Pixieland Stoke Village Ltd

Pixieland Stoke 10 Springfield Drive, Plymouth, Devon, PL3 4DU

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Inspection date

Previous inspection date 20/08/2013 06/03/2013

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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

 Children are happy and content as staff provide an environment where they feel safe and secure .  Staff provide activities which engage children interest and curiosity.  Babies are secure and settle because staff clearly know their individual needs well and ready to provide the reassuring support .

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It is not yet outstanding because

 Systems to ensure all parents know their child's key person are not consistently applied throughout the nursery.  The promotion of story time and easy access to books is not consistently effective in all areas in the nursery.

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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 inspectors held meetings with the management, staff and parents.  The inspectors observed children in all base rooms and outside.  The inspectors undertook joint observations with managers.

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Inspection activities

 The inspectors scrutinised documentation, including children's records, some policies, accident records and staff records.

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Information about the setting

Pixieland Stoke Nursery is one of four nurseries run by Pixieland Nurseries PLC. It opened in 2000 and operates from a detached property in Stoke, a residential area of Plymouth. All children have access to an enclosed outdoor play area. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Care is available for children aged from birth to 11 years. There are currently 155 children on roll, 146 of whom are in the early years age range. The nursery receives free early education funding for children aged two-, three- and four-year-olds. It is open Monday to Friday from 7am to 6pm all year round apart from Bank Holidays and a week at Christmas The nursery supports children with special educational needs and/or disabilities and those who are learning English as an additional language. There are 25 staff employed to work with the children of whom 16 have an early years National Vocational Qualification at level

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Information about the setting

2, 3, and 4. The area manager of the company has Early Years Practitioner Status.

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

 strengthen systems to ensure all parents are fully informed of their child's key person

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

 develop the suitability of stories shared in the toddler area and improve access to books for children in the pre-school room.

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who attend

Children make good progress as staff provide children with a wide range of activities. As a result children are busy and suitably challenged which effectively promotes their learning and development. For example, older children use mathematical language as they compare shapes and sizes as they play with dough. Staff encourage and allow children time to work things out for themselves. For example, pre-school children experiment to see which items will 'float or sink'. Where as in the toddler's room staff provide children with opportunities to explore through use of touch to make different sounds and change the lighting. Children enjoy watching the bubbles, pressing buttons to change the effect. All children enjoy the opportunity to practise early writing skills through painting, chalking or making lists. Staff effectively promote children's language as they talk about 'wiggle worms'. Staff encourage and engage with babies. They sit close by gently chatting and

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who attend

smiling as they gain eye contact, babies explore sound making toys. Children enjoy playing musical instruments, following simple instructions as they listen to the sound each instrument makes, playing softly or loudly, fast or slow. Younger children enthusiastically enjoy dancing and singing to action songs.

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who attend

Although staff promote children's literacy development, the organisation of books and the delivery of stories at times is not fully effective. For example, the group story session for the toddlers is sometimes too long as a result, children lose interest. The positioning of the book area in the pre-school room means that children cannot freely access books when the smaller room is in use. Children on an individual basis enjoy sharing and reading a story together with a member of staff.

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who attend

Throughout the nursery, there are clear and effective practices to monitor and record children's progress. Parents and staff complete the 'All about me' form, and is used by staff to aid initial planning. This ensures staff are familiar with individual children's routines. Room leaders continue to ensure this good practice is maintained as they consistently share information with support staff to ensure they are up to date with each child's stage of development. As a result, staff promote children's progress effectively as they play and explore. For example, they help younger children to develop their communication skills and recognise colours as they talk about the puzzle pictures. Observations undertaken help towards the next day's planning to promote individual children's development further. Staff talk to parents about their child's day including activities and routines at home time. In addition, staff hold regular parents' evenings

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who attend

providing further opportunities to share children's development. Parents are invited to share and contribute to their child's 'learning journals'. Staff provide ideas for parents to do with their child at home if they so wish. The nursery has recently introduced 'Betty Bear' to further build bridges between the children, their family and nursery life.

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who attend

Staff complete the required progress check for children aged two years as well as regular summary checks for all children who attend the nursery.There is a good balance of organised and free flow play. This means that at times during the day staff organise group activities to enable children to concentrate and focus on a specific area. For example, staff will develop games using dice to help children learn about number, turn taking and sharing. All of which help children as they become ready to move onto school. Other times children will be playing without initial direction from staff, but they might suggest a prop or idea to extend the children's play further.

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

Children are secure in the nursery environment as staff are familiar with their individual needs; this practice continues as staff talk with parents regularly sharing information. Staff are attentive as children and parents arrive making all feel welcome. As a result, children settle quickly and are confident within the nursery environment. Older children happily talk with staff, inviting them to join in with their play. Younger children seek cuddles from staff, for example if they are tired. Staff know children well and effectively provide reassurance to babies to enable them to feel safe and secure. Although the nursery uses a key worker system, some parents are not always aware who their child's key person is, as they move on through the nursery.

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

The nursery employs a cook who prepares the meals and has high standards. For example, he insists any adults near food wear protective clothing. The nursery uses a menu devised by one of their other nurseries that has achieved a nutritional award. The menu is displayed for all to see. Therefore parents are fully aware of what is available to their child on any given day. Staff encourages children to develop their independence skills. For example, young toddlers are encouraged to spoon feed themselves. As they progress, children are provided with forks and knives and older children learn to serve themselves. All children are encouraged and learn about the importance of hygiene. Older children know for example to wash their hands after visiting the toilet, younger children sometimes require a gentle reminder. Staff help and support children throughout their development. They follow parent's wishes during weaning and toilet training, to promote

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

Children respond well to the positive interaction and consistent praise from staff, and as a result, their behaviour is good. Staff throughout the nursery use picture cards carried on their person to aid communication and children's understanding of what is going to happen next. Picture time lines used also help children understand what is happening as the day progresses. The organisation of the nursery provides the pre-school room children with free access to the outdoor area. Babies and toddlers also get access to the outdoor facilities on a daily basis. There is a good range of resources available to help develop children's physical skills. Children also grow plants and vegetables at various times during the year.

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provision

Staff demonstrate they have a good understanding of welfare and learning requirements. As a result, they plan activities, which are fun and engage children's interests. Children are safeguarded as staff are confident in the nursery's procedures to follow to ensure children remain safe whilst in their care. The nursery has installed finger print recognition or inter- communication systems for parents and staff to gain entry to their child's base rooms. In addition, the nursery is monitored by closed circuit television (CCTV).

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provision

Children are kept safe from unvetted persons. For example, children play outdoors whilst electricians fixed problem returning to the toddler room after the job is completed. Management are robust in their recruitment, to ensure staff are suitable to care for children. Management continue to ensure staff remain suitable to work in the nursery and identify any training needs through regular supervision and appraisals. Since the last inspection the nursery has made various improvements. For example, wicker baskets have been purchased to store children's toys in low-level units, allowing children to make their own choices in play. There has been some improvement to the noise levels within the rooms through the purchasing of rugs to cover the laminate flooring. Management state the noise level is still an area they are working with staff to lower even further. There are clear systems in place for maintaining records such as any complaints. Staff are

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provision

suitably first aid trained and any accidents are well documented; any serious accidents are investigated to ensure staff followed the nurseries correct procedures, such as obtaining reports from staff and viewing CCTV records. Risk assessments conducted on a regular basis, with daily checks completed to ensure areas and resources accessible to children do not pose a hazard. Management understand their responsibilities under the Statutory Framework and take appropriate action. For example, they are fully aware of the requirement to notify Ofsted of significant events.

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provision

Partnership with parents overall is good. The nursery supports a number of children with English as an additional language, special educational needs and/or disabilities. The designated members of staff ensure all children are supported well. She has introduced systems to quickly help to identify any children in the nursery who may require additional support to aid their development. Parents say how supportive staff are when working with other agencies. As a result, staff ensure families receive the appropriate support and consistency for their children's development and individual needs. Staff work closely with other agencies such as speech and language therapists to promote children's development. Parents state that the nursery staff are approachable, supportive and friendly. Parents receive information in various ways discussions with staff, letters, sharing of learning journals. They know when their child is due to move to the next room in the

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provision

nursery. The child visits their new room and parents are informed of the date for the planned move.

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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 117142 Local authority Plymouth Inspection number 930973 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 92 Number of children on roll 155 Name of provider Pixieland (Stoke Village) Ltd Date of previous inspection 06/03/2013 Telephone number 01752 511007

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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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