Kids Planet Newbank House

Newbank House Day Nursery Newbank House, Oldham Road, Heyside, Royton, Oldham, Lancashire, OL2 6NE

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Inspection date

Previous inspection date 02/05/2013 07/07/2010

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early years provision

This inspection: 1 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 1

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This provision is outstanding

 Children are very well protected because the managers and staff team place a very high priority on children's welfare and safety.  Staff have an excellent knowledge of the children and how they learn. They use this to plan inspiring and extremely interesting activities to superbly support and challenge each child. As a result, all children make very rapid progress in their learning and development, given their starting points.  Partnerships with parents, carers and other professionals are exceptional. As a result, there is a cohesive and highly effective approach in helping children make excellent progress in their learning and development.  Children demonstrate excellent skills and behave extremely well, which successfully prepares them for the next stage in their learning.  The innovative use of props fosters children's growing imaginations as they act out traditional fairy tales from memory.

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This provision is outstanding

 The inspiring outdoor area provides children with the opportunity to learn effectively in an environment that suits their individual learning style.

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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 children at play indoors and outdoors, during meals and rest times, in adult-led and child-initiated play.

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Inspection activities

 The inspector looked around all the playrooms along with the extensive outdoor areas.

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Inspection activities

 The inspector looked at a range of documentation, including children's files, policies and procedures. The inspector also looked at staff files and checked daily records of attendance and staff deployment.

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Inspection activities

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

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Information about the setting

Newbank House Day Nursery was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in self-contained premises in the Royton area of Oldham, and is company owned by NHD Ltd. The nursery serves the local area and is accessible to all children. It operates from 12 playrooms and there is a fully enclosed area available for outdoor play and includes a large grassed area and woodland. The nursery employs 23 members of childcare staff. Of these, 21 hold appropriate early years qualifications at level 3 and one holds a relevant qualification at level 2.

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Information about the setting

The nursery opens Monday to Friday all year round from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 106 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 who speak English as an additional language and 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:

 continue to extend children's understanding of disability, for example, through the use of visual representations, such as props and displays or posters.

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who attend

Children across all of the age ranges in the setting thrive because the staff are highly skilled practitioners who constantly strive to provide children with excellent learning opportunities. Staff are very enthusiastic and this means that children are well motivated to take part in learning experiences that continuously challenging their thinking. As a result, children are developing an exceptional range of skills to support their future learning. All children are free to make choices about what they want to play with. They are empowered to be independent, which they demonstrate as they confidently follow their own interests and display extremely high levels of self-confidence. Children have excellent communication skills often negotiating with staff about what they would like to do. They are imaginative in their play and use a range of exciting resources to help extend make-believe games. For example, they act out 'Goldilocks and the Three Bears' and while

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who attend

they carefully retell the story they demonstrate their excellent problem solving skills, working together to make sure the bowls are filled to different levels so each 'bear' has the correct amount, using oats and bowls of different sizes. The children show their superb knowledge of this traditional tale.

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who attend

Staff make perceptive observations of children's various learning styles and their differing learning and development needs. Using this information, staff plan innovative and stimulating play experiences which interest children so that learning is extremely enjoyable, effective and carefully adapted to meet children's individual needs. Each child in the setting is allocated to a key person who closely monitors their achievements and plans carefully for their individual next steps in learning. A buddy key person is always available, which means that during staff absences children's learning is very well managed as staff are extremely effective in ensuring continuity of support. Staff value highly the important role that parents play in their child's learning and work with them to help them support their child at home to make even further progress. The staff share information with parents in a variety of ways, and on a regular basis, which very successfully promotes

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who attend

consistency in children's care and learning between home and the setting. An excellent example of this is how pre-school children learn the letter of the week; children bring in items from home that match the letter and share this with their peers at circle time. This is extremely successful in engaging parents with their child's learning.

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who attend

Staff use the developmental milestones in the 'Development matters in the Early Years Foundation Stage' publication to track children's progress and this leads to early identification of any aspects where children's learning is not so successful and also identifies those children who are exceeding expectations. This means that all children, including those with special educational needs and/or disabilities, are extremely well supported to fulfil their full potential. Accurate summaries of children's learning, including the well-established progress check at age two are regularly shared with parents. Staff use innovative ways to help parents understand the Early Years Foundation Stage, for example, in the one to two-year-olds room, staff use visual aids hung from the ceiling to explain the areas of learning. This strikingly clever method introduces parents to the aspects of learning but also makes the environment for very young children extremely

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who attend

Staff foster children's interests and organise exciting play environments that foster their natural curiosity. They offer experiences in a range of ways that completely support and consolidate every aspect of children's learning, an excellent example of this is a dinosaur hunt inside on a small scale which becomes exciting when they transfer outside to the grassed areas. Here children excitedly use binoculars and magnifying glasses as they search the large area for the dinosaurs. Babies and the younger children have great opportunities to use their senses to explore confidently when staff provide a range of different textures for them to explore, such as the foam created when baby bath and water are mixed together, giving them the chance to smell and explore the different textures. Treasure baskets full of natural materials further support this. Staff sit with babies as together they enthusiastically explore the different objects. Babies happily

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who attend

respond to staff visually as they shake their heads and verbally as they try out new words. This supports their communication and language skills as well as their social development.

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who attend

Role play opportunities for all ages are purposefully planned to support children as they develop their mathematical and writing skills. The 'travel agent' provides many opportunities for children to practise writing and to learn about times and dates as they highlight airport departure times and children enjoy looking for holidays as staff enthusiastically interact by asking about their holiday experiences. The 'post office' offers children the excellent opportunity to make notes in a range of notebooks, diaries, and to write and post letters. Children choose to look at books on their own or work together as they use resources to confidently retell the story.

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who attend

Continuous provision across the nursery is expertly extended to the outside and staff offer a variety of learning experiences in both environments, such as exploring hay or flour to support children's sensory development. Staff skilfully engage children in stories as they use musical instruments to represent the noises animals in the story make. This means that children who are less able are actively involved in the story telling, extending their communication and self-confidence.

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

A warm, vibrant and friendly welcome greets children, families and visitors as they enter the nursery. All of the children behave extremely well and staff skilfully support children as they learn to share and to take turns. Staff have very well-established and clear routines, so children know what is expected of them at all times. Staff model very friendly and respectful relationships and as a result, children are kind towards one another and play extremely successfully together. An example of this is how even the very youngest of children offer drinks to other children without prompts from staff. Children learn about other cultures and languages through sensitive discussion and the excellent range of activities to foster their understanding of different cultural traditions. Additionally, displays and multi-lingual print throughout the nursery promotes children and families awareness of different languages. However, there is less emphasis on extending children's

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

understanding and appreciation of disability. The atmosphere across the nursery is one of friendship, caring and an enthusiasm for learning, which has a positive effect on children, visitors and the staff who work with them.

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

Children enjoy a healthy lifestyle while attending this nursery. They revel in plentiful fresh air and physical exercise, along with eating healthy, nutritious meals and snacks, which are prepared daily by the dedicated nursery cook. Children thoroughly enjoy making use of a wide range of equipment and resources in the large and highly stimulating outdoor space. They use wheeled toys very competently, balance skilfully on structures and play with games with balls, continuously learning new skills. A large grassed area extends children's physical development as they climb up the slope to the slide. There is much space to run around which supports children in getting lots of exercise and becoming confident in using their bodies. Children plant and dig in soil and have access to a wonderful wooded area where they competently manage the uneven surface as they hunt for bugs. The whole environment offers children spaces to relax and be comfortable as

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

well as be active and explorative. Resources and tools are extremely well organised, which enables children to be highly independent and confident in their play and learning. This prepares them extremely well for the next stage in their learning. Staff are very aware of children's individual needs and offer an extremely effective settling in programme for new children. A key feature of this is the introduction of photographs of the staff and setting to share at home, ensuring that the adults going to care for children are familiar to them before they start. Families meet their key person and establish mutually trusting relationships with them. Children form extremely secure attachments with their key person, which makes children feel safe and protected as well as settled and confident to explore their surroundings returning for reassurance if needed. Transitions across the setting are flexible to meet the needs of children and are supported through

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

visits to the rooms and transition summaries which are shared between key persons and parents. Displays at children's level, help them recognise the room and staff members before the transition process begins.

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

Staff successfully promote children's independence as 'little helpers' help set the table at mealtimes and the children carefully self-serve their meals and clear away the pots afterwards. Staff sit with children and eat together, creating a social occasion and staff use this opportunity to increase very young children's growing awareness of how eating vegetables is good for them through well thought-out discussions. Older children expertly tell visitors about different vegetables and how they make you strong. Older children manage their personal needs extremely well. Their independence and readiness for school is consistently promoted as they access the 'cloakroom' on their own to put their coats and shoes on ready for outside play.

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

Children demonstrate an excellent understanding of how to keep themselves and others safe. They tell visitors about how they go outside safely. Unprompted, they expertly hold the rail and wait at a certain point as the staff shoulder count. Staff position themselves to support children as they descend the steps to the garden area.

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provision

Children's safety is paramount and supported by an effective staff team who are very knowledgeable in safeguarding procedures. They know precisely the steps to take should they have concerns about children or those caring for them. As a result, children are protected from harm and any issue relating to staff conduct is addressed without delay. Comprehensive policies and procedures are highly effective and provide an exceptionally well-organised and caring environment where children receive highly effective care.

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provision

The management and staff vigilantly supervise children to effectively maintain their safety and well-being at all times. Managers monitor the nursery meticulously to ensure that all the requirements set out in the Early Years Foundation Stage with regards to children's welfare are met at all times. Adult to child ratios are maintained throughout the day and in particular, when children are sleeping, and this is supported by documented evidence.

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provision

Extremely robust recruitment procedures ensure staff meet the requirements of the Statutory framework for the Early Years Foundation Stage because they are highly qualified and experienced to do so. The rigorous monitoring of staff's working practice is addressed through highly effective induction processes and regular appraisals to ensure they remain suitable to work with children and fully understand their responsibilities. The providers and management team have high expectations for the quality of the nursery through their systematic and inclusive self-evaluation processes. The views of children, parents, carers and staff help to identify strengths and drive continuous improvement. The providers and management team are exceptionally successful at maintaining staff motivation and morale, much of this is due to staff being given responsibility across the setting through specific duties and responsibilities.

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provision

The providers and managers support staff to develop professionally and, as a result, several staff are engaged in further study to upgrade their qualifications. The manager carries out observations of staff interactions and activities with children; this along with peer observations offers staff useful and constructive feedback on their performance. Such support helps continue the excellent quality of work with the children and contributes to staff self-confidence. The setting organises regular in-house professional development training and staff attend training offered by the local authority. They effectively use the knowledge gained to improve existing high quality practice. High expectations are embedded across all areas and consequently children's achievements and well-being are outstanding.

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provision

Children's files and planning are overseen by a dedicated staff member with responsibility to ensure they are up-to-date and that information is routinely shared with parents. Displays throughout the setting give parents clear, visual and useful information about the staff and nursery. The nursery has very strong partnerships with external agencies that advise and support staff in effectively responding to children with special educational needs and/or disabilities. Links with local schools are very well-established to ensure excellent transition for children as they progress to school.

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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 EY289347 Local authority Oldham Inspection number 916965

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 97 Number of children on roll 106 Name of provider NHD Limited Date of previous inspection 07/07/2010 Telephone number 01706 882 397

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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