The Bridge Day Nursery

The Bridge Nursery 692 Manchester Road, Bury, Lancashire, BL9 9TQ

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Inspection date

Previous inspection date 22/08/2013 01/02/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children make good progress and achieve well. Staff have a good awareness of how children learn and create a stimulating and effective environment. This supports children's learning needs through the provision of challenging activities and experiences linked to their own interests.  The key person system supports engagement with all parents. This means that children feel secure and receive the individual support they need.  Relationships with parents are strong and contribute well to children's learning and development needs.  Self-evaluation is fully in place, in order to show how strengths and weaknesses are identified and inform a clear improvement plan to support children's achievements over time.

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It is not yet good because

 Staff do not always model the creative process, to enable older children to plan, create their own ideas and make decisions about resources.

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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 observed activities in the baby room, the pre-school room and in the outdoor areas.

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Inspection activities

 The inspector held meetings with the manager and carried out a joint observation with the manager.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, staff suitability records and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection and from written questionnaires.

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Information about the setting

The Bridge Day Nursery registered in 2003 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The nursery is privately owned under a limited company status. The building is a converted church premises situated in the Bury area of Greater Manchester. Children attend from the local and wider areas and sessions are flexible according to family needs. There is access to outdoor play areas for the different age groups.

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Information about the setting

The nursery employs nine members of staff, including the manager. All staff hold appropriate early years qualifications at level 3 and above. The nursery opens all year round, apart from Christmas and bank holidays. Opening hours are Monday to Friday, 7.45am to 6pm. There are currently 35 children attending, who are within the early years age group. The nursery provides funded early education for two, three- and four-year-old children. There is a school holiday provision for children over five years. The nursery supports those children with special educational needs and/or disabilities and children with English as an additional language.

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

 develop more creative ways to support children having their own ideas and choosing new ways to do things, to further develop their expressive art and design skills.

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who attend

Children are happy and motivated to learn through the provision of interesting and challenging activities and experiences that meet their individual needs. Staff have a good knowledge and a clear understanding of how children learn. There is a sharp focus on helping children to acquire communication and language skills, supporting physical, personal, social and emotional development. This is in order to prepare children for their next stage of learning and onto school. Children have good relationships with their key person and engage in playful interactions with them and therefore, feel emotionally secure. Staff encourage children to explore and investigate their surroundings and enable them to move freely and independently in the open access indoor and outdoor environment. However, staff do not always encourage children's creativity, to enable older children to plan, make decisions about the use and purpose of resources and to create

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who attend

their own ideas. Children show they are confident to explore and make choices and decisions about where they want to play. They use play dough, cutters and tools and explore different colours and textures through their senses and develop their imagination through familiar resources reflecting everyday life.

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who attend

Children develop their physical skills as they access the outdoor play areas and have time and space to enjoy energetic play. They use portable equipment and practise movement skills with balls and hoops and use the obstacle garden area. Children learn about the world as they explore in the natural area and have opportunities to observe things closely with magnifiers and look at photographs of mini-beasts. Babies show interest in toys with buttons, flaps and simple mechanisms as they use the spinning top and investigate what objects can do. Babies begin to make relationships and staff follow their leads by repeating their vocalisations and mirroring movements that encourage them to respond and mimic staff. They develop their self-confidence and awareness as they make choices about the toys they wish to use and express preferences. Staff continually repeat single words and use actions to support these and babies gradually link words to meaning.

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who attend

Children develop their growing communication and language skills and ask lots of questions, for example, who, what, where and why. Staff follow children's leads to talk about what they are interested in and to engage them in planning their own role play areas. The nursery environment is rich in print where children can learn about words through photographs, pictures, displays and posters. There are creative book areas where children can enjoy books together and lots of opportunities for them to use puppets and soft toys, which allow them to experience and talk about the different characters. Babies link a sequence of actions with daily routines. They get to know and enjoy their daily routines and are aware of when it is sleep time, nappy time and mealtimes. Staff use 'tidy up time' to promote logic and reasoning about where things are kept and where things fit.

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who attend

Teaching is effective and assessment procedures are focused and comprehensive. Staff plan the learning programme from the information gathered from parents on entry to the nursery. Each child is assigned a key person to be responsible for their development, routine care practices and relationships with parents. Every child has an individual profile and learning journal. Staff have detailed knowledge of every child's needs and future needs. All children are showing expected levels for their age and in some areas are progressing above their expected level. Staff are fully aware of how children learn and plan to support their progress. Children are involved in all activities. Relationships with parents are effective and make a good contribution to meeting all children's needs. Staff discuss children's learning and progress with individual parents on a daily basis. They show parents the communication diaries and share the learning records at the parents'

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who attend

evenings twice a year. There are good home links for children's learning as they are encouraged to take home a bear for the weekend and engage parents in sharing children's learning from this activity, to extend the planning for individual children.

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

The key person system ensures that children develop close relationships and helps them to form emotional attachments. The key person is responsible for meeting the personal care needs of their key children. As a result, children remain comfortable and content. Children are independent and begin to acquire the skills and abilities in preparation for their future learning and school. Their behaviour demonstrates that they feel safe and secure within the environment and generally their safety is given priority by staff. For example, babies interact with unfamiliar people, knowing that there is a trusted adult close by. All children, from babies to pre-school are encouraged to be independent as the environment is organised, so that they are able to self-select resources and make choices about what they want to do. For example, babies explore their surroundings with confidence and older children are adept at accessing resources.

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

Children respond to the praise and encouragement they receive when they complete a task. For instance, they share their excitement with staff as they clap and cheer when they successfully count from one to three. Staff provide clear and consistent boundaries and use positive praise and encouragement to teach children about appropriate behaviour. Risk assessments, daily checks and security procedures means that children are cared for in a safe environment. Staff are deployed, so that children are well supervised and can access a suitable range of safe and developmentally appropriate toys and equipment.

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

Staff support the transition process from home to the setting and as they move between rooms, through the implementation of the settling-in policy and procedure. For example, parents and children attend the setting for 'taster sessions' prior to starting. Also, key persons accompany children on visits before they move to the next room. Children receive fresh air and exercise as they regularly access the outdoor environment, which helps them learn about staying healthy. They are provided with a varied menu of nutritious meals and snacks and are beginning to understand the need for a healthy diet. Children learn about risks and safety procedures, for example, as they learn to climb steps safely, understand about mopping up any spills, practise fire drills and learn about road safety, fire safety and 'stranger danger' from the community police and fire officers.

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provision

Overall, the nursery is generally organised. The manager ensures each child makes progress in their learning and that staff plan for individual children's needs. This inspection was brought forward following concerns relating to the policies and procedures to safeguard children. The registered provider had failed to notify agencies with statutory responsibilities of concerns relating to possible abuse. The inspection found that the staff were fully aware of their roles and responsibilities and took all the necessary steps for ensuring children's safety, security and well-being at all times during the inspection. Since the investigation, staff have updated their safeguarding training and senior staff have completed training for designated managers with safeguarding responsibilities. All staff prioritise children's safety and have a good awareness of safeguarding issues and the procedures to follow and who to contact in the event of any concerns. The registered

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provision

provider and nursery manager now ensure that the safeguarding policy is implemented securely in line with the relevant Local Safeguarding Children Board. The manager and registered provider along with two other senior staff are now designated to take lead responsibility for safeguarding children and are responsible for liaison with statutory children's services agencies. However, because of a lapse in practice resulting in non- compliance, this has had an impact on the overall judgement of this inspection.

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provision

The manager has realistic expectations of the nursery staff and any improvements are highlighted on the self-evaluation document. Strengths and weaknesses are identified and the overall environment is friendly with good relationships with parents. Children are happy and have lots of learning opportunities. Systems are implemented to enable staff to evaluate their practice through professional supervisions, peer observations, staff's self- appraisals and discussions during meetings with the manager. Staff are encouraged and supported to access further training. This ensures their knowledge and skills are developed to their full potential, which has a positive impact on the nursery and the children's learning and progress. The recommendation from the last inspection has been addressed. For example, the observation and assessment procedures now consistently identify the actual learning priority for all children; to enable planning to truly reflect their

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provision

learning and development needs at all times.

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provision

Staff generally work well with parents, external agencies and other settings to meet the diverse needs of the children. Consequently, children are able to receive the appropriate interventions they need, such as, support from health professionals, early years support teams, teachers, community police and local children's centres. Parents speak highly of the setting and express their satisfaction with the service provided. They state that children are well cared for, that staff are friendly and helpful and that there are lots of activities and children access outdoor play frequently.

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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 316751 Local authority Bury Inspection number 872007

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 48 Number of children on roll 35 Name of provider Underworth Ltd Date of previous inspection 01/02/2011 Telephone number 0161 767 9429

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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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