Batley Carr Day Nursery

Batley Carr Day Nursery 18 Wilson Wood Street, BATLEY, West Yorkshire, WF17 7LE

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Inspection date

Previous inspection date 25/06/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 Children are supported well to learn about how to keep themselves safe through a variety of everyday activities that promote their well-being.  Staff show care and concern for the children and the key person system works effectively to help children form attachments.  Partnerships with parents are developing well and staff regularly share information with them, so that they are kept up-to-date with their children's progress and time at the nursery.

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It is not yet good because

 Babies are not able to access their drinks at all times to ensure that they keep hydrated.  There are few opportunities for children to develop their coordination, control, cooperation and movement skills.  Some aspects of the environment lacks richness and stimulation to promote children's curiosity about people and to ensure that everyone feels valued and welcome. For example, there are limited resources that promote positive images of all children's diverse backgrounds and children's own art and creative work is not always displayed.  There are fewer opportunities for babies and toddlers to explore and investigate everyday objects, to build their curiosity.

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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 in the playrooms and outdoor play areas.  The inspector had discussions with the manager, staff, children and parents.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, risk assessments, policies and procedures.

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Information about the setting

Batley Carr Day Nursery was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a converted detached house in Batley, West Yorkshire and is one of two nurseries owned by a private owner. The nursery serves the local area and is accessible to all children. It operates from three playrooms and there are fully enclosed areas available for outdoor play. The nursery employs seven members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 or above. The owner holds Qualified Teacher Status.

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Information about the setting

The nursery opens Monday to Friday all year round from 7am to 6pm. Children attend for a variety of sessions. There are currently 18 children attending who are in the early years age group. The nursery provides funded early education for three- and four-year-old children. The nursery also provides care for older children before and after school. It supports a number who speak English as an additional language.

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must:

 ensure that drinking water is available and accessible at all times, this specifically relates to the babies when in the playroom

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must:

 improve the educational programme for physical development to ensure children have access to resources that help them develop their coordination, control, movement and cooperation skills, such as ladders, A-frames, milk crates, tyres, and large cardboard tubes during their play.

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

 develop further the environment to ensure that it is more rich and stimulating and that everyone feels valued and welcome, for example, by improving resources that promote positive images of all the children's diverse backgrounds and ensuring that children's own art and creative work is displayed

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

 develop further opportunities for babies and toddlers to explore and investigate everyday objects, such as treasure baskets and natural materials, to build their curiosity.

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who attend

Children make suitable progress in their learning and development from their starting points because the quality of teaching overall is satisfactory. Staff ensure that children are engaged in a mixture of adult-led and child-initiated activities throughout the sessions. Children access a suitable range of continuous provision to support their learning across all areas of development. However, opportunities are fewer for babies and toddlers to explore and investigate natural materials and everyday objects, such as treasure baskets, to build their natural curiosity. Children are given suitable opportunities to play outdoors. Babies and toddlers access the front garden where they play in the cars, on the trampoline and with objects in the water tray, extending their physical skills. Older children play in the rear garden with the bikes, crawling tunnel and water and sand. They are supported by staff to help write letters associated with their names, with water on the ground and these

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who attend

activities are transferred indoors where they practise writing the letters of the week on the board. As a result, they are developing emerging writing skills. Children do have some opportunities to cycle, run and jump, thereby building some large movement skills. However, there are fewer opportunities for them to develop their coordination, control, and movement, for example, by playing with ladders, A-frames, milk crates, tyres, and large cardboard tubes. Children, including babies and toddlers, enjoy being creative. The rooms are effectively organised to ensure that children access role-play areas, musical instruments and making and designing areas. The babies and toddlers delight in sitting with staff as they explore the jelly in the large containers using their senses, such as, the feel, taste and smell. They rub it in their hands, roll toy trains in it and feed it to their dolls. Staff sit with the babies and introduce new words to them, such as 'squelchy' and

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who attend

'sticky'. Staff sings songs with the babies related to the activities, such as 'jelly on the plate' and everyone has much fun. Toddlers then enjoy helping staff tidy activities away promoting their independence skills. Staff give them the time and space to take part in this spontaneous activity. They show great concentration as they clean the tables saying 'stick gone', describing that the table is cleared of the jelly.

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who attend

Staff promote children's literacy skills satisfactorily. Children are encouraged to find their own names on their cups at lunchtime as they explore the initial sound of the letter of their name. Children also enjoy singing a favourite phonics song and one child shows delight when she recognises that the letter 's' is the initial sound of a member of staff's name. As a result, children are gaining suitable skills in preparation for their future learning. Children who speak English as an additional language are supported generally well. Staff obtain keywords from the child's home language and they use flashcards to support children in everyday routines and practices.

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who attend

Staff have sound expectations of the children and use the information obtained through their observations and assessments to ensure that they plan purposeful play for the children according to their interests, stages of development and abilities. Assessment is regularly completed, enabling staff to quickly identify and work towards closing any gaps in children's learning. Staff have completed the progress check for children aged two. Staff keep parents well informed and share information on children's progress and achievements. Parents know that they can see their child's development records at any time and they are encouraged to add their own observations and photographs of what their children do at home. This helps staff promote children's learning by focusing on what children already know and can do to accurately inform the planning. Parents are encouraged to extend learning at home because staff give them information on children's

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who attend

next steps in development and children also enjoy choosing books to take home to read with their parents.

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

Children demonstrate that they are happy and that they feel safe and secure in the nursery. They are confident and settle quickly because of the calm, caring approach of the staff. The key person system works well and as a result, young children are forming attachments with the staff. Reassurance by staff is offered to children in the form of cuddles and comforting words when required, especially when they separate from their parents. The youngest children sleep according to their individual needs and staff are fully aware of when children are tired or hungry. Children understand the routines of the setting and that they can help themselves to resources as they play. All children are gradually settled into the provision using a gradual settling-in period, this helps staff, parents and children get to know one another to ensure that children settle quickly. As children move up through the nursery staff help settle children in their new room and

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

ensure that development records are shared to promote continuity of care and learning. Children's development records are also shared with children's schools. Teachers are encouraged to visit the nursery so that they can see children in a familiar environment to help children's move onto school.

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

Children behave well and develop important social skills. Staff speak to the children in a calm and respectful manner. Babies and toddlers are gently distracted into activities more suitable and they are encouraged to share and take turns as part of the activities to support their developing understanding of what is acceptable behaviour. Children respond positively to appropriate boundaries with support and encouragement from staff. For example, staff remind children to help to tidy up their toys. The children respond positively to this and follow instructions well. To ensure continuity of care for children in the preschool room who move on to school, staff have adopted the local school's behaviour management 'traffic light system', which supports children's understanding of staff's expectations of them. The children gain support in the development of their personal, social and emotional skills suitably as they are encouraged to be independent in their

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

environment. However, the environment does not always reflect the diversity of the children attending because there are few resources that reflect positive images of children's diverse backgrounds. There is also a lack of children's work and photographs of them displayed to ensure that all children feel valued and welcome, and to boost their self-esteem and confidence.

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

The staff help children to begin to develop an awareness of safe practices and how to keep safe. For example, on outings to the library staff talk with children about road safety. Children also take part in the regular fire drills to ensure that they know what to do in an emergency. The children learn to wash their hands and face regularly to support their health and well-being. Toddlers are observed to dispose of used tissues in the bin demonstrating their growing understanding of hygiene practices. Hygiene practices throughout the nursery are satisfactory. All surfaces including bathrooms and floors are cleaned regularly each day. Nappy changing routines are sound because staff use gloves and aprons and surfaces are wiped down after use. Each child also has their own bed linen, should they require a rest. This ensures that the spread of infection is minimised. Children learn about healthy lifestyles as they eat generally healthy snacks and meals

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

throughout the day. Food portion sizes are adequate with many children having second helpings of their favourite food. Children are encouraged to try different tastes, however, if they do not want a particular food they are offered the second course of the meal to ensure that they do not go hungry. The cook talks with the children about the benefits of pasta, saying that it gives them lots of energy for when they play outside and that the tuna fish is good for their brains to make them clever. Children in the pre-school room access drinks throughout the session to enable them to keep hydrated. However, drinks for babies are not available or accessible to them as they are stored in the fridge. This means a legal requirement of the Early Years Register is not met, although, this has minimum impact on the well-being of children as drinks are offered to babies at meal times. All children have regular access to the outdoor play areas to enable them to enjoy

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

the fresh air and exercise, as a result boosting their well-being.

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provision

The staff and management teams are aware of their responsibilities in meeting the Statutory framework for the Early Years Foundation Stage requirements, which means that children's welfare is promoted adequately. There are comprehensive risk assessments in place to protect children and staff. Staff also complete detailed daily written risk assessments that contribute to staff's awareness of any potential hazards around the nursery. Suitable recruitment, vetting and induction procedures are in place to ensure that staff have the appropriate skills and background to care for children.

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provision

The records, policies and procedures are well organised and are work well in supporting the nursery. Policies and procedures are routinely reviewed and updated to include new legislation; any changes are shared with parents and staff. There is a complaints procedure in place that is adhered to and parents are made aware of this. The nursery staff place a sound priority on safeguarding children from abuse. They have all attended safeguarding training to ensure that they are aware of the signs and symptoms of abuse and procedures to undertake should they have any concerns about children in their care. The management team closely monitors performance both informally, by working alongside staff, and more formally through regular supervision and appraisals. Ongoing professional development is encouraged to ensure that the nursery has an experienced and qualified team.

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provision

Partnerships with parents are developing well. Regular information is shared with parents on a daily basis to ensure that the needs of children are met. The management team send out parental questionnaires to help them assess how parents feel about the care they are providing. This links in with the nursery's monitoring and evaluation processes. Parents comment on how happy they are with how their children have settled and the care and learning that staff provide. They say that staff are very flexible and are happy to meet any special requests made by parents to ensure that the needs of their children are met. Staff also work well with parents and other agencies in supporting children with specific care plans. Regular newsletters keep parents informed about future events and activities and they have access to the nursery's policies and procedures, so that they are aware of their own and the nursery's responsibilities. Partnerships with other early years settings are

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provision

developing well. The staff have made contact with other early years provision that children attend; this means that all adults are able to contribute to children's learning and development.

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provision

The management team have made a positive start in evaluating and monitoring the nursery. The owner has made many positive changes since recently taking over the nursery and is still in the process of making changes through identifying the strengths and areas that require improvement. Parents, staff and children are all involved in evaluating the nursery. Parent questionnaires are obtained to gain parents' views, and children's views are obtained through discussions and observations. Children are involved in deciding on the food they like to eat and activities that they like to do. More craft activities have been provided owing to children's requests. The management team oversees children's assessments and the activities provided for them to ensure that children are making suitable progress. Staff also evaluate activities to ensure that they are adequately meeting the needs of the children in their care. As a result, the nursery has suitable capacity to

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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 EY459824 Local authority Kirklees Inspection number 924707 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 67 Number of children on roll 28 Name of provider Toni Hall Date of previous inspection not applicable Telephone number 01924 468959

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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

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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