Pavilion Pre-School Nursery @ The Old Auction House

Pavillion Pre-School Nursery @ The Old Auction House The Old Auction House, Thieves Lane, ATTLEBOROUGH, Norfolk, NR17 2AP

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Inspection date

Previous inspection date 20/01/2014 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Partnerships with parents are effective as staff are committed to working together with them to ensure continuity of care and learning for children.  Children behave well. Staff act as good role models and consistent boundaries are in place to help children know what is expected of them. They are effectively supported to recognise and manage their own feelings and the impact of their actions on others.  Children are happy, settled and have good emotional attachments to their key person and other staff.  Staff have a good understanding of how children learn and plan effectively to ensure a balance across the areas of learning. Observation and assessment of children's learning is used well to plan for their next steps.

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It is not yet outstanding because

 Children's comfort is not consistently maintained because the rooms used by them are not always warm enough to provide them with an environment that is always suitable for learning.  Staff do not always maximise opportunities to interact with children as they participate in activities to extend their learning.

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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 compulsory part 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 playrooms 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 manager and owner.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children.  The inspector spoke to parents.

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Information about the setting

Pavillion Pre-School Nursery @ The Old Auction House was re-registered in 2013 when it moved to new premises and is registered on the Early Years Register and the compulsory part of the Childcare Register. It is one of three privately owned settings that are run by the same management team. The nursery operates from a converted building in Attleborough, Norfolk. It serves the local area and is accessible to all children. There is an enclosed area available for outdoor play.

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Information about the setting

The nursery employs 17 members of childcare staff. Of these, one has Qualified Teacher Status and Early Years Professional Status and 12 have appropriate early years qualifications at level 3. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 5.30pm. Children attend for a variety of sessions. There are currently 63 children on roll, all of whom are in the early years age range. The nursery provides funded early education for three- and four-year-old children. It 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 staff interaction with children further to maximise learning opportunities

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

 create an indoor environment that is always comfortable for all children, with regard to monitoring the temperature of the rooms used by them to ensure that the rooms are warm enough at all times.

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who attend

Staff know the children well and talk confidently about where they are in their learning and development. They have a good awareness of the learning and development requirements of the Early Years Foundation Stage and understand the characteristics of effective learning. Staff translate this effectively into practice, evaluating their observations of children as they play to identify the next steps in their learning and plan for their continuing progress. Each child has a written 'learning journey' in which staff record their observations, along with photographic evidence. These are shared with parents to keep them informed about their children's developmental progress. Parents are encouraged to record their own observations of what their children are doing at home and staff take these into account to ensure that their planning is firmly rooted in children's interests. Children's developmental progress is monitored effectively to ensure that they are working

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who attend

comfortably within the expected development band for their age. This helps to ensure that children are prepared for school and any concerns about their development are quickly identified and consistently managed.

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who attend

Staff engage well in children's play, although, on occasions, they do not always maximise opportunities to become involved in children's activities. Children chat comfortably with staff and talk confidently about their past experiences. Staff engage children in conversation and model taking turns, asking questions to challenge their thinking and giving them time to process the question before answering. This also supports children with English as an additional language to become confident when speaking English. They enjoy stories and listen attentively in small and large groups. Children look at books independently, holding them the correct way up and turning pages one at a time. They retell stories, using the illustrations as a guide. Older children understand that print carries meaning and some children confidently write the letters of their first name. Staff skilfully extend activities to include making marks and writing. For example, when a child is

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who attend

playing with construction toys they tell a member of staff that they have a number two on their front door. The adult suggests that they write the number for her so that she 'knows what number two looks like'. They confidently write the numeral on a piece of paper.

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who attend

Children's physical development is progressing well and they enjoy playing outdoors and readily use the wheeled toys. They join in with chasing games, running confidently and changing direction to avoid obstacles. Children enjoy exploring technology and complete simple computer programmes with adult support. They readily press buttons to make toys work and respond well when the toy does what it is asked to do. For example, when making a programmable toy move children look on with wonder and announce 'look, it's moving'. Children play imaginatively, based on their own and imagined experiences. They seek out others to share their play, pretending to be superheroes and discussing 'goodies' and 'baddies'. During imaginative play in the home corner, children demonstrate that they understand the concept of living and growing, confidently make links between when they were a baby and their current stage of development. Their ability to apply skills

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who attend

appropriate to their age and their enthusiasm to explore and investigate helps to ensure that they are developing skills for the future.

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

Established routines are in place, promoting a good sense of belonging. Children are helped to learn to keep themselves safe. For example, staff talk to children about the safe use of scissors and support children to take managed risks. Children's health is generally managed well, although the temperature of the playrooms is not monitored sufficiently to ensure that they are warm enough before children arrive at the nursery at the beginning of the day. This is because staff do not know how to programme the heating system so that it comes on automatically and activate the heating when they arrive. The playrooms do become warm by mid-morning. Children are able to move freely between indoors and the garden and are helped to develop self-care skills, such as, putting on their coats and gloves before going outdoors. Children demonstrate that they manage their own personal hygiene needs relative to their age and are supported well by staff through potty training.

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

Their good health is further supported by the provision of healthy snacks, including a variety of fresh fruit. Parents provide packed lunches for those children staying at nursery all day.

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

Children feel safe and secure in their relationships with staff because transitions into the nursery are managed well. Each child is allocated to a 'key family' that is led by a senior member of staff and supported by other adults. This ensures that each child has a key person who takes responsibility for developing relationships with the children and their families and promoting children's well-being. All staff are caring and responsive to children's needs and the thoughtfully planned playrooms create enabling environments for all ages of children. Children benefit from a wide range of play materials to support their learning and development and toys are stored well to enable children to select and carry out self-chosen activities. This helps to ensure children have a firm base from which to build their growing independence and confidence as they get ready for their transition into school.

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

Children behave well. Consistent boundaries are in place to help them know what is expected of them. Any unwanted behaviour is managed well, helping children to understand their own feelings and those of others. Staff skilfully support children to solve their own conflicts and recognise the impact that their behaviour has on others. Staff are good role models. They use verbal praise to place a meaningful value on children's individual efforts. As a result, children learn right from wrong and develop self-esteem.

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provision

Risk assessments are effective to ensure that children are able to play safely indoors and outside. Staff have a good awareness of the signs and symptoms of abuse to help them recognise when children may be at risk. They are confident to report concerns, in line with the Local Safeguarding Children Board guidelines. Safeguarding and child protection practice are reviewed regularly. This helps to ensure that children's well-being is prioritised at all times. Recruitment and selection procedures for new staff are good to help ensure that those working with children are suitable to do so. An effective system of supervision and appraisal is in place to help identify the strengths and areas of weakness of staff and plan for their professional development. All staff have an enhanced disclosure check in place. Anyone who has not completed checks is supervised at all times and never left alone with children.

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provision

Staff are led by a management team that is committed to continuous improvement and supports them effectively to reflect on their practice and the impact it has on children. Management and staff are committed to providing a good quality of care, learning and development for all children. They have a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage to ensure that they are working within the framework and meeting their legal duties. Self-evaluation is used effectively to inform priorities and to set challenging targets for improvement. A system of appraisal and supervision is implemented to identify staff training needs and tackle underperformance. As a result, staff are supported well in their work and are able to talk about issues and ideas for the development of the nursery. Professional development is actively encouraged and a number of staff are working towards early years qualifications. Staff are effectively

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provision

mentored and supported to ensure that they are constantly improving their childcare skills, understanding and practice.

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provision

Partnerships with parents are strong. Parents value the friendly and trusting relationship that they have with staff and state that they find staff welcoming and caring. They are confident that their children enjoy their time in the nursery and feel secure that staff give their children the emotional support that they need to help them settle and feel secure in their relationships. Parents are given good information about the nursery and are kept fully informed about their children's day. They are encouraged to be engaged in their children's learning in the nursery and at home. Partnerships with others professionals are established in order to support children to make the best progress that they can in their learning and development.

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The Childcare Register

The requirements for the compulsory 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 EY468431 Local authority Norfolk Inspection number 932639 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 34 Number of children on roll 63 Name of provider Vera Julia Dale Date of previous inspection not applicable Telephone number 01953452256

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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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