Positive Steps Childcare

Positive Steps Childcare 201-203 Normanton Road, DERBY, DE23 6US

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Inspection date

Previous inspection date 20/06/2013 24/02/2010

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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

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This provision is good

 The effective key person process helps children form secure attachments and promotes their overall well-being efficiently.  Children are happy, motivated and eager to learn. They make good progress with their learning in all areas.  Well established systems for monitoring and evaluation means that the manager is able to identify areas for improvement and take appropriate action.  Partnership with parents is strong. Staff and parents communicate very well, which helps children's continuity of learning and care.

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It is not yet outstanding because

 Pre-school children's play is interrupted when they are stopped to have snack. As a result, they are not always given sufficient time to pursue their learning or return to their previous activities to complete them to their satisfaction.  Older children do not always have the opportunity to explore and talk about the effect of physical exercise on their bodies after their active play. This means their learning in this area is not promoted as effectively as possible.

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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 held discussions with the manager and spoke to the staff, children and parents.  The inspector observed free play, focused activities, outside play and mealtimes.  The inspector held a joint observation with the manager outside.

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Inspection activities

 The inspector looked at children's assessment records, learning journal records, and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with the children, the documentation, the nursery's policies and procedures and improvements plan.

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Information about the setting

Positive Steps Childcare opened in 2004 and re-registered in 2008 and is on Early Years Register and both the compulsory and voluntary parts of the Childcare Register. It operates from converted premises in Normanton, in Derby. The nursery is open each weekday from 8am to 7pm. All children share access to an enclosed outdoor play area.

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Information about the setting

There are currently 40 children on roll, of whom 30 are in the early years age range. Children attend for a variety of sessions. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children who speak English as an additional language.

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Information about the setting

The nursery employs six staff who work full or part time with the children. All staff hold appropriate early years qualifications at level 4, 3 and 2. The nursery receives support from Derby City Early Years Development and Childcare Partnership.

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

 review nursery routines, to ensure children's play is not always interrupted, and enables them to pursue and revisit activities to complete them to their satisfaction. Pay particular attention to snack time

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

 plan opportunities for children to talk about how their bodies feel, particularly after exercise.

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who attend

Children enjoy their time at this stimulating nursery. Staff have a secure knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. They understand that children learn best through play and provide a good range of challenging and interesting activities for them to participate in. Staff obtain information from the parents about their children's likes, dislikes and capabilities. This enables them to plan activities that interest the children when they start at the nursery. Consequently, the children settle quickly into nursery life. Staff continue to teach, observe and assess the children while they play. They use this information accurately to identify children's learning priorities and inform planning. They track children's achievements, which enables them to identify any gaps in learning quickly and successfully complete the 'progress check at age two'. As a result, children are making good progress towards the

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who attend

early learning goals. Children who speak English as an additional language are wholly included and make good progress given their starting points. Staff adapt their interactions to support these children. They provide visual timetables, dual language books and display words in children's home languages, which further contributes to their inclusion and ongoing progress.

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who attend

Staff interact with the children very well, they are constantly talking to the children and asking them open-ended questions. They hold purposeful conversations and encourage the children to question why things happen and how things work. This is clearly demonstrated in the 'bubble activity'. Children are playing with water and bubbles, they are trying to blow the bubbles unsuccessfully. Staff extend this activity and ask them 'How could you make the mixture better for blowing bubbles'. Through several questions and experimenting with the mixture; the children succeed in blowing bubbles. As a result, the children are good active learners. They are seeking challenge, finding out ways of solving problems and testing their ideas. However, the children's play in the pre-school room is interrupted when they have to stop to go to have a snack. Children tidy away the toys they have been playing with. As a result, the children are not given sufficient time to

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who attend

pursue their learning without interruption, to return to their activities or complete them to their satisfaction.

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who attend

Children's physical skills are promoted effectively. Children use a variety of toys and tools to help develop their handling skills. For example, jigsaws, construction toys, chalks, scissors and paintbrushes. They have many opportunities to develop moving skills as they use the newly refurbished outside area and the local park. Here, children learn to ride bicycles, sit-and-ride toys, climb and balance. They enjoy an aerobic session outside where they are active and energetic and move all their body parts well. However, after this exercise staff do not talk to them about how their bodies feel. This means opportunities to help them begin to understand the effects exercise has on their bodies are sometimes missed. Children love being outside and are inquisitive about a spider climbing up the fence, they are fascinated and talk about it with their key person. She uses this opportunity effectively and talks about spiders and how many legs they have,

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who attend

where they live and not being scared of them. To further this learning, she suggests the children might hunt for spiders and worms in the compost and soil. These activities show children are interested and learning about the natural world. To develop this area of learning further, children have been learning about the lifecycle of a frog and they explain to a visitor how tadpoles grow, as they watch them swimming around.

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who attend

An appreciation of stories is demonstrated clearly as children listen to a popular story about pigs. To enhance the story telling staff provide props. Children hold the pigs and make them squeak at appropriate times. This helps them to concentrate and listen attentively. Children retell the story accurately and describe events and characters well. As a result, children's early reading skills are developing effectively. Children further develop their literacy skills, by writing labels, captions and their names. For example, children have drawn pictures of their homes, they have labelled the buildings, and written captions about 'why they like their home' and clearly written their names. Staff promote early mathematical skills and language well. Children use everyday routine and a selection of good games and equipment that offer opportunities for counting. They sing popular number songs with excitement and staff plan mathematical activities. For example, in the

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who attend

'cooking club' children estimate whether the ingredients are 'heavy' or 'light' and calculate the weight using scales. Children use computers skilfully as they negotiate the control of the 'mouse' to play sound and matching games. These activities also help children with their readiness for school.

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who attend

Younger children enjoy the activities provided for them to learn. They watch the flashing lights on the cause and effect toys as they press the buttons. Staff are sensitive to their needs and are constantly talking to the children about what they are doing. They repeat single words and sentences so that children begin to understand language. Staff promote young children's curiosity as they provide 'treasure baskets' for children to explore. Here children explore the contents with excitement, as they feel and touch the objects. Children enhance their sensory experiences as they splash and play in the water. To develop their handling skills staff provide tools, such as whisks and spoons for them to use.

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who attend

Parents are involved in their children's learning from when they start at the nursery. Staff talk to them at drop off and pick up times. Parents have opportunities to look at their children's learning records, which are detailed and contain observations, children's work and photographs. Staff complete regular summary reports of children's progress, so that parents are informed about the achievements their children have made. To develop further parental involvement in their children's learning, key persons provide suggestions of work the children can do at home. Parents communicate to key persons any achievements the children have made at home. As a result, both parties share the learning needs of the children effectively.

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

Staff welcome children warmly on arrival. Children are extremely well settled and secure and they enjoy trusting relationships with staff. This results in the warm, happy atmosphere that is clearly evident at the nursery and means that children's emotional well-being is well fostered. The effective key person system contributes towards children's feelings of security and well-being. Children settle quickly in this welcoming and comfortable nursery. Staff are caring towards children and treat them with respect and affection. Young children enjoy a relaxing cuddle as they wake, allowing them time to ease back into play and exploration. Children seek out staff for support, reassurance or just to share in their play. Children benefit from individually planned settling in arrangements when they first start at the nursery and their transitions between rooms are sensitively managed. Effective processes are also in place to help the older early years

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

children prepare for their transition to school.

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

Staff are good role models and consistent in their expectations and offer children lots of praise and encouragement for behaving well. They use clear, age-appropriate ways of managing behaviour. This includes a 'traffic light system', which helps children to learn to control themselves effectively and safely. Also, this supports children to form good relationships with others as they learn to take turns and play well together. Children are well behaved and they know the routine and structure of the day as well as the rules and boundaries. For example, older children readily help to tidy away the toys before lunch.

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

Children are accommodated in a clean, comfortable environment that is secure and well maintained. Staff put a lot of effort into the presentation of their rooms, resulting in interesting, attractive and child-friendly surroundings. The organisation of the nursery is, generally, good. Children explore a wide range of quality resources in their rooms, which cater for all areas of learning. Play materials are arranged to be easily accessible, they are clearly labelled and stored in clear boxes. This encourages children to help themselves and follow their own interests. Children gain a good sense of belonging as they see many examples of their artwork and photographs displayed.

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

Children's good health is promoted because they are provided with nutritious meals, prepared by the nursery cook. Children eat well as they help themselves to fresh fruit at snack time and hearty meals at lunchtime. Children understand about hygiene practices from an early age, washing their hands before meals and after toileting. Children increasingly take responsibility for preparing snacks and laying the tables for meals. The older children serve themselves lunch and thoughtfully pass dishes to their friends. Children and staff sit together at mealtimes, chatting and enjoying the social occasion. Staff are growing fruit and vegetables with the children, which will enhance their understanding of healthy eating. The staff take great care to accommodate individual dietary needs and to ensure children only receive the correct meals. Children develop a good understanding of a healthy lifestyle as staff provide them with daily opportunities for

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

Staff are very safety conscious and takes positive steps to identify hazards and minimise risks to ensure the nursery is secure and safe both inside and out. They closely supervise children at all times. Children learn how to keep themselves and others safe with the support of staff. Children develop an appropriate understanding of safety through daily routines. For example, they know the nursery rules and are encouraged to tidy after themselves. They participate in regular fire drills and staff use these occasions to discuss why certain routines are followed in order to fully support children's understanding of how to keep safe. Staff are informed of any health or dietary issues children may have and there are thorough records of accidents and any medication administered to support their safety and well-being. Parents supply all relevant information to ensure all children's care needs are met well.

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provision

The manager, deputy manager and her team have a good understanding of their responsibilities for meeting both the safeguarding, welfare and learning and development requirements of the Statutory framework for the Early Years Foundation Stage. Children are well protected through clear safeguarding procedures. All staff complete child protection training and have a secure understanding of their responsibilities in this area. There are effective processes in place to identify and show that all staff are suitable to work with children. This includes employment and induction procedures, as well as Disclosure and Barring Service checks. The premises are secure and children are well supervised. Attendance records for staff and children indicate that staffing ratios are met in line with legal requirements. Risk assessments and daily checks of the premises and resources effectively reduce the chance of accidental injury.

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provision

The manager is motivated to drive improvement and continually develop the service they provide. She and her team have worked extremely hard and taken positive steps to address all the recommendations made at the previous inspection, which shows their drive to improvement. The manager successfully monitors the planning and delivery of the educational programmes through well established procedures. She uses the guidance document 'Development matters in the Early Years Foundation Stage' effectively to ensure children's learning needs are met. Children with English as an additional language are given targeted support to reach their potential. This is done as inclusively as possible and staff communicate well with parents and other involved professionals to provide consistency and cohesion. This helps to improve the quality of the learning for all children.

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provision

Appraisal and supervision sessions are undertaken with staff to help improve practice and to increase confidence, which in turn helps to provide a better quality of care for the children. Staff are motivated and keen to develop the nursery. They are encouraged by the manager to attend training to develop their knowledge and understanding to benefit the children over time. For example, attending, 'Every Child a Talker' training to increase children's language development. Good attention is paid to self-evaluation and promoting continuous development. Parents and staff are involved in this process to ensure that their views are considered when planning future improvements, such as the improvement to the outside area.

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provision

Partnership with parents is a strength of the nursery. Staff develop strong partnerships with parents, which helps to ensure they have a firm understanding of the children's and families' needs. They seek the views of parents in a variety of ways to further enhance practice. On their child's entry to the provision, they are provided with the opportunity to see all the comprehensive policies and procedures that cover all relevant legislation. Parents receive quality newsletters and can review detailed notice boards to gain further information about the nursery. Comments from parents indicate they are happy with the caring, friendly, staff and the service provided. To aid all children, good links have been established with outside agencies, such as the local authority and other agencies. This also ensures that children's specific needs are assessed and that appropriate support is given over time.

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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 EY370198 Local authority Derby, City of Inspection number 919273

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 33 Number of children on roll 40 Name of provider Positive Steps Childcare Ltd Date of previous inspection 24/02/2010 Telephone number 01332 739776

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Type of provision

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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