Treasures Neighbourhood Nursery

Treasures Neighbourhood Nursery 23 High Street, Staveley, CHESTERFIELD, Derbyshire, S43 3UU

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Inspection date

Previous inspection date 24/07/2013 11/09/2008

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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

 Effective use is made of observation and assessment, which staff members skilfully use to plan the next steps in children's learning and development.  Children are making good progress in their learning, given their starting points because staff have a secure knowledge and understanding of the Early Years Foundation Stage.  Well-established routines ensure children feel safe, behave well and are confident to select tasks and join in activities with adults and other children.  Children's needs are met effectively because staff build highly positive relationships with each other, parents and particularly with professional partners with regards to sharing a comprehensive range of information that aids staff in meeting children's care and learning needs.

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It is not yet outstanding because

 Learning experiences in the outside play area for children are not always maximised because opportunities for them to regularly access and move freely between the indoor and outdoor play areas are variable.  Children's growing independence and self-help skills are not always fully promoted, as opportunities for children to serve their own meals and pour their own drinks are not always available.

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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 observed activities in all rooms and the outside learning environment.

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Inspection activities

 The inspector took part in a joint observation of a planned activity in the pre-school room.  The inspector held meetings and observed practice with the manager of the nursery.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of staff working within the nursery, the provider's self- evaluation form and a range of other documentation.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

Treasures Neighbourhood Nursery was registered in 2005 and is on the Early Years Register and the compulsory part of the Childcare Register. It is situated in a converted building in the town centre of Staveley, Derbyshire, and is privately owned and managed by Touchstone Community Development. The nursery serves the local area and is accessible to all children. It operates from five playrooms across two floors, with lift access to the first floor, and there is an enclosed area available for outdoor play.

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Information about the setting

The nursery employs 13 members of childcare staff. Of these, all staff hold appropriate early years qualifications at level 3. The nursery opens Monday to Friday all year round except for bank holidays and a week at Christmas. Sessions are from 8am until 6pm. The nursery also offers holiday provision for children aged five to eight years of age. Children attend for a variety of sessions. There are currently 82 children attending who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children with special educational needs and/or disabilities. The nursery is a member of the National Day Nurseries Association.

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

 develop further opportunities for babies and toddlers to more regularly access the outside play area and for pre-school children to move more freely between the indoor and outdoor play areas

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

 extend opportunities for children to further develop growing independence and self- help skills, by encouraging them to serve their own meals and pour their own drinks.

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who attend

Staff provide a broad range of enjoyable and exciting activities for all children, igniting their interest and enthusiasm to learn. They carefully observe, assess and monitor each child's development. They make detailed observations across all areas of learning and identify children's individual next steps, which are used effectively to plan future activities. This ensures that children's emerging needs are followed up swiftly and accurately. Each child has a key person, who ensures that all activities are tailored to meet their individual next steps. The key person also regularly records and reviews their progress. This ensures all children are making good progress and that any concerns are promptly followed up. Children's starting points on entry to the nursery include parents' views about what their children can do. As a result, staff have a very secure baseline in place from which to measure children's progress. Staff work very well in partnerships with parents and

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who attend

exceptionally well with other professionals to identify realistic yet challenging targets for any child with special educational needs and/or disabilities or who speak English as an additional language. They are very careful to ensure that they monitor the development of children, who require added support. They regularly review children's progress and discuss any concerns promptly. Therefore, all children, including those with special educational needs and/or disabilities and those, who speak English as an additional language are encouraged to reach their full potential and develop necessary skills in readiness for school. Detailed information about how children learn and progress is shared with each child's parent, helping them to become actively involved in their child's 'learning journey' within the nursery and at home. For instance, parents receive regular progress reports, which detail their children's recent achievements and their next steps in learning which

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who attend

ensures continuity in children's learning. A detailed progress check at age two has been completed for all relevant children.

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who attend

The quality of teaching is good because staff effectively engage in children's play and learning, helping them to think critically about what they say and do. For example, when exploring a range of creative play resources, such as sand, water and paint, staff encourage older children to name the different shapes on the flash cards they can see. Children eagerly name the triangle, circle and square before choosing a small car to roll in the paint to make patterns with the wheels. Staff enhance their learning and vocabulary further by saying 'forward' and 'backwards' as the children make the action across the paper. Babies also express their creativity and imagination in a variety of ways. For instance, they delight in exploring a tray of gloop, baby sand and coloured rice. Staff effectively extend older children's thinking and communication skills further when playing with a bowl of rice by using questions, such as 'what is it?' and 'Is yours full or empty?'.

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who attend

Consequently, children gain a good understanding of how to communicate their own thoughts and feelings. For instance, children are encouraged to listen to the sound the rice makes as if falls into the pot. Children excitedly say 'it sounds like rain outside'. In addition, staff demonstrate effective teaching methods to support children's communication and language by helping them to form letters and sounds through songs, rhymes, stories and everyday conversation. For example, staff extend older children's vocabulary well by introducing new words such as 'passport', 'pilot' and 'Euros' when children pretend to go on holiday to Spain. Children happily check how far away Spain is from Britain on the globe; make their own passports and work together to pack a suitcase with books and clothes for the trip. Babies and toddlers eagerly join in with singing time and older children confidently use their fingers to count how many current buns are left.

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who attend

Young children use numbers in sequence in their spontaneous play as they count how many ducks they have in the water tray. Older children recognise that objects are smaller, longer and larger as they build towers from connecting blocks, gaining a good understanding of how to measure by size. This enhances their mathematical development well.

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who attend

Children are learning pre-writing skills with confidence. Babies and toddlers enjoy using crayons to make marks on a large sheet of paper and have regular opportunities to participate in messy play. Older children eagerly use a variety of creative materials, such as glue, glitter, pencils and textured paper, to create individual artwork. They handle craft tools competently and with good control, such as when cutting with scissors. Additional resources are accessible to them when they wish to make choices and decisions for themselves, such as clipboards, name cards and pencils, promoting their independence well. As a result, older children are progressing well from making simple marks and patterns to forming recognisable words and letters as they write their own name. This helps them to develop the skills and abilities they need for the next stage of their learning, such as moving on to school.

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who attend

All children play happily together, forming strong bonds and friendships. They enjoy the company of adults, showing increasing levels of confidence as they draw their attention to things that interest them and invite them to join in with their play. Children move freely around the designated play areas, managing their physical movements with ease. They show fascination in how things work as they press buttons to activate the lights and sounds on interactive toys and torches. Toddlers and older children are developing good independence skills as staff encourage them to put on their own shoes and praise them for waiting patiently to go outside. Babies and young children are developing their physical skills effectively as they pull themselves up to standing and walk around furniture. Older children are learning about the effects of physical exercise on their bodies. They confidently balance and climb the steps to the slide, kick balls, make sand castles with

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who attend

buckets and spades and play cooperatively when pouring water down the pipes on the fence, showing good physical development. Children eagerly explore the garden, using magnifying glasses to look for insects and exclaim delightedly as they find a spider's web and a snail. However, these learning opportunities are not always maximised, particularly for those children who prefer to learn outdoors. This is because although babies and toddlers have twice daily opportunities to play outside these are led by adults rather than children's needs. In addition, opportunities for pre-school children to freely move between the indoor and outdoor play areas are variable.

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

Staff provide a secure and loving environment in which babies and children feel comfortable, safe and secure. Effective settling-in arrangements are in place and both children and parents are well prepared when children join the nursery, particularly those with special educational needs and/or disabilities. A wealth of good quality information is shared to ensure individual routines and needs are well met, particularly for babies and toddlers. Children are equally well-prepared for the transitions they make within the nursery because they know all the staff well and spend time in different rooms before they move into them permanently. Detailed information is shared to ensure there is continuity in their learning and development and welfare. Teachers from the schools children will be moving to are invited to visit the nursery and staff complete a detailed transition document containing the children's achievements. As a result, children are well-prepared

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

for their next stage in learning. Staff model positive behaviour towards the children, fostering a culture of respect and consideration towards others. Children are familiar with everyday routines, taking part enthusiastically in tidy-up time before group time and lunch. Children get very excited when it is time to play outside where they effectively negotiate the steps to the slide, explore the tyres and use ride-on toys. As a result, children's physical skills are developing well. Staff work closely with parents and external agencies to ensure meals are nutritious and meet babies and older children's individual needs and requirements. As a result, they enjoy freshly prepared meals consisting of meat, vegetables, potatoes, pasta or rice and fruit, which promote healthy eating. However, opportunities for children to be fully independent and develop their self-help skills are not always fully utilised. For example, staff do not always provide opportunities for children to

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

serve their own food and pour their own drinks at snack and mealtimes. Children follow good hygiene routines by washing their hands at regular intervals throughout the day. Toddlers and young children become increasingly aware of their own toileting needs, receiving prompt support from staff to assist in their next stage of development. For example, nappy changing takes place according to children's individual needs and these times are sensitively and hygienically managed.

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

Children respond positively to sensible safety rules, such as walking carefully indoors so as not to trip or hurt themselves or others, developing a good understanding of safe behaviour. They learn about the diverse world though a variety of activities and projects which help them to understand the meaning of different beliefs and traditions. Rooms and resources are bright and welcoming, creating an atmosphere of positive engagement. Children enjoy lots of opportunities to explore and investigate using a wide range of well- maintained toys and equipment. Cosy areas are accessible to them when they wish to rest, sleep and relax. Babies and toddlers go to sleep happily with staff close by to help them settle.

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provision

The managers work closely together to ensure the nursery runs smoothly and have a good understanding of their responsibility to ensure that the nursery meets the safeguarding and welfare requirements of the Early Years Foundation Stage. They and the staff team demonstrate a clear desire to achieve continued improvement. Staff are eager to develop further the opportunities available and consider what more they can do to extend children's experiences. As a result, they have a clear action plan for future improvement and have already taken positive steps to address identified issues. For example, they have introduced peer observations to improve the sharing of good practice between staff and developed a new healthy eating website to share recipe ideas with parents. Staff take responsibility for planning and monitoring children's progress. Management effectively review these at staff meetings and monitor the delivery of the educational programmes.

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provision

Feedback from parents is gathered through daily discussions and regular questionnaires. Typical comments include; 'Staff always have my child's best interests at heart, they are supportive, caring and very interactive with me as a parent' and 'staff are really friendly, and they look after my children like I would'. Managers make good use of this information and respond positively to their ideas.

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provision

There is a clear emphasis on professional development at all levels, and training needs are identified through regular appraisals and supervision arrangements. Management use robust recruitment procedures to ensure staffs' suitability to work with children. They make sure staff understand their roles and responsibilities through clear induction procedures and put clear steps in place to support individuals where needed. There is a secure knowledge and understanding within the nursery regarding child protection issues and safeguarding children. Staff and management know what to do if they have concerns about a child in their care. Thorough risk assessments, daily safety checks and careful monitoring and recording of accidents in the nursery ensure that the premises and equipment are maintained in good order. Parents are swiftly informed of any accident involving their child. This enhances children's safe care and enjoyment.

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provision

Parents are provided with a good range of information about the nursery, their child and the activities they experience. For example, new parents receive a detailed welcome pack, and staff arrange regular meetings, send out a 'Captains Chronicles' newsletters, parent satisfaction questionnaires and share information verbally on a daily basis. In addition, the nursery provides a detailed daily care and activity record of children enjoying their day for parents of babies and toddlers. Parents spoken to during the inspection are very satisfied with the service provided and comment on how happy they are. Partnerships with other agencies, such as health professionals, speech and language therapists and family support workers at the local children's centre are a clear strength of the nursery. This leads to highly effective support networks to meet children's individual needs. Good community links with local schools ensure that relevant information about children's overall

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provision

development is shared between providers of care and education. This ensures that children transfer smoothly to other settings and secures prompt and timely support to address any areas of concern.

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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 EY295958 Local authority Derbyshire Inspection number 915272

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 48 Number of children on roll 82 Name of provider Touchstone Community Development Date of previous inspection 11/09/2008 Telephone number 01246 473776

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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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