Pinocchio Day Nursery

Pinocchio Day Nursery The Scout Hall, High Street, Weston, BA1 4DB

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Inspection date

Previous inspection date 26/06/2013 03/03/2011

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Staff do not supervise children adequately and this compromises their safety.  Staff are not deployed effectively to ensure all children's needs are met and that younger children's personal, social and emotional development is nurtured.  Staff do not implement the behaviour management policy consistently to manage children's behaviour appropriately. As a result, children are not learning how to manage their behaviour appropriately and the consequences of their behaviour on others.  Staff do not enable children to learn to recognise danger, to use equipment safely or understand that some actions can hurt or harm others.  Staff do not support children to develop good listening skills to help promote their communication and language.  Staff have not provided a full range of resources that reflect the cultures and backgrounds of children in the nursery, and children are not developing a good understanding of one another's diversity.

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It has the following strengths

 Children choose toys easily to promote their independence and to extend their imaginative play.  Children enjoy stories and activities where they can draw, which promote their early literacy skills.

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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 and the quality of teaching in the hall and outdoor play area.  The inspector sampled children's assessment records and planning documentation.

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Inspection activities

 The inspector held a meeting with the managers to assess suitability and qualifications of staff and management's knowledge and understanding of the Early Years Foundation Stage requirements.  The inspector took account of the views of parents.

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Information about the setting

Pinocchio Day Nursery registered in 1985 and operates from the Scout Hall in Weston village, Bath. Children are cared for in the main hall, with use of the toilet facilities, kitchen and an outdoor play area.

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Information about the setting

The nursery is registered on the Early Years Register. There are currently 50 children on roll in the early years age group. The nursery is in receipt of funding for the provision of free early education to children aged two, three and four years. The nursery supports children who learn English as an additional language, and children with special educational needs and/or disabilities. The nursery is open weekdays from 7.30am until 5.30pm. It is closed on bank holidays and for one week at Christmas.

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Information about the setting

The nursery is privately owned. The registered person employs five staff members to work directly with the children, most of whom hold relevant early years qualifications.

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must:

 ensure children are adequately supervised at all times

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must:

 improve staff deployment to ensure all younger children's needs are met

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must:

 ensure all staff implement the behaviour management policy consistently to manage children's behaviour appropriately

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must:

 develop the educational programmes to teach children how to keep themselves safe

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must:

 develop the educational programmes to help children learn about managing their behaviour and the consequences of their behaviour on others.

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must:

 develop self-evaluation systems in order to identify weaknesses in practice.

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

 support children's listening skills further to help promote their communication and language skills

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

 extend the range of resources to reflect children's individual cultures, home languages and beliefs to promote their understanding of the world.

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who attend

Staff do not promote the prime areas of children's learning effectively to ensure they are well prepared for their next stage of learning. As a result, children are making inadequate progress in aspects of their personal, social and emotional development and physical development. This is a breach of a legal requirement. However, staff do plan and promote children's learning with activities linked to their interests. These activities also support children's next steps of learning, which staff have identified from their observations of children's progress. Staff share information about children's progress with parents and the other early years settings children also attend. This includes providing parents and other professionals with the required progress check for two-year-olds.

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who attend

Not all children behave well and many are not learning to cooperate with the nursery boundaries and behavioural expectations. For example, some children ignore staff requests, push other children over and snatch toys. On such occasions, staff do not consistently address the issues to help children learn. As a further consequence, children are not learning how to keep safe. For example, some children run wildly around the corridor, some tip their chairs, some run around with cutlery at lunch time and some crash into one another outside. On such occasions, most staff do not consistently discuss the potential hazards with children. As a result, children are not learning to recognise danger, to use equipment safely or understand that some actions can hurt or harm others. Older children are developing self-confidence and independence. They dress themselves, serve themselves at snack times and clear away their plates after lunch. This help to prepare

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who attend

Staff promote children's communication and language skills adequately by talking to children about what they are doing in their play and asking questions to make them think. Children join in small group discussion times in which they talk about aspects of their lives. For example, children talk about the colour, type and size of their favourite shoes; they tell the group 'my dad bought them for me' and they are 'from a shoe shop'. However, not all children are supported well in learning to listen and when these children start talking to others or wander from the activity they distract others too. This prevents all children from engaging well in these activities.

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who attend

Children enjoy books, which they choose spontaneously and sit to read with staff. They enjoy making marks with pens, chalks and paint brushes indoors. Outside, children paint walls with water using large brushes, and draw around wheeled toys on the tarmac. These activities help to promote children's literacy skills. Children use their imaginations in several activities. For example, they dress up and pretend play in the home corner, pegging out clothes and serving up food and drinks. Staff encourage children's imaginative play by allowing them to move resources freely between the indoor and outdoor play areas. Children benefit from regular outdoor play to develop their physical skills. They play games, ride wheeled toys, balance, paint and dig. This encourages children to use their bodies in different ways.

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

The deployment of staff does not support all of the youngest children in forming secure attachments. Consequently, these children do not settle in well and their personal, social and emotional needs are not fully met. However, key persons from the small and consistent team of staff work with parents from the start. Parents attend settling in visit with their child and provide information about their child's care needs, routine and interests. This helps some children to settle in and feel secure. The designated special education needs coordinator and staff link with the external professionals involved in children's care and development, to meet any additional needs consistently.

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

Children are cared for in a suitable environment. They choose toys freely from the designated areas of play in the hall and outdoor play area. This allows children to choose according to their interests and promotes their independent play. Staff carry out risk assessments to ensure the premises are kept suitably clean and safe. They keep written records of any accidents, incidents and existing injuries to children to inform parents.

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

The nursery has a designated member of staff responsible for managing children's behaviour and a written policy is in place to inform staff and parents. However, staff do not implement this policy adequately to ensure all children's behaviour is managed appropriately and consistently. This is a legal requirement. Otherwise, staff provide children with encouragement and praise to acknowledge their achievements. Children see some reflection of one another within the nursery, such as photographs and displays of the work. They also explore some resources reflecting positive images of diversity. However, there are limited resources to reflect children's individual cultures, home languages or beliefs to promote their understanding of the world further.

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

Children benefit from regular outdoor play and physical activities, such as singing actions songs with enthusiasm. Children enjoy healthy meals and snacks, which the designated member of staff prepares in the kitchen. Staff then serve food at the tables with children to get them involved, while also maintaining a safe environment.

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provision

This inspection took place following concerns raised with Ofsted regarding the supervision, safety and behaviour management of children. The registered person, management and staff have some understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. However, not all legal requirements relating to these concerns are complied with, resulting in breaches. Otherwise, management and staff have a suitable knowledge of the correct procedures to follow if they have a concern about the welfare of a child. In addition, policies and procedures, risk assessments and daily checklists help to maintain a suitably safe environment. Management follows secure vetting procedures to help ensure staff are suitable to work with children. The registered person and management have recently implemented new staff supervision sessions. To date these are not sufficiently established to successfully monitor the impact of staff's

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provision

practice on children's care and development.

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provision

Staff have some systems to evaluate the quality of the provision and to secure some improvements. These include a Bath and North East Somerset audit of the provision and a 'Commitment to Inclusion' initiative. However, these systems are not successful in identifying weaknesses in the quality of care and learning for children and therefore do not meet the legal requirement. However, staff have made some improvements, such as addressing the actions and recommendations raised at the last inspection that have had some benefit to the outcomes for children.

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provision

Staff work in a well-established team to maintain the required staff ratios. Staff are not, however, deployed effectively to meet every child's needs adequately and to nurture younger children's personal, social and emotional development. In addition, staff do not supervise children adequately at all times to help assure their welfare. These are both legal requirements that are not being met.

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provision

Partnerships with parents are sound. Parents are provided with clear information about what their child does at nursery and how the nursery is run. This includes displays of how staff implement the Early Years Foundation Stage to promote child's learning, and the policies and procedures of the nursery. Staff keep parents informed appropriately through daily communication, displays, newsletters and parent evenings. Parents share their views and state 'staff are loving and caring', they like 'the good team who work together well and show their caring side'. They state their children like 'all the staff' and have 'lots of friends'. Staff have also established some links with the other early years settings some children also attend for consistency of care.

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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 133069 Local authority Bath & NE Somerset Inspection number 924334 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 24 Number of children on roll 50 Name of provider Anita Burford Date of previous inspection 03/03/2011 Telephone number 01225 336710

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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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