Kingfisher Day Nursery

Kingfisher Day Nursery 48 Hill Street, Donisthorpe, SWADLINCOTE, Derbyshire, DE12 7PL

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Inspection date

Previous inspection date 30/04/2013 30/05/2012

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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 management team and staff show a strong commitment to continued improvement of the nursery provision for all children. Clear action plans are in place that are well targeted and teaching and planning are monitored effectively.  Children are happy and confident in the nursery's friendly and welcoming environment. They form positive relationships on all levels and secure emotional attachments with key staff. This supports children's well-being and development.  Children enjoy their play and make good progress in their learning and development. Staff know children well and use their interests to provide appropriate and challenging learning experiences for them.  Staff work together effectively and are deployed well to supervise and support the care and learning needs of children.

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It is not yet outstanding because

 Detailed information is not consistently obtained about children's skills and abilities on entry to the nursery, in order to establish a precise starting point and accurately reflect their progress.  There is scope for staff to further explore how to engage parents and devise strategies together to support children's greater independence with self-care skills. This is in particular relation to children's readiness for transition to school.

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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 conducted a tour of the premises during the inspection and observed children's activities and routines in the indoor and outdoor areas.

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Inspection activities

 The inspector discussed children's individual progress with staff and looked at assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff and discussed the settings self-evaluation form and improvement plan.

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Inspection activities

 The inspector spoke to a number of parents during the inspection and took account of the views of parents and carers from information included in the setting's own parent survey.

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Information about the setting

Kingfisher Day Nursery is part of Kingfisher Day Nurseries Limited. It was registered in 2011 and operates from a two storey building in Donisthorpe, Derbyshire. The first floor pre-school rooms are accessed via stairs, so may prove difficult for children and adults with limited mobility. There is an enclosed area for outdoor play. The nursery opens Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery also provide after school care and school holiday facilities. Children are able to attend for a variety of sessions.

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Information about the setting

The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. A maximum of 93 children may attend the nursery at any one time, all of whom may be in the early years age range. There are currently 95 children on roll who are within this age group. The nursery supports children with special educational needs and/or disabilities and children who speak English as an additional language. The nursery employs 12 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 2 and above. The nursery receives support from the local authority. The provider has Early Years Professional Status.

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

 enhance existing systems for gathering information from parents to establish an accurate picture of children's development on entry to the nursery to enable staff to gain a more accurate starting point for their planning

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

 consider ways to further engage parents and support children in readiness for transition to school, for example, by working more closely together to encourage children's growing independence and efforts with their self-care skills.

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who attend

The nursery provides a good quality education programme to promote the learning and development of children. Indoor and outdoor play areas are spacious, brightly decorated and well furnished with a range of stimulating toys and resources. This makes the environment conducive to learning. Play sessions deliver a good balance of adult-led and child-initiated activities, children are given time and scope to explore and direct their own play. Staff engage well with children as they play to further promote their learning. For instance, when children find a small creature outside in the garden they approach staff to show them. Staff build children's curiosity by asking good open-ended questions about what they think the creature is, they encourage them to describe how it looks and feels. They ask the children what the creature might eat, this arouses their interest and they go off and find some leaves. Children listen well to staff and enjoy being able to show what

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who attend

Children's awareness of the natural world is promoted through a variety of activities. They help to grow plants, such as daffodils and runner beans in the garden. They learn to water and tend to them and this helps children to develop an understanding of growth and how things change over time. When the cress children were growing suddenly dies, staff encourage them to problem solve by asking why this might of happened and what should they do differently next time? Consequently, children are effectively challenged and make connections in their learning. Children show particular interest in growing things and staff capture this interest by encouraging them to design and create their own gardens, using paints and collage materials to bring them to life. Staff give value to their work by displaying their garden pictures. Furthermore, they promote children's writing skills by adding speech bubbles to the display to show, in children's own words, how they

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who attend

The nursery environment throughout is rich in print with labels, signs and posters, this helps children learn about words. The recent introduction of an attractive book library in the reception area has provided additional space for children and adults to enjoy stories together. Children are taken in small groups for story time. They choose the story book themselves and listen well as staff read this to them. Staff tell the story well using good expression and this captures and sustains children's interest. They encourage children's responses to the pictures and use props, such as puppets, to bring stories to life and support children in talking about different characters and sequence of events. Children enjoy joining in and predicting what happens next in the story.

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who attend

Children have good opportunities to develop early writing skills. They use a range of resources to make marks and patterns and large whiteboards in the garden inspire children to express themselves freely with brushes and paints. Children are able to express their thoughts and feelings through role-play and music sessions. Younger children benefit from regular 'Baby Moves' sessions. This is a movement, sensory and music programme for children under three years, encouraging learning through sound, touch and smell. Children relax as they listen to music and receive a 'massage' from staff, as they gently stroke their legs and arms. Older children are encouraged to join in and massage each other. As they listen to the music they use their bodies to imitate the different sounds they hear, such as falling rain with their fingers. During sessions they handle a range of materials, such as brushes and feathers and explore how they feel on their skin, using

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who attend

words like tickly and scratchy. Children enjoy the feel of a feather as staff use it to tickle their face and are fascinated as staff blow the feather in the air, watching as it floats and moves. They then enjoy copying, blowing the feather themselves.

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who attend

Staff observe children as they play to determine what they can do and identify their next steps in learning. This enables them to plan for each child's needs and ensure activities are age-appropriate and suitable to their ability level. As a result, children are well supported and make good progress. When children start at the setting staff gather a range of information from parents about children's care needs and interests. However, less focus is placed on finding out every child's developmental level at the onset. This means staff do not always have a clear starting point to plan from and records are sometimes not truly reflective of their progress.

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who attend

Parents are involved in their child's learning and staff work closely with them to gain an insight into their home life. For instance, sharing 'Weekend news', where parents send in photographs and information about what they got up to during the weekend. Children are then encouraged and supported to share this with their friends, any new interests children show are built into their individual learning plans. Parents are given ideas about activities they can do at home using 'home activity sheets' and they are invited to 'Baby Moves' sessions so they can continue this at home if they wish. These activities help engage parents in their child's learning and development.

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

Children's care and well-being are supported effectively. The friendly staff greet parents and children on arrival and opportunity is taken to chat and share information. Children receive good levels of attention and support because staff are deployed well and the required ratios are maintained. All children have a key person and they get to know their key children very well and foster secure emotional attachments. Every child is valued and accepted for who they are, and their strengths are acknowledged. Consequently, children settle well and display good levels of confidence at the setting.

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

Children's transition is managed well within the nursery. Children move from one room to another when they are developmentally ready. Staff work closely with parents to agree when the time is right and the child's key workers meet and share relevant information and ensure the child's needs are known. Children spend time in their new room beforehand to help them feel more secure during their move and parents are offered a new show around to meet with staff and discuss routines. Children generally learn to be independent through the nursery routines and this also prepares them for their next stage in learning. They decide for themselves when to eat at snack time and are encouraged to pour their own drinks and peel and chop fruit. At lunchtime they help to lay tables and serve food. Most children develop the personal care skills they need, such as washing hands and visiting the bathroom independently. However, staff need to review how

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

additional support is offered to children and parents when required, so that children's opportunities for developing self-care skills are maximised.

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

Children learn how to keep themselves safe and prevent accidents, for instance, how to manage tools and equipment safely and not to run around indoors. They generally play well alongside one another, sharing and taking turns. Staff explain what is expected of them and consequently, children begin to learn what is socially acceptable and how their behaviour can affect others. Good behaviour is acknowledged and rewarded with stickers, staff ensure a consistent approach is taken with children displaying challenging behaviour by working closely with parents. Children learn the importance of exercise and healthy diets to remain fit and well. They are provided with a nutritious hot meal at lunchtime and they can access fluids throughout sessions. Fresh fruit is served as a snack in between meals. Children have good opportunities for daily physical activity both indoors and outdoors, there is a well-resourced garden that has a wide range of equipment and soft

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provision

The management team and nursery staff have a secure knowledge and understanding of the safeguarding and welfare requirements. They work well together to provide a friendly and accessible service for children, parents and carers. Staff demonstrate a good knowledge and understanding of safeguarding procedures and know how to recognise and report any child protection concern. Robust vetting and induction systems are in place to ensure staff are suitable. These measures help to keep children safe from harm and neglect. The premises are well-organised and maintained. Children's playrooms are spacious, well-resourced and furnished. Risk assessments are completed and updated as needed and staff carry out daily checks of the premises to ensure everywhere is safe. Good procedures are in place to ensure children's safe arrival and collection. Entry to the premises is secure as external doors are kept locked and a security camera is in operation.

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provision

Children are supervised well because staff are deployed appropriately and the required adult to child ratios are maintained. Appropriate action is taken by staff if children are ill or injured. Accident records are maintained, parents are informed and their signature obtained. Staff are easily recognisable because they wear tops with the nursery logo. Visitor procedures are effective, staff check visitors identification and ask them to sign in. These measures help provide a safe and secure environment for children to play.

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provision

The nursery has a good capacity to maintain improvement and continually develop because the management team and staff are proactive to change and are reflective practitioners. Self-evaluation is used to identify the settings strengths and weaknesses and set appropriate targets for improvement that will have a positive impact on children. Managers have a good knowledge of the learning and development requirements. The educational programmes are monitored effectively by the managers, this includes regular observation of practice to ensure appropriate intervention and monitoring of children. The nursery staff work closely with the local authority development worker to identify areas of practice to develop and set and monitor action plans. The nursery has effective systems for performance management and the continuous professional development of staff. The manager provides modelling and coaching sessions with staff, observes individual staff

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provision

practice at least once every six weeks and then gives feedback including areas for development. As a result, staff are motivated and committed to their professional development and attend regular relevant training.

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provision

Staff form good working relationships with parents and strive to engage them. They welcome feedback from parents and listen to ideas for improvement. Recent parent surveys have been analysed and the results displayed for their information, showing how the nursery intend to respond to items raised. Parents can access a wealth of information displayed around the nursery and there is a website that contains additional information. Monthly newsletters keep them informed of forthcoming events and further information is shared via emails. This helps to keep parents updated and informed about all aspects of the provision. During interviews, parents were complimentary about the setting and the quality of care and education their children receive. Staff work well alongside external agencies, such as health visitors and physiotherapists, to support children who require additional help. Links with local primary schools are in place to share information and

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provision

support continuity of care and education for all children.

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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 EY438250 Local authority Leicestershire Inspection number 916699

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 93 Number of children on roll 95 Name of provider Kingfisher Day Nurseries Limited Date of previous inspection 30/05/2012 Telephone number 01530 274462

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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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