding of nature. They have planted seeds that are growing into vegetables for them to eat. Children are learning how to care for the plants by watering them as they grow. This supports their understanding of the world around them.

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

Children are settled and happy in the setting. Staff use information gathered from parents at registration to establish relationships and help children feel secure. Children are given some opportunities to be independent, for example they are encouraged to look for and put on their own coats before they play in the garden. However, not all opportunties for independence have been explored, for example, at snack time staff do not let children help to prepare the fruit and pour their own drinks.

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

The environment is bright and clean, however, not many displays demonstrate children's own work, or many photographs or pictures that enable children to see familiar people. As a result, children do not always take the greatest sense of pride in their own work, or fully benefit from the comfort of familiar faces.

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

Staff promote children's positive behaviour overall. For example, they sensitively use activities to talk to the children about turn taking and sharing. They talk to the children about how long they have left in the car and about their friends who are waiting to use the car. Staff use this opportunity to praise the children when they give the car to their friends. This supports the children to feel confident and develops their self-esteem. In addition, a specialist teacher attends the setting to teach the children skills in relaxation, to support them to manage any frustrations.

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

Children develop a sound understanding how to lead a healthy lifestyle. For example at snack time, they really enjoy a range of fruits. In the outdoor area children have many opportunities to develop their physical skills as they climb the steps on the slide, balancing on crates and try not to fall. Staff talk to the children about taking sensible risks and encourage them to think about keeping safe. This means that children are developing an understanding of how to manage their own safety.

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provision

The manager, who is also the registered person, demonstrates a satisfactory knowledge of her role and responsibilities to meet the requirements of the Early Years Foundation Stage. All required documentation is in place including a suitable safeguarding policy. Through discussion, staff demonstrate they are aware the reporting procedures if they have a safeguarding concern about children in their care. This means that they are able to take appropriate action to protect children.

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provision

The manager works closely with the local authority, who regularly visit the nursery school to offer support and ideas to develop the work of the nursery school and in turn benefit the children. This demonstrates that the manager is able to seek outside help where necessary to improve the nursery school. She has identified several areas for improvement to benefit children, and has plans in place to achieve these.

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provision

Secure recruitment procedures mean children are cared for by staff who are suitable and qualified. An induction process and regular staff appraisals mean that the manager is able to assess staff's ongoing suitability to work with children. Staff are invited to discuss their training needs. The manager actively encourages all staff to access relevant training and also offers internal training. This means the staff remain motivated and enthused to bring their new ideas into the setting. Parents have developed sound relationships with the staff. Information about local activities and the nursery is available through the notice board, newsletter and feedback from staff. The manager has also arranged special events for the parents to attend for example parents attend coffee mornings to talk about how their children learn through play and how staff follow the expectations of the Statutory Framework for the Early Years

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provision

Foundation Stage. The manager has developed successful partnerships with other professionals to promote the care and education of children in the setting. In addition the manager has developed partnerships with local schools to support children who are moving on to 'big school' The manager and staff are developing their systems of self evaluation working closely with the local authority to ensure monitoring of practice benefits the 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 EY438041 Local authority Brent Inspection number 908858 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 65 Number of children on roll 50 Name of provider Maclu Limited Date of previous inspection 29/11/2012 Telephone number 0208 902 7102

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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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