Jenny Wren Nursery School

Jenny Wren Nursery School Greenfield Methodist Church, Greenfield Road, EASTBOURNE, East Sussex, BN21 1JJ

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Inspection date

Previous inspection date 27/11/2013 24/11/2011

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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 are very good at giving children descriptions and explanations of what they are doing to reinforce their learning.  Staff give children lots of praise and encouragement so they persist at activities and have pride in their efforts.  Planning reflects what children are interested in so they are keen to take part and enjoy learning.  Staff keep the children safe by completing risk assessments and helping them to manage their own safety.

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It is not yet outstanding because

 Although children see text in labels around the pre-school, staff do not model writing for them in the style used by the local school to support their preparation for school.

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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 both indoors and outside.  The inspector had discussions with parents, staff and management.

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Inspection activities

 The inspector sampled a range of documentation including children's records, policies and procedures.

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Information about the setting

Jenny Wren Nursery School registered under the current, private ownership in 2007. It operates from one room in the Greenfield Methodist Church in a residential area of Eastbourne, in East Sussex. Children have access to an outdoor play area. The nursery is open each weekday during term times from 9.15 am to 12.15 pm.

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Information about the setting

There are currently 13 children aged from three years to under five years on roll. The nursery currently supports a number of children who speak English as an additional language. This nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

The nursery school employs five members of staff. Of these, two hold appropriate early years qualifications to at least National Vocational Qualification level 2. Three members of staff are qualified teachers. The pre-school provides funded free early education for three- and four-year-olds.

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

 enhance the educational programmes for literacy and physical development by modelling the writing style used at school to support children's learning in preparation for school.

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who attend

Children enjoy a broad range of activities and experiences that make learning interesting and fun. They are supported well by staff who continually talk with them to pose questions and introduce new language. Staff understand when it is the right time to join in with children and when to leave them to investigate a resource for themselves. The staff base planning upon what the children are interested in so it evolves throughout the day and the week to meet their changing needs and interests. Each day's activities influence what will happen the next day so children constantly re-visit activities and staff effectively help extend what the children learn so they make progress. For example, when children were interested in what happened in the compost bin, staff removed the lid so children could use magnifying glasses to examine the contents each day and see how it changed. Children enjoy exploring the outdoor area to hunt for bugs under plants and in cracks, or

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who attend

to be energetic in their physical play. They find little creatures and explain that the woodlouse is curled up to keep himself dry and that he looks much bigger through the magnifying glass. Staff model appropriate language such as mathematical terms of size and quantity and encourage children to estimate and predict. For example how many sea creatures they think they have fitted into their nets in the water. Children make many decisions about what they do and how to do it so they gain confidence and independence. Staff give them options and relevant information to help them, such as which prints better, the stamp or the potato. Children see text in many forms, such as books, labels and displays and those who are interested begin to write their own names. However, staff do not model or use the writing style of the school children will go to, to help them be ready for school and the way they will learn to write.

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who attend

Parents are involved in children's learning from the day they start at the pre-school. They share information about what their children like and are able to do already to enable staff to know children's starting capabilities in different areas of learning. Staff update this information for each child as they record observations of what they are achieving. They regularly share the learning journeys that are used to record children's progress with parents. As staff identify the next steps to help children progress in their leaning and development, these too are shared with parents so they can support their child's learning at home. Staff's good knowledge of child development means they record relevant observations of what children have achieved and help them make good progress by identifying suitable next steps. For example encouraging independence skills, developing communication or becoming more aware of their feelings and sharing. Most planning is

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who attend

based on what children are interested in, combined with special celebrations and events such as Christmas. Activities are therefore interesting for children so they become involved, achieve well and become motivated to learn.

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

The one room the pre-school use is homely and welcoming so children settle well and feel safe. They form very good relationships with their key person and the whole staff team, so they are happy and confident to approach any member of staff. The staff are calm and supportive and their advice and guidance helps children learn how to keep safe and behave well. For example, staff teach them how to handle scissors safely and to consider the feelings of others.

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

Behaviour reminders are put up on display on the wall stating 'please be kind and gentle' and 'please listen to each other' to help staff reinforce behaviour expectations with children. Staff acknowledge children's efforts to do things so they try hard and feel good about themselves. For example, staff praise the children with comments such as 'well done, I can see you tried very hard to do that'. Children are treated as individuals and respected as such so all their care needs are well met. For example those children who are still toilet training are supported appropriately and all children are helped to become independent in their self-care. This helps children as they prepare for the move on to school so they are able to put on their own coats and shoes and open their lunch containers without help. Staff discuss going to school with children so they know what to expect as it is quite different to the small pre-school. Children enjoy healthy snacks and

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

play outside every day as part of learning to enjoy being healthy. Whatever the weather they play outside so they can be active as long as they are dressed appropriately. Both the indoors and the outside areas are well resourced and children can help themselves to things that are organised according to the type of activity. They can help themselves to resources so they can make their own choices and play independently.

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provision

The small staff team are experienced and well qualified. They have a very good understanding of how to motivate children to learn and provide a broad range of learning experiences that provide just enough challenge for them. Management are involved in the planning so monitor it first hand to assess the effectiveness of the learning outcomes for each child. Staff attend many training courses to update their knowledge and continue to develop their own professional skills. They receive regular supervision and annual appraisals to monitor their performance and identify training needs that will have a positive impact on the outcomes for children. All staff have been vetted for their suitability to work with children and some have completed training in child protection to support them in their safeguarding duties. There is a very clear policy that guides staff in how to recognise signs that children may be at risk of harm and how to record and report those

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provision

concerns to safeguard the children. Some parents spend time in the pre-school helping staff and children so they get to see first hand what the children are doing.

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provision

Partnerships with parents are very good and staff share information with them in many ways. They talk every day when children arrive and are collected, there is a regular newsletter and information is put up on display around the pre-school. Staff value the views of the parents and ask for feedback right from the beginning when new children have settled in to help them drive improvement in the quality of the pre-school provision. Parents are keen to share their positive views of the pre-school and particularly like the small, homely size and the experience of the staff. Staff develop partnership working with other carers of the children such as childminders and other professionals who may be involved in supporting children's development. This helps support consistency and continuity of care and learning and to meet any children's specific needs. The pre-school management and staff team regularly reflect on their practice to see how they can make

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provision

any changes to continue to provide the best care and learning they can for all children who attend.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY343241 Local authority East Sussex Inspection number 925673 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 18 Number of children on roll 13 Name of provider Greenfield Methodist Church Council Committee Date of previous inspection 24/11/2011 Telephone number 01323 487782

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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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