Alpha Nurseries

Alpha Nurseries 3 Darnley Road, LONDON, E9 6QH

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Inspection date

Previous inspection date 29/08/2013 23/10/2012

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

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This provision is good

 Staff have a good knowledge of the Early Years Foundation Stage and use this well to help children to enjoy their learning through play.  Staff use observations and assessment successfully to plan for children's next steps in their learning. Therefore, children make secure progress in relation to their starting points.  Good partnerships with parents provides continuity of children's care routines and supports the two-way flow of information to promote their learning and development.  Children's communication and language development is well supported through staff's effective use of good questioning techniques and allowing children time to think their ideas through.  Children's good health and well-being is promoted effectively through daily access to the garden and healthy, balanced, nutritious meals and snacks.

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It is not yet outstanding because

 Opportunities to enhance children's awareness of the natural world through their senses of sight and sound are limited, as there are no resources which reflect light and colour or to create sounds with, when outdoors.

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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 the staff interacting and playing with the children in the indoor and outdoor learning environment.  The inspector had discussions with staff, children and the management.  The inspector completed a joint observation with the manager.

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Inspection activities

 The inspector sampled a range of policies and procedures, including medication and illness policies.

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Inspection activities

 The inspector discussed and looked at evidence of the suitability and qualifications of practitioners working with children.

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Information about the setting

Alpha Nurseries Ltd registered in 2012 and is an extension of a chain of Alpha out of school clubs. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery operates from a large period property in Hackney in the London Borough of Hackney. All children share access to an enclosed outdoor play area. The nursery is open each weekday between 7.30am to 6.30pm, all year round. There are currently 27 children who attend in the early year's age range. There are 14 members of staff, nine of whom hold relevant early year's qualifications to level 3. The nursery receives funding for free early years education for children aged two, three and four years old. The nursery supports children with special educational needs and/or disabilities. It also supports children who speak English as an additional language.

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

 enhance the outdoor areas further by providing resources that give children opportunities to investigate the effects of the natural world, for example, by using their senses to observe sound, colour and light reflections.

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who attend

Staff have a secure knowledge of the Early Years Foundation Stage, which they use well to ensure that children enjoy learning through interesting play activities. Staff observe children carefully as they play and record each child's achievements in their learning journals. Children's progress is assessed weekly, which ensures that staff are able to plan appropriate next steps for children's learning and development. For example, providing flour and water for a messy play activity for babies who enjoy using their senses to explore.

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who attend

Staff encourage parents to stay with their children for as long as they need when they first start. This helps staff to find out about children's routines at home and their current learning and development levels. Consequently, this supportive approach ensures that children are able to gain confidence as they explore their new surroundings from the security of their parent. This means that children settle in easily and are ready to learn through play. Staff share information with parents about their children's day and any learning or development achievements through daily feedback. This supports continuity of children's care routines and enables the parents to comment on any learning that they have seen at home. This consistent approach helps children to make good progress in relation to their starting points.

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who attend

Staff have clear systems in place to assess children's progress between the ages of two and three. As a result, staff are able to identify early on any concerns in a child's learning or development and put appropriate support systems in place to ensure that all children make good progress towards the next stage in their learning. Key persons work closely together to help children as they move between age groups. Staff accompany children for visits in the next rooms, which enables children to become familiar with their new surroundings. This helps children to settle easily into the next age range.

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who attend

Children of all ages enjoy playing with a wide range of resources and equipment. All resources are easily accessible to children from low level baskets and storage shelves. Baskets have pictures on them, which helps children to choose what they would like to play with. Children are able to experience a range of learning opportunities in the garden, as staff make good use of the space. For example, a playhouse provides a quiet retreat for children wishing to read or listen to stories. Climbing frames enable children to develop their physical skills as they climb, balance and slide. The garden is generally well resourced, however, staff miss opportunities to extend children's learning through sounds and lights. This is because there are few resources to create novelty in the environment, such as those which move around in the wind or make sounds or light reflections.

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who attend

Staff support all children's communication and language skills well. Staff in the baby room constantly chat to the babies about what they are doing, and repeat words back to them correctly. Therefore, babies hear the correct pronunciation of words, which helps them to develop good language and communication skills. Staff in the older rooms support children through good questioning techniques, which enables children to think their ideas through and make connections between different parts of their life experience. For example, staff join in with children as they play in the digging area. They talk to children about what they can see in the soil and what they could grow. This helps children to develop connections between growing plants and where their food comes from.

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who attend

Good communication between key persons and parents means that children who speak English as an additional language are well supported. Staff learn key words in children's home languages, which means that children are able to hear words in their home language when they feel uncertain or need reassurance. Children who have special educational needs and/or disabilities are supported by staff who take time to find out what each child's individual needs are, and then plan accordingly. Staff make use of external professionals to provide advice or guidance when needed. Therefore, all children progress well in this nurturing environment and are ready for the next stage in their learning or the move to school.

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

The key person system works well to help children develop feelings of security and provides a special person to give support and reassurance when needed. Therefore, children's personal, social and emotional development is effectively supported. Children arrive happy and settle quickly, ready to start to learn through planned purposeful play. Staff know their key children well, and are able to anticipate children's care needs. For example, staff respond quickly to babies emotional needs as they provide cuddles and continuity of their care routines. Consequently, babies make consistent progress in relation to their starting points.

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

Children behave well in the setting and when moving between the indoor and outdoor environments. They follow the staff's instructions as they use the stairs to access the garden. Staff use clear rules and gentle reminders to help children to manage their own behaviour. Children respond to staff politely as staff model the use of good manners when talking to each other and the children. For example, children say 'thank you' when given their lunches or snack foods. Effective staff deployment ensures that children are well supported in all activities and have their individual needs met.

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

Children are able to develop a good understanding of the importance of healthy, balanced and nutritious meals and snacks. They enjoy a range of freshly cooked meals, prepared in the nursery's kitchen. Children enjoy plenty of fresh fruit and vegetables in their meals, which supports their good health and well-being. Staff in the older rooms support children's independence well, as children serve their own food and spread crackers with cheese spread. This supports children in developing good skills for the future and when they move to school.

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

The staff are working on formulating links with the local schools, which children will move on to when they reach school age. The manager recognises the importance of inviting teachers into the school, which enables children to meet their teachers prior to going to school. Staff have links with professionals, such as early year's advisors which enables them to seek support or advice if they have any concerns about a child in their care. Therefore, all children make consistent progress in relation to their starting points.

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provision

The manager shows a good understanding of the safeguarding and welfare requirements of the Statutory Framework to the Early Years Foundation Stage. She ensures that all staff are aware of the policies and procedures of the setting, which ensures children's safety and good health. Staff show a clear understanding of what to do should they have a concern about a child in their care, as they have regular safeguarding training. Tight security measures, such as close circuit television and buzzer entry systems on both front doors, means that only parents are able to enter the nursery. Comprehensive risk assessment and through visual daily checks of the indoor and outdoor learning environments ensure that the nursery is safe for the children who attend.

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provision

Effective procedures are in place to manage medications and children's needs when they become unwell at nursery. Staff understand their responsibilities in ensuring that all medication brought into nursery is written down and signed for by the parents. Details kept on children's record forms means that staff know what medications children can have in line with parental wishes. Children who become ill while at nursery are monitored by staff. Staff call parents to obtain verbal permission prior to giving children pain reliving medication and record the phone calls on relevant documentation.

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provision

The manager monitors the educational programmes regularly, which ensures that the learning and development requirements are well met. Children of all ages receive good support as staff are able to identify children's current stages of learning and development. Therefore, children enjoy their learning as activities are interesting and are relevant to them. Regular supervisions and appraisals enable the manager to monitor the staff's performance and identify any additional training opportunities that may be helpful. Staff clearly enjoy their jobs, as they play enthusiastically with the children, and take every opportunity to extend children's learning. Recruitment procedures are rigorous, which ensures that all staff are vetted and cleared as suitable to be working with children. Thorough induction systems support staff to understand the settings policies and procedures and their own roles and responsibilities. Consequently, staff carry out their

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provision

The management use reflective practice well to evaluate the provision. Parents and staff are able to put forward their views through verbal discussions and parent evenings. This helps the manager to put in place plans for the continuous improvement of the nursery, which helps promote positive outcomes for children. Current areas for improvement centres on the older age range, and encouraging their independence so that they will be ready for school. Parents are able to access a good range of information about the nursery and their children's day. This helps to promote positive partnerships, in which parents are able to support their children's learning and development at home. Consequently, all children make consistent progress towards the early learning goals and the next stages in their learning.

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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 EY426093 Local authority Hackney Inspection number 928465 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 40 Number of children on roll 27 Name of provider Alpha Chains Ltd Date of previous inspection 23/10/2012 Telephone number 02089852785

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Setting details

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

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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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