Little People Aspull

Little People Aspull Holly Road, Aspull, Wigan, Greater Manchester, WN2 1RY

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Inspection date

Previous inspection date 12/08/2013 03/02/2010

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff use their understanding of how children learn very well. This helps children and babies to make continuous progress in all aspects of their learning and development.  Children have good opportunities to develop their physical skills during a variety of outdoor plays sessions. Here they, learn new skills, such as pedalling a tricycle or using construction on a large scale.  All staff consistently give the highest priority to the safety of children and effectively support children's growing understanding of how to keep themselves safe and healthy.  Staff develop very strong relationships with parents and know their key children extremely well, enabling them to meet children's individual needs effectively.

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It is not yet outstanding because

 Staff do not always make the most of opportunities that enable children to apply their number skills to everyday situations.  There is less opportunity for children to develop an understanding that print carries meaning in a variety of languages.

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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 looked around the nursery, including the outside area.

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Inspection activities

 The inspector looked at documentation. This included children's records, policies and staff records.

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Inspection activities

 The inspector spoke with the managers, staff and children throughout the inspection. The inspector also spoke with parents.

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Inspection activities

 The inspector carried out observations of children's interactions with staff during activities. A joint observation was carried out with the manager in the pre-school room.

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Information about the setting

Little People Aspull was registered in 2002 on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. It is situated within a converted building and is one of two privately owned nurseries. It serves the local community in Aspull, Wigan and operates from five playrooms and an enclosed area available for outdoor play. The nursery employs 11 members of childcare staff. Of these all hold appropriate early years qualifications at level 3 and level 4.

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Information about the setting

The nursery opens Monday to Friday all year, from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 50 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 children with special educational needs and/or disabilities.

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

 use a range of everyday opportunities to enable children to apply their number skills

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

 introduce a range of print from other cultures to further develop children's understanding that print comes in a variety of forms.

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who attend

Children are enthusiastic learners and they enjoy an interesting selection of planned activities as well as plenty of time for free play. They move freely within their rooms and outdoors. The babies and young toddlers' rooms are inviting and provide stimulating challenges for children. For example, young toddlers enjoy playing in cosy spaces. They sit happily in the cosy area and play peek-a-boo with the attentive staff. Babies and young toddlers enjoy using their senses to explore the good range of different textures and natural resources placed on the floor. This stimulates their curiosity.

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who attend

Staff caring for babies and young toddlers ensure they are at children's level, so that they can make eye contact with them. They lie together on the floor and encourage those just beginning to crawl to practise their skills. They happily respond to staff interaction. Children's communication and language skills are particularly well supported. Staff routinely asks questions that extend children's thinking and give them time to respond. Those who work with younger children and babies extend their vocabulary as they repeat and expand the words, or mirror babies sounds and actions. Staff routinely use good mathematical language during activities, however, opportunities for children to apply their counting skills in everyday situations is occasionally overlooked. For example, encouraging children to count as they scoop the paint and encourage them to think about how many if one more is added. Across the nursery, children have lots of opportunities to practise their

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who attend

early writing skills in a range of ways, such as in role play or with notebooks and pens. However, opportunities that enable children to compare print, in particular other symbols or marks used in other languages, have scope for development.

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who attend

Staff demonstrate they have a good knowledge of the Early Years Foundation Stage and how young children learn. They record regular and accurate observations of children. Well written summaries reflect children's interests and abilities. These are regularly shared with parents to ensure they are kept well informed of their children's progress. This format is also used for the progress check at age two and is effective in highlighting areas for development. Staff involve parents in their children's learning in a variety of ways, including observation and planning. For example, the 'wow' board highlights children's achievement or interests at home and is incorporated into the planning. Staff routinely includes parents' comprehensive knowledge of their children's skills and abilities to establish starting points to inform the initial assessment for tracking. They use their good knowledge of children's skills, abilities and interests to plan next steps in their learning and

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who attend

support them in reaching these. This is effective in supporting children to make good progress in their learning and developing appropriate skills to prepare them for school.

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who attend

All children have continuous access to a good range of resources and play materials. They make choices about how they spend their time and how they use the available materials. They happily explore different media, such as glue, paint and dough as they develop their creative skills. Staff support children effectively as they sit together at the computer or laptop, older toddlers enthusiastically inform each other and staff about the character they are looking for and jump for joy when they find it. Children learn about their local community through frequent trips and develop their understanding of the wider world through a broad range of resources, music and caring for their giant African snail and stick insects.

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who attend

Children's personal, social and emotional development is encouraged as staff recognise the importance of changes children may experience in their lives. For example, following the recent royal baby and lots of new or expected brothers or sisters for many children in the nursery, staff plan activities to explore this new experience. Children look at photographs of themselves as babies with added comments from parents, which provides an opportunity for them to share their experiences and recognise similarities with others.

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

Staff are positive role models, who are calm and caring in all their interactions with children. They have an excellent understanding of expectations of children's behaviour, taking account of their individual needs and stage of development. They support children exceedingly well in developing their understanding of differences and caring attitude. Staff recognise and offer praise for their kindness and their very positive behaviour. The key person system is very successful and ensures that children feel secure and safe, enabling them to confidently explore and develop their independence. All children show an extremely strong sense of belonging within the nursery. Their self-esteem, confidence and emotional security are very well supported through acknowledging their individual needs and traits.

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

Behaviour across all age ranges within the nursery is very positive. Staff ably encourage children from an early age about the importance of sharing and turn taking. They gently guide children as they talk about this, supporting them through distraction and encourage them to join in with other toys. Older children demonstrate their excellent understanding as they take turns and listen to each other. They work together showing excellent negotiating skills as they fill, empty and share the jugs with water. Other children show how they work extremely well independently as they engage in practising their kicking skills with the football. Children show a significant understanding of responsibility within the nursery as they confidently follow routines. They self-serve at meal and snack times and eagerly and expertly tidy up at suitable times.

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

Staff skilfully supports children's transition both within the nursery and to school. Staff and teachers exchange information and teachers are invited in to meet children. Extra support for children with Special Educational Needs and/or disabilities is readily given, ensuring that the new provision have all the required documentation and information to ensure the smooth transition. Transition within the setting is at children's pace, working in partnership with parents. Regular visits to the new room with their key person enables a bond to develop with the new key person. Staff support this as they make the move gradually, enabling children to feel comfortable and at ease. This means their emotional well-being is truly supported.

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

Children's health and safety is given priority. They have an excellent understanding of how to keep themselves and others safe because staff give clear boundaries and explanations. Regular fire evacuation is practised and visits from the fire and police service offer children first hand experience around safety. Children's health is enthusiastically promoted through growing their own vegetables and staff talk about the healthy foods children eat in the nursery. They also share information on nutritious lunch boxes with parents.

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provision

Children's safety and protection is assured because there is a comprehensive awareness of safeguarding issues among all staff in the nursery. Staff have a secure knowledge of child protection issues and confidently discuss the procedure to follow should any concerns arise. Robust recruitment measures is in place with all relevant checks carried out prior to staff starting at the nursery. A detailed induction ensures staff understand their responsibilities. As a result, staff are suitable to work with children. The inspection took place following notification of an unchallenged entry into the setting through an open door and concern over the supervision of children. Observations and discussions with parents and staff show that children play in a safe environment as staff take positive steps in providing secure and safe surroundings. The inspector observed that staff are effective in supervising children and continually inform each other of what is

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provision

happening to ensure safe deployment of staff for children's safety. Access is via a locked door and entry is by buzzer and staff opening the door. Effective detailed risk assessments are undertaken for within the setting and on outings. This means that children move freely and safely when in the nursery and are protected when on the many outings within the local community.

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provision

Partnerships with parents and external agencies are a key strength in the nursery and ensure that extra support for children and families is in place, so that the best possible care can be provided. The nursery understands the importance of families taking part in children's learning and development and involves them in a range of ways. For example, holding special events, such as 'Dads week' to encourage them to be involved in nursery life. Parents speak very highly of the nursery and are very complimentary of the care provided. Comments, such as 'I don't have to worry about my child when I am not with him. They totally support and include my child and me'. The strong partnerships with other professionals mean that early interventions to support children with special educational needs and/or disabilities are effectively provided. For example, staff actively seek out advice on the best methods to support children, who have special educational

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provision

needs and/or disabilities. Outside professionals visit the nursery to support staff in meeting all children's individual needs.

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provision

Staff training is actively encouraged and supported to enhance their professional development. For example, training on developing children's communication and language skills has been implemented across the nursery and shared with parents. This demonstrates a positive approach to improving practice and children's learning and development. Team meetings, supervision and appraisals are held regularly and encourage all staff to contribute their ideas for the nursery. The monitoring of staff is effective to support children's care and learning. For example, all staff work together to ensure children's progress through the monitoring of planning, files and each other's practice. Self-evaluation shows continuous monitoring with regular feedback from parents, staff and other professionals, which contributes to an inclusive environment.

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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 EY234492 Local authority Wigan Inspection number 931716

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 70 Number of children on roll 50 Name of provider Colleen Farrell and Andrew Farrell Partnership Date of previous inspection 03/02/2010 Telephone number 01942 832662

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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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