Imperial Day Nursery Ltd

Imperial Day Nursery Ltd 43 Imperial Avenue, WESTCLIFF-ON-SEA, Essex, SS0 8NQ

p.1

Inspection date

Previous inspection date 30/04/2013 04/07/2011

p.1

early years provision

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

p.1

This provision is satisfactory

 Staff caring for children are friendly and approachable so children form attachments, enabling them to have their welfare needs met.  Children enjoy a programme of extra-curricular professional tuition, including ball skills and tennis, which promotes their physical development and coordination.  Parents feel that staff and managers are approachable and friendly and report that they feel able to freely discuss any matters concerning their child.

p.1

It is not yet good because

 At times there is too little available choice for children to encourage active learning and open-ended play, therefore their creative thinking and problem solving ability is not always promoted fully.  Ongoing assessment is not always fully effective and emphasis is not always given to identifying what it is that children need to learn next. As a result, children's potential is not maximised during activities.  The monitoring of staff practice does not always focus on what needs to be improved, therefore the quality of teaching and assessment of children's progress is variable and as a result, children make satisfactory, rather than good, progress.

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

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.

p.2

Inspection activities

 The inspector observed the breakfast time routine and accompanied staff and children on the school run.

p.2

Inspection activities

 The inspector held meetings with senior staff and members of the management team.

p.2

Inspection activities

 The inspector observed play and routine care in the various rooms and the outside area.

p.2

Inspection activities

 The inspector carried out a joint observation with a member of the management team.

p.2

Inspection activities

 The inspector viewed a sample of documentation including children's development profiles, risk assessments, policies and procedures and evidence of staff suitability.

p.2

Information about the setting

Imperial Day Nursery Ltd is privately owned and managed. It opened originally in 1989 and has been re-registered as a limited company in 2009. The nursery operates from rooms and additional buildings which are part of a domestic dwelling in Westcliff on Sea, Essex. An enclosed outdoor area is used for outdoor play activities.

p.3

Information about the setting

The group is open five days a week from 7am to 7pm, all year round. Children attend for a variety of sessions. The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently 80 children on roll, of whom 62 are in the early years age group. The nursery offers out of school and holiday care to children aged over five years to 11 years. The nursery provides funded early education for three- and four-year-olds. It supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.3

Information about the setting

The nursery employs 12 members of childcare staff. Of these, four hold appropriate early years qualifications at level 2, five at level 3, two at level 4 and one at level 5. The nursery receives support from the local authority.

p.3

must:

 reflect on the different ways that children learn and reflect these in practice by: evaluating and improving the use, presentation and accessibility of resources, including care spaces, books and equipment offered to children, to improve children's choices and ability to self-select so that they can engage in more open- ended play to develop their creative thinking and problem-solving skills

p.3

must:

 improve ongoing assessment to ensure that children's next steps of learning are focussed on an accurate assessment of what they need to learn next

p.3

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

 monitor staff practice to improve consistency in the quality of teaching across the setting, so that children make good progress ensure that next steps are focused on an accurate assessment of what children need to learn next.

p.3

who attend

Children make satisfactory progress in their development overall and are supported in steadily working towards the early learning goals. They take part in routines and activities and learn a range of skills which support their independence and prepare them for school. The nursery contributes to their steady progress because the staff plan the day to include indoor and outdoor play and a general balance of adult-led and child-initiated experiences. However, in some areas at certain times the choice of resources and activities offered is too limited. This limits children's opportunities for learning in different environments and with the full range of resources. For example, when using the bark area and large fixed climbing equipment, toddlers have very few alternative activities provided, so some become disengaged.

p.4

who attend

The organisation of the playrooms provides activities for children to enjoy and most resources are stored at low level in labelled containers, helping children to recognise that print has meaning. Resources include floor play and table top activities, equipment for practising writing and being creative, expressive and sensory experiences, such as mashed potato play for babies, painting and collage, sometimes linked to themes. For example, toddlers use glue and pre-cut shapes to make a collage exploring 'textures'. However, the presentation of resources, such as books does not encourage children to freely choose as they cannot easily see what is available.

p.4

who attend

Children take part in organised sessions, such as ball skills and tennis coaching, led by outside professionals who show enthusiasm and motivate the children to join in. They learn body control and coordination, as well as how to listen and follow instructions. This, as well as other activities, such as climbing, promotes children's physical development well. Babies have a separate outdoor play area where they can safely move about, yet still see the other children. Staff provide floor toys and some pencils and paper for making marks. When the weather permits, the babies enjoy a picnic style snack out of doors. Staff sit and support them in choosing their snack of grapes and cheese cubes, and a drink of milk or water. Babies accept and respond to the adults caring for them, with cheerful smiles and happy faces, and they are not fazed when a visitor enters the room. Their communication is appropriately supported as staff repeat their baby babble helping them

p.4

who attend

learn new words and ways to express themselves.

p.4

who attend

Staff employ a range of teaching methods including direct teaching, and provide activities with a desired outcome, such as painted sock puppets and the naming of aquatic animals in the water tray. There is much less open-ended play so children's ability to develop their creative thinking or solve problems are more limited on occasion.

p.4

who attend

Older children respond to requests to help, for example, after lunch time. They show an understanding of routine and growing independence as they wash their hands without being reminded and place cups and plates in a bowl for washing. Staff praise children, promoting their self-esteem. Activities are planned by the staff to take account of children's ideas and interests and these are incorporated into these plans. Staff make notes of what they see children doing in order to track their progress. However, often they do not evaluate what they are observing, so next steps are not securely based on precise assessments of what children need to do next but are more generalised to fit in with the topic. As a result, the quality of teaching is varied as some staff are less confident in what they wish children to learn and how they can maximise the potential in the activities they provide. Parents are able to see the development profiles and contribute to these with

p.4

who attend

comments and ideas. Additionally, they can discuss these in detail at one of the planned parents' evenings. The requirement for a progress check at age two is understood and the nursery has started to implement these as children become of age. Parents are kept informed so that they can access any additional help that their child may require outside the nursery.

p.5

who attend

Other positive experiences which help children understand the world around them include occasional visits from the police and other 'people who help us' and through participating in charity fundraising days. Major festivals and cultural events are explored throughout the calendar year with art and craft work. Children attending the out of school provision benefit from an exciting programme of planned events and outings including drama-based activities, sports coaching, and outings to nearby places, such as nature reserves. Photographic displays ensure that parents can see what the children have been doing and discuss what they have learnt and enjoyed.

p.5

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

A strength of this nursery is the regard given to helping children settle well and form meaningful attachments. For example, there are children attending with a variety of home languages other than English and practices, such as signing, are being introduced to help children integrate their developing knowledge of English as they communicate in their primary language. Staff work with parents to ensure that children's well-being is supported. For example, children who may have additional needs are given consideration and supported to ensure they are included and make sufficient progress. Individual plans are in place and parents are consulted at every stage. The nursery staff liaise with the children's schools when the time comes to move on, to ensure continuity of care. When the time comes for transferring to the next room, or on to formal schooling, staff support children by talking to them about their visits and reassuring them if any anxiety is shown.

p.5

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

Children generally behave well and staff follow consistent and fair procedures, in relation to children's age and stage of development. Praise and encouragement are used, along with explanations and discussion to help children understand what is expected of them. Parents say they feel well informed and find the staff approachable and friendly, enabling them to discuss any concerns or changes they require to their child's care pattern.

p.5

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

Most staff take on the role of key person and promote the development of their key children well by developing attachments, enabling the children in turn to be confident and independent. Children attend from early morning for breakfast, before being taken to their schools. They have a choice of cereals, toast and fruit, providing a nutritious start to the day. Safety is very well considered and escorts ensure each child travels safely on the bus and is happily and safely delivered to school. Main meals are provided by a specialist company who deliver and serve the food. The menus are varied and nutritionally balanced and introduce children to new tastes and textures. Babies' food is prepared according to their stage of development and they are fed in their own room which is calm and quiet, away from the slightly busier dining room used by the older children.

p.5

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

The outside area is divided into several zones. For example, there is a barked area with large fixed equipment and a lower level slide so all ages can have fun and be active. The playground section is used for the specialised sports coaching, and the babies' area is separated by a low dividing fence. The plants and colourful fences make the area homely and welcoming, however at times children are not provided with enough variety of equipment, for example, role play and small physical play equipment, such as balls and hoops, to consistently promote their creativity and imagination and to consolidate their developing skill and understanding.

p.6

provision

Children are cared for by a qualified staff team, with a designated team of senior staff who provide leadership and management. Management duties include the recent introduction of formal supervision and monitoring of staff to ensure consistency of quality across the provision. As yet, there is still a variation between the more experienced staff and the less experienced, as weaknesses are not always highlighted as areas needing improvement. As a result, some staff lack confidence and do not explore the full learning potential in the planned activities. Staff are encouraged to review and reflect on their practice and training is valued as a way of improving standards overall. They are able to pursue their professional development by attending a range of courses both in-house and as provided by the local authority. As a result, new ideas and activities, such as signing, are introduced throughout the nursery.

p.6

provision

Parents are able to express their views and these are considered when planning future developments. The out of school children are asked about their wishes and are encouraged to suggest activities and theme days. They have their own room with age appropriate resources and as a result are relaxed and have a sense of ownership and pride in their club.

p.6

provision

The nursery staff are committed to ensuring children are safeguarded at all times. The manager is designated as the lead practitioner with responsibility for protecting children and has attended relevant training. All staff complete basic safeguarding training and follow the nursery's policy to ensure they are knowledgeable with regard to child protection matters. Any concerns are monitored, followed up and referred if necessary to the appropriate authority. Policies and procedures in place ensure staff suitability, including full criminal records checks and other suitability checks for all staff. There is a thorough induction programme in place and final decisions about employment are not made until a successful probationary period is completed. Routine daily risk assessments are carried out to ensure the environment and equipment are maintained to high standards to promote children's safety. Maintenance and repairs are promptly addressed

p.6

provision

and children are restricted from any areas with identified hazards. The nursery environment is clean and hygienic with regular deep cleans as well as daily general cleaning.

p.6

provision

The partnership with parents is effective in terms of keeping them informed. Key persons have a daily informal chat at pick up time and a daily diary for babies' details routine care, such as feeding, any medication administered and sleeping patterns. There is a full set of policies and procedures which suitably underpin daily practice and supports children's welfare. These are known to staff and available to parents to browse if they wish. Newsletters provide additional information about staff and activities, and notice boards display reminders as well as useful leaflets regarding local amenities and services to support children. Parents spoken to at the inspection say they feel their views are valued and they are listened to as they find staff approachable and friendly. Equally, staff say they are confident to approach senior staff with any queries or concerns and are confident they will be listened to. Management and staff understand the need for confidentiality and

p.7

provision

why it is important to share some information to ensure continuity of care and learning for children, for example for those attending other early years provisions.

p.7

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

p.7

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.8

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.8

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.9

Setting details

Unique reference number EY395484 Local authority Southend on Sea Inspection number 914125

p.9

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 52 Number of children on roll 80 Name of provider Imperial Day Nursery Ltd Date of previous inspection 04/07/2011 Telephone number 01702 343554

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11