Conkers

Conkers Chestnut Tree Farm, The Heywood, DISS, Norfolk, IP22 5SZ

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Inspection date

Previous inspection date 22/07/2013 22/01/2009

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early years provision

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

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This provision is good

 Children are cared for in a bright, well-resourced and caring environment, both inside and outside. As a result, they confidently follow their own interests and enjoy learning through play.  The setting provides clear messages to children about health and safety and they demonstrate excellent behaviour and an understanding of the need for a healthy diet and keeping safe.  Children make good progress in all areas of learning, and appropriate support is provided for children with lower levels of attainment. This means all children make good progress towards the early learning goals.

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It is not yet outstanding because

 New systems for monitoring are not yet fully embedded and this, occasionally, makes it difficult to link children's starting points to their progress.  Sometimes, staff performance monitoring does not currently include regular bank staff, meaning opportunities to develop their practice does not always benefit children as well 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 compulsory part 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 spoke with staff and children during the inspection and observed their activities both indoors and outdoors.  The inspector took the views of parents and carers into account.

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Inspection activities

 The inspector looked at documentation, such as, learning journals, monitoring of planning, staff development record and the setting's evaluation and action plans.  The inspector met with the manager to talk about the management of the setting.

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Information about the setting

Conkers is a privately-run nursery that opened in 2005. It operates from two main playrooms within a renovated farm building near Diss, in Norfolk. The whole building is on one level and is accessed via a slope, an accessible toilet is available. All children have access to an enclosed outside play area.

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Information about the setting

The setting is open each weekday from 8am until 6pm, for 52 weeks a year, excluding bank holidays. Children attend for a range of hours from full time through to one or two mornings a week. There are currently 55 children on roll, all of whom are within the early years age range. Children who attend come from the surrounding villages.

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Information about the setting

The provision is registered on the Early Years Register and the compulsory part of the Childcare Register. The setting is in receipt nursery education funding for two- and three- year-old children.

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Information about the setting

The setting employs 13 staff who work directly with the children; including two relief staff. There are eight staff who hold relevant level 3 qualifications, one has a level 2 qualification and one has a level 4 qualification.

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Information about the setting

The nursery receives support from a local authority Early Years Support Teacher.

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

 continue to improve the new system for planning and monitoring of children's progress so that it is easier for staff to record starting points and progress made

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

 extend staff monitoring to include regular bank staff to ensure consistency of practice so that more able children are always fully supported to extend their learning.

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who attend

Children are interested and keen learners who are willing to try and keep trying until they succeed. For example, a toddler was observed trying several times to fit blocks together, showing delight when he finally achieved it. Children across the setting are supported well to develop their communication, language, physical and social and emotional development. This is achieved through a good range of age-appropriate activities, such as, singing, obstacle courses, books and small group times.

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who attend

The educational programme within the setting covers the seven areas of learning in the Early Years Foundation Stage. Age-appropriate challenge is, generally, provided for children and supports their ongoing learning and development. Practitioners have high expectations of children's abilities and the majority of practice is based on good knowledge and understanding of how to support children's development. For example, one staff member supported children to take the back off the walkie-talkies when they wanted to see how they worked. Children are cared for in well-resourced and age-appropriate environments. For example, sand was available at floor level in the younger room enabling very young children the opportunity to dig or simply feel the texture of the sand.

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who attend

Staff regularly complete observations and assessments and use these to plan for the setting and individual children. Children's records show good progress is being made toward the early learning goals. Staff correctly identify where children are at risk of falling behind expected learning and put in place support. For example, the setting is using resources from the 'Every Child A Talker' programme to assess language development and to support children where needed.

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who attend

Staff demonstrate a good understanding of their key children and provide effective support for their learning through age-appropriate activities. Both parents and children are supported during entry to the setting through systems that gather information on children's interests and current abilities. Parents are encouraged to continue this support for their children's development and share information about their children's progress through a home nursery book, which is valued by both staff and parents. Parents further support children's learning by sharing knowledge and experiences with them, for example, supporting children on a village walk or by parent who is a vet coming in and talking to the children.

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

An effcetive key person system means staff have a good understanding of the children they care for, which enables them to feel secure while developing their independence. Staff are good role models, have constantly applied strategies and have high expectations of children's behaviour. Consequently, the setting has a very calm feel to it, with positive relationships seen between children, who often show good levels of self-control during activities and social situations.

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

Members of staff have good understanding of how to keep children safe. Sun cream is applied to children with minimal disruption to children's play and they respond appropriately to minor accidents. Children demonstrate they are beginning to gain an understanding of the need to and how to, keep themselves safe. They help themselves to hats before they go outside and confidently say they need to wear their hats 'because it's sunny' and 'not get hot heads'. One child also remembers you 'wear a hat when it rains too'. Children confidently move about the setting and feel secure to ask for help when they need it. Responsive staff support children, but also encourage independence as appropriate. For example, drinks for younger children are labelled with the child's picture so they can help themselves, and older children confidently take themselves to the toilet.

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

The setting has its own kitchen and healthy snacks and meals are prepared daily, which most children eat enthusiastically. The setting regularly changes and rotates its menu to help ensure that even children who attend only one session a week get to experience a range of food. Good use is made of the outside space to support children's physical development with opportunities to climb, run and ride bikes.

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

Transitions into the setting and between the rooms are supported well through settling visits and the collection of relevant information. Parents talk about the supportive nature of staff and children's relationship with their key person demonstrate the bonds that are developed by caring staff. For example, a child who arrives upset is quickly comforted by his key person. All relevant information is taken from parents to ensure all children's needs are met.

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provision

Good self-evaluation has been completed with the support of the local authority and the deputy talks enthusiastically about plans for the future and what has already been achieved. Areas for development are linked to relevant areas of need in the setting, for example, extending the resources for two-year-old children in light of the expected increase from September. Staff and children have been involved in this process, helping to create a wish list of resources.

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provision

Room leaders and the management team have an overview of the activities and educational programmes delivered within the setting. They show enthusiasm and drive to implement new ideas that will support children's learning and development. For example, they talk about the new system for recording children's observations, next steps and progress, which has 'given them a greater understanding of the children'. At the moment, this is not fully embedded in the setting so it is not as easy as possible for staff to record children's progress from their starting points. This means that, sometimes, up-to-date information is not always available.

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provision

Systems are in place for the robust recruitment of staff and yearly appraisals take place for permanent staff members. A system of peer on peer observations has recently been introduced to help monitor and develop staff performance. The management team recognises the value of qualifications and are supportive of staff gaining these. Appraisals are currently not completed on regular bank staff and access to continued professional development focuses mainly on the management team. This means that some staff members, who would benefit from developing their practice, may not have the opportunity. Occasionally, this impacts on learning opportunities, particularly for more able children.

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provision

The premises are kept secure as visitors have to ring a bell for entry, with parents using a code. Visitors to the setting sign the visitors' book and are appropriately supervised to keep children safe. Staff and the management team show confidence in dealing with potential child protection concerns and know who report these to. Induction for new staff covers policies and procedures and training is attended as required.

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provision

Relationships with parents are good and this is demonstrated by the support shown to the setting and the positive way in which they talk about their child's time at the setting. Staff share information and provide regular updates on themes and events so they can share in children's learning. Links are in place with other professionals, which helps to ensure that consistency and continuity support children in preparation for their future.

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The Childcare Register

The requirements for the compulsory 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 EY296435 Local authority Norfolk Inspection number 861584

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 30 Number of children on roll 55 Name of provider Conkers 4 Kids Ltd Date of previous inspection 22/01/2009 Telephone number 01379 644461

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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

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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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