Little Petals Day Nursery

Little Petals Day Nursery 142 Derbyshire Lane, Stretford, MANCHESTER, M32 8DU

p.1

Inspection date

Previous inspection date 15/08/2013 25/03/2013

p.1

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

p.1

This provision is satisfactory

 Children are sensitively settled into the nursery and are supported well with their progress between playrooms, and onto school. They are happy and share warm relationships with the staff.  Staff use effective risk analysis to remove hazards for children and to ensure a safe environment for children to explore during in their play. Staff are consistent in their approach to behaviour management. Consequently, children behave well and support each other in their play.  Children independently access most resources through continuous play provision that is well-planned, to provide opportunities for them to make choices about their own learning. Consequently, children are engaged in activities that interest them and are becoming enthusiastic learners.

p.1

It is not yet good because

 For a very small number of older children the key person system is less secure. Consequently, children's self-help skills are not always supported to their full potential to promote independence and managing personal needs.  The quality of teaching lacks consistency, which means children's learning and development is not fully challenged to ensure they make good progress.  The outdoor environment does not provide the youngest children with a range of natural resources to explore. This means their learning is not fully supported.

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 observed children's activities and staff interaction in the playrooms and the outdoor play area.  The inspector observed breakfast, lunchtime and snack time with the children.

p.2

Inspection activities

 Discussions were held with children, individual staff members, the manager, assistant manager of the nursery and some parents. A joint observation was carried out with the manager.

p.2

Inspection activities

 The inspector looked at documentation, including observations, assessments, planning, systems for tracking children's progress and a sample of other records, including policies and procedures.

p.2

Information about the setting

Little Petals Day Nursery was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in a Victorian semi- detached house in the Stretford area of Manchester. It is privately managed. The nursery serves the local area and is accessible to all children. It operates from the basement, ground and first floor of the semi-detached house and a dual storey detached building in the grounds. There is a fully enclosed area available for outdoor play.

p.3

Information about the setting

The nursery employs 20 members of child care staff. Of these, one holds Early Years Professional Status, two hold appropriate early years qualifications at level 6, seven hold qualifications at level 3, four hold qualifications at level 2 and six are unqualified.

p.3

Information about the setting

The nursery opens Monday to Friday all year round. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 56 children attending who are within the early years age range. The nursery provides funded early education for two- , three- and four-year-old children. It supports children who speak English as an additional language and children with special educational needs and/or disabilities.

p.3

must:

 improve the monitoring of the effectiveness of staff deployment, to ensure all children benefit from an effective primary key person that offers the consistency of a secure relationship to meet their individual needs

p.4

must:

 improve the monitoring of the quality of teaching and how the information available is used to identify and address specific areas for improvement, for example, in relation to planning effective next steps in learning for individual children.

p.4

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

 develop the outdoor environment to further support the youngest children's all round development, for example their sensory development and engagement with the natural world

p.4

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

 improve self-help opportunities for older children that are age appropriate, such as dressing themselves and pouring their own drinks, in order to develop their independence and support them in managing their own personal needs.

p.4

who attend

Children make choices about the resources they want to play with. Consequently, they are engaged in activities that interest them are motivated and keen to explore their own ideas. For example, children pour soapy water down a plastic pipe, using critical thinking skills as they investigate how to make bigger bubbles appear in their collection bucket. This demonstrates children are active learners and play cooperatively as they discuss whether 'this will make a massive bubble that will make a massive pop'. Children use their creative skills as they independently explore the effects of using plastic bottle tops to print patterns with paint.

p.4

who attend

Younger children use their imagination to nurture dolls in an area rich in resources, specifically set aside for this purpose. Children create engine sounds for their cars as they push them around, using their creativity. A communication friendly space gives children a quiet area, if they want time away from the active play, to rest or play quietly. Older babies explore their environment and enjoy playing with cardboard boxes and large rolls of brown paper as they hide inside, secure in their surroundings. Staff demonstrate a clear understanding of supporting younger children's natural curiosity and active learning. They, generally, provide a range of accessible, open-ended and stimulating resources, which are relevant to children's interests and can be used in different ways.

p.4

who attend

The outdoor environment is used effectively all day by each of the four playrooms on a rota basis. Children run and roar as they pretend to be dinosaurs and hide as they shout 'scary'. They climb, ride bikes and twirl each other around on a small turntable to promote their physical development and balance. Children play cooperatively and laugh together as they dig in sand and pour water into buckets. They are demonstrating the characteristics of effective learners as they pursue their own activities. Children chalk on a large board and crayon on paper to make marks that they give meaning to. The youngest babies sit on blankets outside and enjoy climbing on and off their key person's knee for cuddles, as they sit on the floor beside them.

p.5

who attend

Since their last inspection, a new system for observation, planning and assessment has been introduced. Generally, individual next steps in children's learning are highlighted from effective observations and assessments of children's development. Staff track children's progress, which shows they are making sound progress in their learning. However, the quality of teaching across the setting is not consistent, as staff working with the older children do not consistently challenge them to make the best progress. This is because they do not consistently provide individual children with effective next steps in their learning. Consequently, not all staff ensure that they provide every opportunity to help individual children achieve as much as they can. Staff complete the statutory assessment of children, the 'progress at age two' and share these effectively with parents so they can be involved in their child's learning.

p.5

who attend

Staff provide adult-led activities to enhance children's learning. For example, younger children enjoy the experience of making marks in shaving foam as they spread it across a table. Staff skilfully model mathematical language of shapes, as they encourage children to draw circles in the foam. Staff enhance children's counting skills as they wait for their pudding to be served, singing number rhymes with enthusiasm. Older babies explore making marks in dry flour and explore the change in texture as water is added to enhance their sensory experience. Young babies play with shredded paper, developing their physical skills and concentration as they manipulate the strands. Staff model actions to songs that babies begin to copy as they sing familiar rhymes.

p.5

who attend

Staff working with two year old children have adopted a 'split carpet time', to tailor activities, stories and discussions to smaller groups of children. This enables them to differentiate specific learning opportunities and support all children, including those with special educational needs and/or disabilities, to ensure they make targeted progress in their development.

p.5

who attend

In the pre-school room staff read stories to the children that capture their interest and help enhance their concentration and listening skills. Staff ask open questions about the story, such as 'how would you feel' to help children think about their own emotions and to promote their language skills. Children listen and concentrate as they explain their thoughts effectively. Staff support children through appropriate explanation, use of questioning and praising children's efforts. Consequently, children are confident, sociable and can express their own ideas and develop skills needed to prepare them for school. Staff, generally, plan interesting activities and experiences with sufficient depth and breadth across the seven areas of learning to ensure children make satisfactory progress in their development.

p.5

who attend

Parents contribute and share information about their child on entry to support initial assessment. Staff share information daily through verbal discussion and complete a daily sheet for parents that details children's care details and activities they have taken part in. Bi-annual parents' evenings further support discussion about individual children's progress in their learning and development.

p.6

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

Children play happily in the nursery and are learning to keep themselves safe. They engage in activities that develop their skills and support their understanding of managing risks, such as climbing up the ladder of the climbing frame. Children are reminded to take turns and staff are consistent in their approach to behaviour management. They reinforce positive behaviour with effective use of praise, which supports children's self-esteem. Children learn to respect each other, and independently say please and thank you to their friends and to the nursery staff. Consequently, older children play cooperatively as they make friendships that supports their social development. Younger children play alongside each other and engage well with the staff, seeking their support as they explore their learning environment and engage in activities. Staff cuddle children if they are unsettled, and babies snuggle into the arms of staff, as they share looking at a book. This provides a

p.6

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

sense of comfort that contributes positively to the children's well-being.

p.6

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

Pre-school children are based in a separate dual story building called the 'coach house', which is adjacent to the main nursery and shares the same outdoor play space. In the school holidays a small number of children attend a holiday club, which utilises the upper storey for activity sessions, while pre-school children use the downstairs facilities. Both groups of children join together for snack time, lunch and outdoor play. Pre-school children with older siblings attending the holiday club, spend time together to support their emotional well-being. However, for a small number of the nursery pre-school children their key person is not clearly identified and, consequently, the key person system is less secure in supporting children's emotional needs.

p.6

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

Children settle well into the nursery supported by a gradual admissions policy, and effective sharing of information between parents and key persons. Consequently, staff gather information about children's home routines, their family and likes and dislikes. This helps support children's sense of security and ensures that staff provide care that is responsive to meet their individual needs. Children's routines are obtained from parents, which nursery staff support and respect. Parents share information regarding aspects of their children's development, which enables their key person to develop a good knowledge of starting points for learning. Staff support individual children well in their transitions through the nursery, which builds their confidence and trust in their new environment. Children are secure in the routines of the day and know what is happening next, because staff explain to children what they are doing, which helps them understand the sequence

p.6

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

of events. The indoor learning environment is warm, welcoming and well-equipped with developmentally appropriate resources. Stimulating resources are stored at low-level, which enables children to make choices about their learning and explore their own interests. The environment reflects the wider world through effective use of posters, photographs, resources and activities. For example, a display in the pre-school room reflects the recent Chinese event where children tried a variety of different foods. This helps children to understand diversity and respect for differences in culture. Staff support children with English as an additional language by gathering key words in children's first language to support their understanding.

p.6

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

High standards of cleanliness are maintained and sound hygiene practices help minimise the risks of infection. Children learn about the importance of good hygiene as they are encouraged to wash their hands when appropriate. Staff promote children's awareness of a healthy lifestyle to a satisfactory level. Children play outdoors every day, benefitting from fresh air and exercise. The outdoor play area supports children's physical development as there are opportunities to run, jump, climb, balance, pedal and crawl as they play on the equipment. Children make dens as they hide under the climbing frame and make independent choices about their play as they share experiences with their friends. Babies' physical skills are enhanced as they are encouraged to crawl, steady themselves and walk. For example, babies are encouraged to take a few steps from one staff member to another, as they develop their emergent walking skills, and receive praise

p.7

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

to boost their self-esteem. However, the outdoor area has an artificial surface and does not give babies' opportunities to enhance their sensory skills and explore materials of the natural world. Older children grow flowers in planters as they develop their nurturing skills and understanding of nature.

p.7

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

The nursery provides well-balanced and nutritious, freshly cooked meals, with snacks of fresh fruit and staff help children to make positive choices about what they eat from an early age. The local authority has checked the kitchen facilities for food preparation and awarded it the highest grading of five stars. Individual dietary requirements are respected. For example, vegetarian meals are available for children, as the nursery respects families' cultural requirements. Babies being weaned onto solid food have meals of varying consistency prepared for their needs.

p.7

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

Older babies are supported in their self-help skills, as staff give them a spoon to hold at mealtimes to practise their hand and eye coordination, with practitioners offering support where required. Toddlers are confident eating with a fork and a spoon and sit in small groups at mealtimes to help support their social and communication skills. However, in the pre-school room opportunities at mealtimes are not fully embraced by staff to promote older children's self-help skills. For example, children are not given opportunity to give out the plates, pour themselves a drink, or serve their own lunch. Children are given individual drinks of milk in small in plastic bottles, they skilfully twist the cap off, remove the plastic top seal, and then drink from the bottle as they are not given a cup to pour it into. This demonstrates that children have the manipulation skills to manage tasks independently. Similarly, opportunities for children to practise their self-help dressing skills are not fully

p.7

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

embraced. For example, pre-school staff do not encourage children to remove their own damp trousers after water play or encourage them to put on their own clean clothes. Staff are aware of schools children are moving onto and they support this transition by completing the setting's Early Years Foundation Stage Transfer Record. This records a brief summary of children's progress across all seven areas of learning. Children's comments, along with those of parents, key persons and the nursery manager are included and help support the sharing of information. This supports continuity so that children's care and learning needs are known when they start their new school. Staff have developed links with teachers at the local primary schools, to help support full transition into the school setting. This ensures consistency of care and learning for children attending both nursery and school on a part-time basis.

p.7

provision

Discussions with the managers and staff demonstrate that they have a sound understanding of the safeguarding procedures to follow, should concerns arise. All staff have attended basic safeguarding training and managers have attended relevant child protection training. Policies and procedures are in place to ensure the safeguarding and welfare of children. This includes a policy relating to the use of cameras and mobile phones in the nursery and a complaints policy and these are appropriately implemented. Risk assessments are carried out and daily checks are made to minimise potential hazards for children. Children take part in regular fire drills so they are aware of what to do in the event of an emergency. School children are collected by staff who have current paediatric first aid qualifications to ensure their safety. The safeguarding and welfare requirements of the Early Years Foundation Stage are understood and are, in the main, successfully

p.8

provision

Recruitment and vetting procedures are sound and ensure that children are protected and cared for by adults who are well-qualified. This ensures that those working with children are suitable. Induction procedures ensure new staff are familiar with their roles and responsibilities. One-to-one staff discussions and annual appraisal takes place, which helps prioritise some professional development. Many of the staff team are currently undertaking further study, which demonstrates a desire to further improve their own skills and enhance the provision they provide. Staff meetings and informal discussions are used to share information received from attending training sessions and for cascading information to colleagues.

p.8

provision

Management of the nursery is job shared between a manager and assistant manager, with clearly defined roles and responsibilities. There are clear lines of communication, and both managers overlap one day per week to share face to face discussions to aid clarity. One of the nursery managers is an Early Years Professional who monitors the curriculum and analyses each area of learning, the progress of individuals and different groups of children. Consequently, any area of learning where children are making less progress can be identified. For example, this has led to improvements in the planning and resources for mathematics, which was identified as one area of learning children were not making as much progress in as others. The nursery has effective partnership working with other professionals and this helps children with special educational needs and/or disabilities. For example, staff work alongside speech therapists and local authority advisors to support the implementation of

p.8

provision

individual care or education plans. The manager has a suitable understanding of the learning and development requirements. She has recently redeployed some of her more senior staff team to enhance provision for the youngest children, as the nursery is receiving more enquiries to care for babies. However, she is not always able to clearly identify the impact of inconsistencies on teaching and learning across the nursery as a whole.

p.9

provision

The nursery management team demonstrates through their self-evaluation, a desire to further improve the nursery with active development plans. For example, by taking part in a cluster project with other settings to enhance their provision for two year old children. Future ideas to enhance creative thinking and active learning opportunities for children, such as the creation of a 'mud kitchen' in the outdoor play area, are being drafted. The local authority early years advisors have supported the managers and staff with the implementation of a new planning and assessment system that has worked well in most of the playrooms. Staff have attended courses to enhance their care of the very young and on implementing effective behaviour management with older children. Parents are also asked their views about the provision via anonymous questionnaires and their feedback is acted upon. For example, parents commented they would like more feedback at the end

p.9

provision

of the day and for the children's bathrooms to be cleaned more regularly. Both of these requests have been carried out effectively.

p.9

provision

The nursery is working hard to continuously improve their effective partnership working with parents and this was a recommendation from the last inspection that has been addressed. For example, managers have created a library to share books that parents can borrow and read to their children in the home environment. Parent noticeboards display relevant information and requests for parents to contribute links from home, such as photographs from family holidays, for staff to build discussions around with children. Consequently, staff are developing trusting and respectful relationships with parents. Regular newsletters keep parents updated on what is happening in the nursery and questionnaires seek their views in relation to meeting children's needs. Parents commented to the inspector that they were happy with the service the nursery provides.

p.9

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.9

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.10

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.10

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.11

Setting details

Unique reference number EY391206 Local authority Trafford Inspection number 930836

p.11

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 48 Number of children on roll 56 Name of provider Little Petals Day Nursery Limited Date of previous inspection 25/03/2013 Telephone number 0161 865 7575

p.11

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.

p.11

Type of provision

For the purposes of this inspection the following definitions apply:

p.11

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.11

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.11

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.12

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.12

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.13

Type of provision

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

p.13