St Lukes Nursery

St Lukes Nursery St Lukes first school, Moorbottom, CLECKHEATON, West Yorkshire, BD19 6AD

p.1

Inspection date

Previous inspection date 19/08/2013 Not Applicable

p.1

early years provision

This inspection: 3 Previous inspection: Not Applicable 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

 Children are provided with healthy, nutritious snacks and meals in order to promote their good health and well-being.  Children and babies are happy, confident and well cared for because they have formed positive relationships with practitioners.  Children are making sound progress in their personal, social and emotional development, communication and language and physical development.

p.1

It is not yet good because

 Monitoring of children's assessment is not consistently rigorous. This results in learning experiences that are not fully matched to children's individual needs and stage of development.  Effective strategies to actively engage parents in their children's learning at home and in the setting have not been fully explored.  Practitioners sometimes miss opportunities for older children to take part in everyday routines, and for toddlers to learn about self-care. As a result, children are not always extending their confidence in their own abilities.  Effective systems for self-evaluation have not yet been implemented to identify the nursery's current strengths and weaknesses. As a result, there are no challenging targets or priorities to benefit children.

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 held meetings with the registered provider at the beginning of the inspection and throughout the day.

p.2

Inspection activities

 The inspector took account of the views of parents that were spoken to during the inspection.

p.2

Inspection activities

 The inspector sampled children's assessment records and planning, checked evidence of suitability and qualifications of staff working with children and looked at the nursery's risk assessments and policies and procedures.

p.2

Inspection activities

 The inspector observed activities in the nursery and outdoor area and spoke to practitioners and children. She also completed a joint observation with the provider.

p.2

Information about the setting

St Lukes Nursery was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated within a former school in the Moorbottom area of Cleckheaton. The nursery serves the local area and is accessible to all children. It operates from one room and there is an area available for outdoor play.

p.3

Information about the setting

The nursery employs seven members of childcare staff. Of these, three hold appropriate early years qualifications at level 3, two are unqualified, including one who holds an early years degree and one with Qualified Teacher Status. The nursery opens Monday to Friday all year round. Sessions are from 8am until 6pm. Children attend for a variety of sessions. There are currently 43 children attending who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children.

p.3

must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles. Shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development

p.3

must:

 involve parents in their children's learning by improving the exchange of information on entry and during the placement and encouraging them to share their views and enhance children's learning and development at home.

p.3

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

 provide opportunities for older children and toddlers to extend their confidence in their own abilities by taking part in everyday tasks and learning about self-care

p.3

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

 introduce an effective system for self-evaluation that informs the settings priorities and is used to set challenging targets for continuous improvement.

p.3

who attend

The provider and practitioners demonstrate a suitable awareness of how to promote children's learning and they know the children in their care well. Practitioners regularly observe children during their play and make use of guidance to help track children's development. This information is used to assess what children know and can do, so that practitioners can plan activities that provide suitable challenge and extend children's learning and development. However, activities are not always planned towards children's individual next steps in their learning. As a result, children make satisfactory progress rather than good.

p.4

who attend

Children are confident in approaching practitioners to ask questions or seek support. Practitioners pay good attention and they interact well with children. Practitioners working with toddlers are intuitive and recognise meanings behind their gestures and attempts at communication. As a result, children's language and communication skills are developing well. Practitioners give lots of praise and encouragement to toddlers and children's achievements, which supports them to develop their self-confidence and self-awareness. For example, practitioners follow young toddlers lead as they explore their environment, and respond to what they show they are interested in and want to do. Consequently, toddlers show pleasure when they do something for themselves. Children are provided with opportunities to make marks and express their creativity through a number of resources and activities. For example, toddlers use rakes to make marks in the sand, and

p.4

who attend

older children experiment with textures as they paint, glue and stick. Through planned and purposeful activities, opportunities are also provided for children to enhance their already emerging mathematical skills. For example, older children show confidence in counting beyond ten, and positively recognise numerals, one to nine, in the environment. Practitioners encourage children to show an interest in shape as they talk to them about similarities of shapes in the nursery. This encourages children to explore characteristics of everyday objects and shapes, and use mathematical language to describe them. Consequently, children are beginning to acquire the skills they need to prepare them for the next stage in their learning and moving on to school.

p.4

who attend

Practitioners are aware of the progress check at age two, however, they have not had the need to implement this. They work well with parents to help children settle, and gather sufficient information on 'All about Me' forms before children start at the nursery. Parents are provided with brief updates about the day's activities and care routines when they collect children. However, practitioners are not fully exploiting the strategies that encourage parents to play a full and active role in their child's learning, such as adding comments to their development records or sharing their achievements or special events at home. Consequently, the partnership with parents is not fully effective in supporting children to achieve the best possible progress.

p.4

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

Children in the nursery demonstrate that they feel happy, safe and secure as they independently explore their environment. They are at ease to go to practitioners for comfort, support and reassurance. All children are assigned a key person who supports children and their parents, sharing and exchanging appropriate information. Consequently, practitioners are able to provide consistency of care, and children develop a sense of belonging and self-confidence.

p.5

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

Practitioners act as positive role models in the nursery. They are polite to each other and work well as a team. As a result, children behave well and play cooperatively with their friends. Practitioners use positive behaviour management strategies, and children's self- esteem is enhanced as they receive plenty of praise for good behaviour, manners, effort and achievements. Older children understand the importance of good hygiene procedures and independently wash their hands after activities and toileting, and before snack and lunch. However, practitioners do not ensure that toddlers' hands are washed before snack or lunch and this inhibits their early understanding of self-care. There are also missed opportunities for older children to be more independent at mealtimes, as practitioners put out their cups and cutlery for them instead of enabling children to use the opportunity to extend their independence skills. Children are provided with a healthy balanced diet, which

p.5

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

includes a combination of fresh fruit, vegetables and hot meals. These are prepared daily taking account of any specific dietary needs and allergies. Children are observed to enjoy their lunch together, and learning to use a knife and fork safely.

p.5

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

Overall, children are developing a suitable understanding of safety through everyday discussions and activities. For example, children know that they have to put scissors away safely so the babies do not cut themselves. The organisation of the room enables children to move freely between the indoor and outdoor areas. Therefore, children freely participate in regular physical exercise in both areas. For example, toddlers are supported well to explore tunnels in the outdoor area, and all children take part in action songs which encourage them to move their body and join in with tapping and clapping to simple rhymes. Children also have opportunities to visit the local park, which helps them to develop confidence and independence in situations away from the nursery. This helps them to prepare for their next steps in learning, which is normally starting school. There is an established relationship with the local primary school and procedures have been put in

p.5

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

place to pass on a transition document, giving an overview of children's achievements. This ensures continuity of care and learning for children.

p.5

provision

Overall, the provider shows an effective understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The setting is securely maintained and there are risk assessments in place, which are regularly reviewed, to ensure potential hazards are identified and minimised. Practitioners show a suitable understanding of child protection policies and procedures and are aware of their responsibilities in this respect. They know how to report and record their concerns and the majority of practitioners have attended relevant training. All visitors are recorded in the visitor book and signed in and out of the building. Appropriate safety measures are in place and these include daily risk assessments to ensure the whole environment is safe for children. Fire evacuation procedures are displayed, and regular fire drills take place. In addition, weekly tests of the fire alarm system are also carried out.

p.5

provision

The majority of staff hold current paediatric first aid certificates, to protect children's health and safety. There are effective systems in place to ensure that those employed to work with children are vetted by the Disclosure and Barring Service. Proficient recruitment procedures ensure practitioners are suitable to work with children, and the provider ensures that references are obtained to confirm their suitability. Sound induction procedures help practitioners to form the basis of their understanding of their roles and responsibilities in the setting. Supervisions are in place, and the system for annual appraisals has not yet had to be implemented. There is a programme of training which has been organised to enhance practitioners' skills and improve children's well-being.

p.6

provision

The provider has a satisfactory understanding of her role in meeting the learning and development requirements, including the extent to which she monitors the planning and delivery of the educational programmes. However, the systems in place are not robust enough to identify that children's learning experiences are not fully matched to their individual next steps and stages of development. As a result, children's progress in not maximised. Appropriate arrangements have not been put in place to evaluate the nursery and the provider has not completed a self-evaluation to identify current strengths and weaknesses. However, the provider is ambitious about improving provision and practice and is aware of her leadership and management responsibilities to ensure that a procedure is in place that sets challenging targets for improvement. Parents are provided with information about the nursery through written information on the parent notice board

p.6

provision

and they speak highly of the nursery and the practitioners who care for their children.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY457134 Local authority Kirklees Inspection number 905743 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 43 Name of provider Sharon Annie Clay Date of previous inspection not applicable Telephone number 01274852201

p.8

Setting details

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10