Jules' Nursery Hut

Jules' Nursery Hut Sandy Lane, The Mall, Kenton, Harrow, HA3 9TX

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Inspection date

Previous inspection date 24/01/2014 19/05/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Staff support children's role play well so that they work together, use their imagination and make good use of resources.  Staff are consistent in providing guidance to children in how to behave resulting in children who understand, follow rules and begin to show respect for each other.  Children are happy and settled and feel secure because the key person system and partnership working means children's emotional needs are well met.  Staff work well with parents and other professional's to ensure children access the specialist support they need and continue to make progress in their development.

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It is not yet good because

 Staff do not consistently use information from ongoing assessment to inform planning and provide challenging learning experiences to meet all children's development needs.  Management have limited processes in place to monitor children's progress in their learning.  Not all staff keep alert to how children learn and miss opportunities to promote individual children's learning.  Staff do not extend all possible ways to encourage all parents to be involved in their children's learning and share information about their children's progress at home.

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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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Inspection activities

 The inspector observed activities in the playroom and outside

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Inspection activities

 The inspector held discussions with the manager/registered person, staff and took account of the views of the parents spoken to on the day  The inspector carried out a joint observation with the manager

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Inspection activities

 The inspector tracked two children, spoke to the key person, observed them in play and reviewed their assessment records

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Inspection activities

 The inspector reviewed a selection of policies and procedures, staff suitability records and registers.

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Information about the setting

Jules Nursery Hut registered in 2009 and is a privately run nursery located in a residential area of Kenton in the borough of Brent. The nursery operates from a ground floor in a community hall, comprising of one main play room, toilets and kitchen. All children have access to an outside enclosed garden area. Access to the nursery is via a small service road to the front of the premises. A small ramp is available at the front of the building for wheelchair access and toilets are available for wheelchair users.

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Information about the setting

The nursery is registered on the Early Years Register. The nursery is open during term time only, Monday and Wednesday 9.00am to 3.00pm, and Tuesday, Thursday and Friday 9.00am to 12noon. There are currently 15 children on roll aged from two years to under five years. The nursery receives funding the provision for free early education for children aged three and four years. The nursery supports children learning English as an additional language and children with special educational needs and/or disabilities. There are five members of childcare staff, two of whom hold National Vocational Qualifications at level 3, and one at level 2.

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must:

 develop the use of ongoing assessment to inform planning and provide challenging learning experiences to meet all children's development needs

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must:

 provide training and support for all staff to promote how children learn to enable staff to provide challenging activities.

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

 increase opportunities for parents to share information about their children's learning.

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who attend

Staff have a generally good understand of the learning and development requirements of the Early Years Foundation Stage and how children learn through play. Staff use this knowledge generally well to provide activities that interest the children. As a result children are motivated and engaged in their play for the most part. Children enjoy their time at the nursery and are confident to join in activities. Staff have a sound understanding of children's abilities and provide learning opportunities to promote children's development. There is an adequate range of equipment to support children's play. Children are able to access computers and independently use programmes to draw and at times, two children work together to play number recognition games. This provides children with opportunity to develop skills in using information technology. Children enjoy choosing what they wish to play with and have fun pretending to be police, for example.

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who attend

They work together and use their knowledge of the police to tell staff what they know about the emergency services. Children have good opportunities to use their imagination in their play and make links with the real life.

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who attend

Staff engage in play alongside the children, supporting the introduction of new words as the children make models with play dough. Using the materials children use descriptive words such as "squashy" and "lets squeeze it". They enjoy squeezing the materials through their fingers and using the tools to cut the dough into shapes. Children are able to roll the dough and make a range of shapes saying; "this is a star, this is a big star". Children develop their physical skills in using tools and begin to understand amounts as they talk about " a big ball" and a "little" ball. This activity provides children with opportunities to develop their skills with handling tools and understanding new action words.

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who attend

However, there are missed opportunities to extend children's learning, staff understanding of each individual child's learning needs was not consistent, therefore not all children were not supported in their development. Staff do not always use information from observations and assessments to plan activities' to meet individual children's needs. This means that the quality of teaching is variable, resulting in not all children making good levels of progress from their starting points. Children who are learning English as an additional language are making good progress in their language development as staff plan activities to meet their needs. This includes the use of photo cards to help children learn the routine, and talking with parents to gain key words in the child's language. All children enjoy learning a rhyme in Romanian.

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who attend

Children show interest in letters and guessing what words begin with each letter, children recognise the letters in their name and are beginning to copy their names. Staff use opportunities to write with the children and name letters. r. Staff promote counting activities, and children readily count the number of chairs and children. This supports children to be ready for the next stage in their learning or to go to school.

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who attend

Outside children ride the bikes, scooters, skilfully steering the bikes around each other. Inside children take turns jumping on the trampoline, practicing skills of jumping and control to stay on the trampoline. Children show their ability in counting as they count each jump they make. Children's physical development is promoted as they learn to steer bikes, throw balls and get out of breath.

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who attend

Parents share information about the children's development as they start at the nursery; therefore staff know the starting points and individual needs of each child. Parents receive feedback on their child's progress each term and see their child's records including photographs, written observations and art work. Progress checks are completed for children who are two years old and shared with parents. There is some opportunity for parents to share information about their child's learning and development at home. This is not consistent across all parents and therefore not all children are supported to make good progress.

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

Children are happy and settle well at the nursery, their personal, social and emotional needs are well met. Children know who to go to for support. The key person role is in place and ensures that all children form a secure emotional attachment with staff. The key person works with parents to personalise settling in routines for individual children, for example extending the time for settling in sessions and parenting staying with the child. This helps support staff understanding of children's individual needs and ensure these are met. For example, finding a lost comfort toy to help settle a child, or providing space for a child who prefers to play alone.

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

Staff are good role models and encourage children to work together on tasks. Staff give clear guidance to children about what is acceptable behaviour. Children remind each other to take turns with a toy, "you can have it for 2 minutes". Children are reminded to follow rules, and in turn remind each other. This helps children begin to show respect for each other. Children are developing friendships and welcome each other with an enthusiastic hug.

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

Children are provided with opportunities daily to play outside in fresh air, supporting their wellbeing. Inside opportunities for physical activity include a small trampoline; children enjoy jumping on this, getting out of breath. Children develop physical skills pedalling and steering bikes outside, throwing and catching balls. One child recognises the need for another child to join the see-saw to make it work, using their problem solving skills. Children are beginning to develop an understanding of healthy lifestyles as they eat fruit at snack time, are reminded to wash their hands before snack and to put on their coat before going outside. Staff encourage children to develop their self-help skills for example washing their hands and putting on their coats.

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

Staff provide a safe environment through daily risk assessments of the nursery environment both inside and outside. To ensure a safe environment for play outside staff are currently not using the rear garden area due to wind damage, which has made the area unsafe to use. The staff have made adaptations to the front outside area to ensure children continue to have access to play outside each day. Staff remind children of risks and promote safety, for example children are reminded not to run indoors.

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provision

The Registered Person understands their responsibilities in regard to the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. Safeguarding policies and procedures are in place and understood by staff. Staff understand how to keep children safe and follow clear procedures to meet this aim. Fire evacuation procedure is in place and regular, recorded evacuations are completed by staff and children. Safe recruitment and vetting procedures are in place to ensure staff are suitable to work with children.

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provision

The Manager monitors staff performance on a regular basis and identifies areas for improvement for each member of staff. This includes identifying that staff need to further develop their understanding of how children learn, to ensure the provision of challenging activities to extend children's learning and development. Training is planned to meet this need. Some children are making satisfactory progress in their learning and development. However, management are not consistent in the monitoring of children's progress to ensure all children are making good progress and identify any gaps for any groups of children or individuals who require extra support.

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provision

Partnerships with parents are encouraged by the setting and make a sound contribution to supporting children's wellbeing. Parents spoken to on the day of the inspection say they feel well informed and staff are friendly and approachable. However there are limited opportunities for parents to share information about their children's learning and achievements at home. Therefore not all parents are engaged in their children's learning.

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provision

Partnerships with external agencies are in place and ensure that children receive appropriate support and interventions. Parents of a child with specific needs are supported to access appropriate transition arrangements as the child moves to school.

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provision

A development plan identifies areas of weakness, and some progress has been made in improving provision. For example, increasing the range of resources in the garden area. Self-evaluation is limited and does not include views of parents, and does not focus sufficiently on teaching and learning. As a result, the quality of teaching and learning is inconsistent across the nursery and not all children are making expected progress in line with their abilities.

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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 EY394170 Local authority Brent Inspection number 844723 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 26 Number of children on roll 15 Name of provider Julia Aristidou-Karas Date of previous inspection 19/05/2010 Telephone number 07796307090

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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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