Teenie Iceni's Day Nursery

Teenie Iceni's Day Nursery Swaffham Comminity Centre, Campingland, Swaffham, Norfolk, PE37 7RB

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Inspection date

Previous inspection date 31/10/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children behave well. Consistent boundaries are in place to help children know what is expected of them.  Partnerships with parents are strong. Staff effectively engage parents in their children's learning and development in the nursery and at home.  Written records are maintained appropriately, showing clearly where children are in their learning and development. Observation and assessment is used effectively to identify the next steps in children's learning.

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It is not yet good because

 The environment is not always organised effectively to help younger children to settle and feel safe.  Staff do not provide a consistently rich spoken language environment for children to promote their language and communication skills.  The quality of teaching requires improvement because some adult-led activities are not planned thoroughly, to ensure that all children receive a challenging and enjoyable learning experience.

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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 activities in the main playroom and the garden.  The inspector spoke with staff at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector held a meeting with the nursery owner/manager.  The inspector spoke to parents and looked at written testimonials.

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Information about the setting

Teenie Iceni's Day Nursery was registered in 2013 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. It is privately owned and operates from a purpose-built section of the community centre at Campingland in the town of Swaffham, Norfolk. Children have access to one main playroom, divided into two areas and used according to children's age and stage of development. There is an enclosed outdoor play area. The nursery is accessible to all children.

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Information about the setting

The nursery employs seven members of staff, six of whom hold appropriate early years qualifications to at least level 2. There are currently 57 children on roll. Of these, 28 are in the early years age range. The nursery opens from Monday to Saturday all year round. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for three- and four-year-olds. It supports children who speak English as an additional language and children with special needs and/or disabilities.

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must:

 organise the environment consistently, to ensure that the needs of all children are met, with regard to helping younger children to settle and feel safe

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must:

 provide a rich spoken language environment for children, through improving how staff interact with them to promote their language and communication skills

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must:

 improve the quality of teaching in adult-led activities, to ensure that children always receive a challenging and enjoyable learning experience.

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who attend

Staff gather useful information from parents when children first attend the nursery, through discussion and encouraging them to complete an 'all about me' form. This gives staff information about children's likes, dislikes and stages of development and provides a useful starting point from which to plan activities to meet children's interests. Parents are encouraged to remain involved in their children's learning, in the nursery and at home. They have regular opportunities to review and contribute to written records of their children's learning. Staff carry out the progress check when children are two years of age. This is shared with parents and a copy is also sent to the health visitor. This ensures that any concerns are quickly identified and managed. Staff track children's progress to ensure that they are making progress towards the early learning goals.

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who attend

Staff continue to observe children as they play and evaluate the observations well to identify the next steps in their learning. The next steps are carried through into activity planning. However, some adult-led activities are not planned well, to ensure that all children receive a challenging and enjoyable learning experience. For example, when making pumpkin bread as part of Halloween celebrations, staff are not clear about the learning intention of the activity. The first group of children who carry out the activity receive a good quality of teaching and learning as staff discuss how bread is made and children have the opportunity to mix and knead the dough. However, subsequent groups of children do not have the same opportunities because the dough is already made and staff do not interact with the same enthusiasm, for example, by talking to children about the ingredients.

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who attend

Overall, children's progress ensures that they have the key skills needed for the next stage in their learning. Older children play well together and confidently seek out adults and other children to share their games. Consistent routines are followed, which help children to develop a sense of belonging and grow in confidence. Staff recognise children's need to play independently but are on hand to support and intervene where needed. Younger children in the nursery demonstrate that they need a lot of adult support, sometimes exploring the environment independently but always ensuring that a familiar adult is nearby. Staff respond well to this, picking children up and giving them a cuddle before encouraging them into activities.

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who attend

Children confidently sort by colour and size and match plastic bears to printed cards. Staff encourage children to persevere, suggesting another card when they have completed the one they are working on. However, the quality of teaching is inconsistent. For example, staff spend time talking to children about the colours of the bears but miss opportunities to extend this by comparing size and talking about 'how many'. Children show a good awareness of number and confidently count the bears when prompted.

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who attend

Some staff interaction with children does not sufficiently encourage children in conversation or effectively promote their communication skills. This is because staff sometimes do not actively engage with children when supervising activities. They do not consistently engage children in conversations or talk to them about what they are doing. Despite this, at other times interaction with children is of good quality. For example, when talking to younger children staff repeat words that children have said, so that they can hear them pronounced correctly and extend the sentence by adding another word. Through this, younger children develop their vocabulary. Children with English as an additional language are supported satisfactorily to learn English. Children enjoy books and listening to stories. They hold books the correct way up and turn pages one at a time. They show an awareness of print and confidently ask adults to read stories to them.

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who attend

Children choose what book they want to hear and sit in small groups, concentrating well on listening to the text. Children show an interest in illustrations, for example, comparing the illustration of a one-eyed monster to their own facial features. Some children recognise their first name when it is written and all children are encouraged to 'self- register' on arrival at nursery.

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

A programme of settling-in is followed to support children's transition into the nursery. As a result, most children come into the nursery happily. Those who do not are generally supported well by staff to separate from their main carer. However, sometimes the environment is not organised well to fully meet the needs of all children. During school holidays some younger children become unsettled because older children are present, who play more boisterous games. Staff do not remove younger children to the fenced in 'baby room' where they feel safe. Despite this, children do build secure emotional bonds with staff and develop friendships with other children. Children behave well and know what is expected of them. Unwanted behaviour is managed consistently by the nursery staff. Positive behaviour is valued and praised.

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

Staff work closely with parents to meet children's care needs and keep them informed about their children's day, through use of written information and daily verbal communication. Parents build positive relationships with staff because each child is allocated a key person, who takes responsibility for their day-to-day care needs, building partnerships with parents. This helps to support and promote children's physical and emotional well-being. Older children are helped to develop the necessary skills, which help them embrace new experiences with confidence. They are supported as they progress through the nursery and as they move on to school. The playroom space is planned to promote children's independence and confidence. Toys and resources are stored suitably, to enable children to choose what they want to play with. Children benefit from a wide range of play materials to support their learning and development. Consistent routines

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

help children to know what happens next throughout the day. Children move freely between the playroom and the garden where their physical development is promoted through the provision of resources, such as bikes and sand. Children develop balancing skills as they ask staff to help them balance to walk around the edge of the soil and leaf pit.

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

Children are generally helped to be safe and feel safe in the nursery. For example, they are reminded to hold their cup with both hands, so that their drink does not spill, causing other children to slip. Children's health needs are met well. They are encouraged to have regard for their personal hygiene and readily wash their hands before eating. Parents provide packed lunches for their children and the nursery provides a range of fresh fruit for morning and afternoon snack. Fresh drinking water is kept available. Children confidently help themselves to their own water bottle, ensuring that they do not become thirsty or dehydrated.

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provision

The manager is committed to the continuous improvement of the nursery. She is aware of the nursery's strengths and areas for development. For example, she recognises that staff interaction with children is not always as successful as it should be and is working, with support workers from the local authority, to address this. The manager reports that substantial progress has already been made, which is having a positive impact on children's learning and development. The manager seeks the views of parents and responds well to their comments. For example, parents commented that the outside play area was 'boring'. As a result, improvements have been made and the outdoor area is now an interesting environment that promotes all areas of children's learning.

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provision

Management and staff understand their responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. There is a robust child protection policy in place that is in line with the Local Safeguarding Children Board guidelines. Staff are aware of the signs and symptoms of abuse and know how to report concerns. All staff have an enhanced disclosure check in place. A programme of supervision and appraisal is established. This helps to ensure that staff remain suitable to work with children. The nursery premises are safe and secure, ensuring that unauthorised persons cannot enter the building. Risk assessments are carried out to identify hazards and necessary steps are taken to limit risks to children's safety.

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provision

All documentation, necessary for the efficient running of the nursery is in place and is shared with parents, to help them make informed decisions about their children's care. Partnerships with parents are friendly and trusting. Staff are committed to working together with them, to ensure continuity of care for their children. Parents report that they find staff caring and friendly and their children are happy to come to nursery. They value that management accommodates their needs, with regard to flexible hours for children's attendance and supporting them in meetings with other professionals. They feel supported well by staff when introducing potty training to their children. Partnerships with others who provide care and learning are well-established. This helps to ensure that concerns about children's well-being, learning or development can be quickly identified and managed to help them make the best possible progress that they can, given their starting

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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 EY463685 Local authority Norfolk Inspection number 919745 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 18 Number of children on roll 57 Name of provider Christina Marie Taylor Date of previous inspection not applicable Telephone number 01760720668

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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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