Little Elms Daycare Lee

Little Elms Lee 84 Handen Road, LONDON, SE12 8NR

p.1

Inspection date

Previous inspection date 20/06/2013 20/04/2011

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children are making good progress in relation to their starting points because assessments are used well to plan for children's individual progress.  Children learn how to be healthy by developing their physical skills and understanding that food helps us to grow.  Self-evaluation is used well to plan for improvements in the quality of the provision.

p.1

It is not yet outstanding because

 There are fewer opportunities for children to learn about diversity in the social world around them and use their home language in role-play situations.  Staff have not fully developed their systems for supporting children to prepare to move on to school.

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

Inspection activities

 The inspector observed activities involving staff and children.

p.2

Inspection activities

 The inspector sampled children's records and observed the children to check the accuracy of assessments.  The inspector completed a joint observation with the manager.  The inspector spoke to parents to find out their views of the nursery.

p.2

Information about the setting

Little Elms Lee, of Little Elms Day Care Nursery Limited registered in 2010. It is registered on the Early Years Register. There are currently 85 children on roll in the early years age group. The nursery receives funding for the provision of free early education to children aged three and four years. The nursery is situated in a residential street in Lee in the London Borough of Lewisham and there are enclosed outside play areas to the front and rear of the property. Children aged two to four years are accommodated on the ground floor. Children from three months to two years are cared for in two groups on the first floor. There are 19 staff working directly with the children. The majority of staff hold early years qualifications at National Vocational Qualification level 2 or 3. One member of staff holds qualified teacher status (QTS). The manager holds early years professional status (EYPS).

p.3

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

 enhance opportunities for children to learn about other cultures and to use their home language during play

p.3

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

 provide more support for children moving on to school by working with parents and local schools.

p.3

who attend

Children are making good progress in their learning and development. The learning environment is well organised for all age groups and this allows children to make independent choices in their play. The staff plan a child-led approach to learning based on what they know about the children through observation and speaking to parents. They carefully record children's starting points and add details to their progress records over time to show how and where children are developing in the Early Years Foundation Stage. This means that they are able to plan activities that are tailored to meet each child's needs. For example, children's interests in sea-life creatures have been followed up with expressive arts and crafts activities and by sharing books to help the children build on what they know. Staff encourage children to explore their creativity using textures and colours and ask questions to help them think and learn through play.

p.3

who attend

Babies and toddlers enjoy close contact and cuddles from staff who sit with them, which helps them feel emotionally secure. Staff enable them to explore the baby rooms and provide a planned range of different activities so that babies can choose what they want to do and play with. There is a creative room for paint, sand and play dough where toddlers can experience the different textures and express themselves. Some babies choose to sit with a member of staff to look at books or experiment with toys that make sounds and respond to touch. They enjoy looking in to mirrors near the emotions board and staff provide a good range of natural and wooden toys and objects for babies to learn using their senses. Whatever babies choose, staff plan well for their development and provide close contact and support. This helps young children make expected progress in their development and feel content and secure.

p.4

who attend

There is a good balance of child initiated and adult-led activities for all children to support their learning. Staff talk to children to let them know what activities are available throughout the day and to let children know that they can choose to play inside or outdoors in the garden. This means that children learn a sense of independence and have choices in their play and learning. However, children do not always have good opportunities to learn about other cultures or use their home language during play to fully promote inclusion. The children receive good support from staff, both in the planned daily activities and the weekly classes for French, dance and tennis. This means that children enjoy a broad range of activities to enhance their skills as they prepare for school. However, staff do not currently implement systems that are fully effective in supporting children as they prepare to move on to school, to ease the transition from nursery for

p.4

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

Children's health and well-being are supported well. The environment is clean and made safe through good procedures. Effective use is made of checklists and risk assessments to ensure that hazards are minimised and children can play safely. The building is secure and monitored by closed-circuit television to help to ensure that only known persons are able to access the premises. Staff teach children rules when playing outside and using equipment so they learn to keep themselves safe as they take risks in their play. Staff have a good understanding of child protection matters and the signs and symptoms that may indicate concerns about a child's welfare. The staff maintain an up-to-date knowledge of local child protection procedures and have a clear policy for safeguarding. Children are protected well as a result.

p.4

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

Children enjoy good nutritious meals and regular drinks as part of a healthy lifestyle. They rest well because they are able to have a sleep after lunch if they choose. They enjoy plenty of physical activity out of doors because they have the option to play outside all day. They enjoy weekly classes to help them learn about physical skills such as dance and tennis. Children and staff have useful discussions about how learning to move in different ways and eating healthy food helps them grow and makes them strong. This means that children benefit from active lifestyles and they develop important skills and attitudes for the future. Children develop important personal and social skills while in the nursery. Staff implement the nursery's behaviour management policy appropriately and give children plenty of praise and encouragement to foster their self-esteem and confidence.

p.4

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

Children are confident in their play because they are able to make choices based on their natural curiosity. This builds a positive attitude to learning. Each child has a key person, which means that children's care needs are met by familiar adults. The organisation of staffing levels and the learning environment is good and children enjoy a good range of resources and educational materials to support their play and learning. As a result, children behave well and persevere with activities that help them to enjoy their learning.

p.5

provision

The leadership and management of the nursery are good. There is a clear management structure where roles are well defined and this supports the efficient running of the nursery. Robust recruitment and vetting procedures help to ensure staff are suitable for their role working with children. The management also follow appropriate monitoring systems to deal with any staffing issues to help safeguard children. The manager demonstrates a good understanding of how her staff need to work in order to provide good activities and effective teaching. This helps to ensure that the management team lead the staff well through supervision and training. In turn, this helps improve the outcomes for children.

p.5

provision

Staff use self-evaluation well to plan for improvements and the management team have successfully identified and begun to meet their priorities for improvement. For example, they have improved their management of the changes young children experience when they move from the baby room to the older age range. They now work closely with parents to support children through this transition so that children and parents feel secure. Staff have started to work in partnership with local schools to support the change that children experience when they move on from the setting to support their well-being.

p.5

provision

The managers and staff have a good understanding of how children learn. There are systems in place to track and monitor children's progress over time. This means that any children requiring additional support are quickly identified. The team work effectively with parents and other professionals to secure action plans and targets to support individual children. This helps to close the gap for children who may have otherwise been disadvantaged by the time they move on to school.

p.5

provision

Partnerships with parents are good. Information is shared regularly about children's progress and parents are invited to become involved with their child's learning through newsletters and 'partnership tree' displays. Parents say that they are happy with their child's care and feel that their views are listened to and acted upon. This two-way flow of information supports children's learning in nursery and home.

p.5

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.6

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.6

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.7

Setting details

Unique reference number EY417692 Local authority Lewisham Inspection number 921035 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 57 - 28 Total number of places 40 Number of children on roll 85 Name of provider Little Elms Daycare Nursery Limited Date of previous inspection 20/04/2011 Telephone number 02088 527439

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9