Montessori Pre-School Nursery

Thornaby Childrens Nursery Thornaby Childrens Nursery, 462 Thornaby Road, Thornaby, STOCKTON-ON-TEES, Cleveland, TS17 8QH

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Inspection date

Previous inspection date 26/09/2013 14/07/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 The quality of teaching is consistently good and occasionally outstanding. As a result, children make good progress in their learning and development and develop a broad range of knowledge and skills which supports their readiness for the next stage in their learning.  The manager and her staff team create a warm and welcoming environment where children settle, enjoy themselves and develop close relationships with their peers and adults working with them.  Children demonstrate superb independence skills for their age. This is because staff make excellent use of activities to promote skills, such as, pouring and scooping.  All staff give utmost priority to children's health and well-being. This means children develop an excellent awareness of hygiene and attend to their own personal needs exceptionally well.

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It is not yet outstanding because

 Opportunities to further enhance children's already good language skills are not fully developed. This is because, occasionally, some staff do not always wait for them to 'think' about what they want to say and respond appropriately when asking questions.  While planning for two year olds is good, on occasion, the resources and activities provided at circle time sessions, are less well matched to their age or stage of development.

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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 carried out a tour of the nursery.

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Inspection activities

 The inspector observed play and learning activities in all nursery rooms, including the outdoor environment.  The inspector carried out a joint observation with the manager.

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Inspection activities

 The inspector carried out a meeting with the manager and looked at and discussed a number of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of inspection.

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Information about the setting

Thornaby Children's Nursery was registered by the current owners in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a large detached building in the Thornaby area of Stockton-on-Tees, Cleveland. It is managed by a partnership. The nursery serves the local area and is accessible to all children. There is a fully enclosed area available for outdoor play. The nursery follows the Montessori educational philosophy.

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Information about the setting

The nursery employs 16 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3. Four members of staff, including the manager hold higher qualifications. The nursery opens Monday to Friday all year round. Sessions are from 7.15am until 6pm. Children attend for a variety of sessions. There are currently 56 children attending who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children.

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

 enhance further staff's understanding of the use of consistent and effective questioning skills, so children further develop their already good communication skills, have enough time to gather their thoughts and respond appropriately

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

 develop further opportunities for two year old children to engage in age-appropriate activities during circle time. For example, by providing stimulating resources for them to investigate when exploring colour.

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who attend

Staff demonstrate very good knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. They use this information very well to meet the individual needs, interests, and stage of development of each child in their care. As a result, children thoroughly enjoy the time they spend at the nursery and make good progress in their learning and development overall. Staff ensure a wide variety of experiences are provided each day, in both the indoor and outdoor environments, covering all areas of learning. Children enjoy leading their own play and take part in activities which are guided by adults. For example, staff support older children well when they transfer pom-poms from one bowl to another, using wooden tongs. This effectively develops their concentration and skills required for early writing. Staff ensure children have uninterrupted time to play and explore the toys, equipment and resources available.

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who attend

Consequently, they show curiosity about objects and maintain focus on their activities for prolonged periods of time. All children take part in regular 'circle time' activities led by staff. However, occasionally, activities provided for two-year-old children are not always fully matched to their needs. This means their individual age and stages of development are not given full consideration. For example, activities designed to develop children's awareness of colour do not include exploration and investigation of stimulating, everyday resources.

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who attend

The quality of teaching is consistently good and occasionally outstanding. All staff make highly effective use of rhymes and songs with children and incorporated this very well throughout the day. For example, staff sing a rhyme about birds when children observe them flying in the garden area. This effectively develops their communication skills and an awareness of rhyme, essential for future literacy development. Staff support babies and very young children exceptionally well. They engage in playful interactions that encourage young babies to respond and provide very good one-to-one time when they are awake and alert. This ensures children enjoy the company of adults and other children around them and promotes all aspects of their learning and development. Staff support older children's language and communication skills, generally, well. Children are encouraged to talk as they use the feet of toy dinosaurs to print, using paint. Staff develop children's

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who attend

understanding and interest in dinosaurs further when they wash their hands afterwards and ask questions, such as 'What is the name of your favourite dinosaur?' However, staff's skills in asking questions is variable and, occasionally, they do not allow enough time for children to gather their thoughts and respond. As a result, opportunities to maximise children's already good language and communication skills are not always fully developed. Children are provided with very good opportunities to develop their physical skills. In the indoor environment, they hang socks on a small washing line using pegs, use spoons to transfer rice from one bowl to another, pass toys from one hand to the other and make marks using paint. Outdoors, they demonstrate good skills when riding bikes and trikes, experiment with different ways of moving, such as jumping and make marks on a large outdoor painting easel. As a result, they successfully acquire the skills required for the

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who attend

next stage in their learning, including school, when the time comes.

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who attend

Effective planning and assessment arrangements are in place. Individual development files are completed for all children. This information is matched to the areas of learning in the Statutory framework for the Early Years Foundation Stage. Next steps in development are identified for each child and this is tracked over time to demonstrate progress. Parents have access to this information, which keeps them informed of their child's progress and they are actively encouraged to share information about their child's learning at home. For example, parents verbally share information about their child and this is recorded in observation documentation. This means there is shared knowledge about children and a complete picture of children's learning and development is obtained.

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

Children and parents are warmly welcomed into this bright, vibrant and spacious nursery. Staff are qualified, experienced practitioners who find the best ways to offer care, nurture and learning that match the needs and interests of individual children. As a result, children are happy to separate from their parents each day and enjoy playing and exploring in an environment which is safe and secure. An effective key person system is in place. This supports children to develop good attachments and offers a settled, close relationship. Children spoken to during the inspection describe how happy they are and how much they enjoy playing with their friends. Parents are equally delighted with the quality of care and learning provided. For example, a large number of thank you cards and other written comments are available to view in the entrance hall. Parents write statements, such as 'It is always nice to know your child is in the capable hands of qualified staff and people who

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

Staff are good role models and behaviour expected of children is modelled by them. As a result, behaviour in the nursery is good and children are well mannered and polite. Frequent verbal praise also promotes children's self-esteem and confidence. Throughout the nursery, relationships between both staff and children are very good. This promotes a relaxed and happy environment which enables children to feel cherished and secure.

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

Continuity is provided in children's emotional and physical development when they begin attending the nursery. A wealth of good quality information is collected from parents and this is used effectively by all staff. For example, individual sleep preferences are displayed on the wall of the baby room. Children make a number of visits with their parents before staying on their own. This helps them to become familiar with the nursery and to feel confident and safe within it. Children are equally well supported when they move rooms within the nursery. They make a number of visits, supported by their key person, before staying for short periods on their own. Continuity for children's individual needs is further supported when staff share key information with each other regarding children's welfare, learning and development. Relationships with local schools are good and support children well when they transfer. Children make visits with nursery staff. They become familiar with

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

their classroom and new teachers, who also come to visit children in nursery.

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

Children demonstrate superb independence skills for their age when they serve their own food at meal times, pour their own drinks and attend to their own personal needs. This is because staff make excellent use of activities to promote skills, such as, pouring and scooping. For example, children skilfully transfer dried rice and pasta from one container to another. Food preparation is given high priority and children actively engage in chopping fruits for snack time, on a daily basis. Staff talk to them about the importance of eating balanced, nutritious food and children share their likes and dislikes of particular fruits. This supports their understanding of the importance of a healthy diet and lifestyle. All environments are organised effectively and resources are clearly labelled and, as a result, children are able to find and return the toys, equipment and resources they require. Children's health and well-being is exceptionally well promoted. Staff give consistently

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

clear messages to children to ensure they are developing an excellent understanding of hygiene practices. For example, staff wear nets to cover their hair during meal times and ensure all children sing the 'hand washing song' to wash their hands after every activity they take part in. Children's physical health and well-being is further promoted in the outdoor area where safety is promoted and daily opportunities are provided for children to be physically active and exuberant. Children show great excitement about being outdoors. They jump up and down, use slides and seesaws and show an awareness of safety when they skilfully avoid others when riding bikes and trikes.

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provision

Leadership is good. The manager places strong emphasis on improving all children's learning and development and welfare. She leads a team of well-qualified, experienced and highly motivated staff, who demonstrate an enthusiasm for their work with a clear commitment to enhancing the lives of all children. As a result, morale is high and they clearly enjoy working in the nursery. Staff understand all aspects of the learning and development requirements. The manager, deputy and room leaders monitor the quality of educational programmes well, through regular observation of practice and ongoing discussions with staff. Observation, assessment and planning documentation is monitored to make sure it is consistent, precise, and displays an accurate understanding of all children's skills, abilities and progress. The manager and deputy maintain an overview of progress tracking documentation. This ensures children's needs are identified and well met

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provision

through good partnerships between the setting, parents and external agencies.

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provision

Partnerships with parents are well established and make a strong contribution to meeting children's needs. The manager and staff keep them fully informed of all aspects of nursery practice and parents know what procedures to follow should they wish to make a complaint. Parents spoken to on the day of inspection are very happy with the quality of care and learning provided by the manager and staff team. Partnerships with local schools are good. The manager has successfully addressed recommendations raised during the previous inspection and has implemented strategies to ensure continuity is maintained in children's all-round development. For example, a diary is completed by nursery and school staff to share individual children's learning and development needs. This ensures all those working with the child maintain a joint approach and a clear picture of a child's development is achieved.

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provision

Good quality supervision and appraisal are provided, based on focussed evaluations of the impact of staff's practice. This ensures staff are well supported and benefit from an effective programme of professional development arising from individual staff needs. As a result, staff improve their knowledge, understanding and practice. Consultant support is received from the local authority which further strengthens the staff team. Comprehensive recruitment and induction arrangements are in place. Consequently, all staff hold appropriate qualifications and have a very clear understanding of their roles and responsibilities.

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provision

Children's welfare and well-being is very well promoted because there is a comprehensive awareness of safeguarding issues among the staff in the nursery, all of whom receive regular training on safeguarding. Effective policies and procedures are implemented consistently to ensure all concerns are prioritised and dealt with effectively. All staff, including students, know what steps to take if they are concerned about a child and know who to contact for additional support and advice, if managers are unavailable. Staff make very good use of up-to-date risk assessments to support them in ensuring all areas used by children are safe. For example, staff make thorough checks of the outdoor environment prior to children accessing the area.

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provision

Self-evaluation is good and is well focussed on achieving and sustaining high quality outcomes for children. The staff team, parents, children and local authority advisors are involved in the process. Actions taken by the setting are implemented with precision and managed thoroughly. There are clear plans for the future which aim to further improve storage in the outdoor area to broaden children's awareness of resource availability and make independent choices.

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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 EY419249 Local authority Stockton on Tees Inspection number 875656

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 65 Number of children on roll 56 Name of provider Mr Mohammed Afzal Khushi & Mrs Nargis Bano Afzal Partnership Date of previous inspection 14/07/2011 Telephone number 01642750113

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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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