Hadley Under & Over 5's Ltd

Hadley Under & Over 5's Old School Buildings, Hadley Park Road, Leegomery, TELFORD, Shropshire, TF1 6PW

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Inspection date

Previous inspection date 06/12/2013 22/02/2011

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early years provision

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

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This provision requires improvement

 Children enjoy their time at this welcoming and supportive nursery where they make good progress in their learning and development. They are supported by practitioners who have a good understanding of how children learn.  Practitioners involve parents as partners in the nursery, this relationship is based on regular two-way communication to ensure children's individual needs are met well.  The provider and management team have good systems in place to monitor children's progress.

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It is not yet good because

 Children's safety is not fully guaranteed because assessment of risks do not identify and minimise all hazards in the nursery and registers are not completed accurately.  Staff deployment does not allow the key person to provide consistent care and emotional support for children during intimate care routines.  Opportunities for children to further enhance their literacy skills in the outdoor area, by being able to access a range of mark making materials and resources outside, have yet to be fully embraced.

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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 within the four playrooms and the outside learning environment.  The inspector conducted a joint observation with the manager.

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Inspection activities

 The inspector held a meeting with the manager of the provision and questioned practitioners.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector also took account of the views of parents and children spoken to on the day.

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Information about the setting

Hadley Under and Over 5's nursery opened in 1968 and is one of two early years settings situated close to each other, with a 'no through' road dividing the site. The nursery is managed by Hadley Under and Over Fives Ltd, which is a non-profit making registered charity. It operates from the old School building in Hadley, Telford. Children who attend the nursery are mostly aged under three years of age. Children then usually move on to the associated pre-school sited across the 'no through' road. The nursery serves the immediate locality and also the surrounding areas. It opens five days a week from 8am until 5.30pm all year round, except on bank holidays and for a week at Christmas. Children attend for a variety of sessions. Children are cared for within four large playrooms and have access to an enclosed outdoor play area.

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Information about the setting

There are currently 85 children attending within the early years age range. The nursery receives funding for the provision of free early education for two-,three- and four-year-old children. The nursery supports children with special educational needs and/or disabilities and children for whom English as an additional language. There are currently 17 staff working directly with the children. Of these, two hold a foundation degree in early years practice, 14 hold appropriate early years qualifications at level 3 and one holds an appropriate early years qualification at level 2. The nursery receives support from the local authority. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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must:

 maintain an accurate daily record of each child's hours of attendance. This will ensure children are safely evacuated in an emergency

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must:

 ensure the safety and well-being of all children and practitioners through effectively risk assessing the toilet and nappy changing areas, identifying and minimising all potential risks

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must:

 make sure children's intimate care routines are undertaken as far as possible by their key person, making this time a special and personal experience that meets each child's emotional and physical needs.

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

 improve opportunities for children to develop their early literacy skills in the outdoor area by, for example, providing a range of making mark materials, such as chunky chalk, water with different sized brushes or rollers and clipboards with writing tools attached.

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who attend

The nursery's well-qualified practitioners have a thorough understanding of how children learn and develop. As a result, children benefit as practitioners create activities and use different strategies to help develop their speech and language skills. For example, they use effective teaching methods, such as open questions to extend children's thinking, commentary to describe actions, and gestures to enhance children's language development. Activities, such as music and movement, help children to make the link between words and actions, and games with animal sounds are organised that are a fun way to help a young child start talking. Practitioners share books with children, making it fun and using plenty of intonation and sound effects to capture children's interest. Parents value the communication support their children receive, and collectively comment that their child's speech has progressed because of attending nursery. Practitioners promote

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who attend

children's learning by modelling skills and behaviour, offering choice, promoting independence, following the child's interests and their motivation for learning and giving targeted praise. Consequently, children show the characteristics of effective learning throughout the day. Children's assessments are accurate, detailed and clear and appropriate next steps are identified. The nursery provides an environment that promotes the seven areas of learning and is tailored to each child's needs and interests. The main focus of teaching is on the prime areas of learning, due to the age of the children attending, and this makes sure young children develop the key skills they need for their future learning. Practitioners strongly promote outdoor learning and children can play outside for long periods of time. A cot on wheels is taken outside for babies to sit propped up, with a range of suitable toys provided to promote their senses. Babies watch the tree

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who attend

and the interplay of light and moving leaves, providing them with visual stimulation and promoting their understanding of the world. Babies have books to handle and look at, promoting an early interest in literacy. They crawl outside, pulling themselves up by holding on to a red wagon and look around, exploring the outdoor learning environment. A walking child pulls two large hoops around, learning how to use large muscles and so extending physical control.

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who attend

Children participate in a balance of adult guided and child-initiated activities to extend their learning. For example, a practitioner follows the child's lead in game on the trike. The practitioner runs and the child uses his trike as they race each other. The practitioner uses motivating sound games to develop speech, saying 'ready... steady...' and then pausing to allow the child to say 'go' as he pedals vigorously on the trike. This makes learning fun as children develop increasing control their bodies. Children have the opportunity to create sounds outside as they bang the tambourines attached to the fence and experiment when rolling balls and other objects down the guttering chute. They learn to anticipate how the ball will behave, developing their understanding of force and motion. However, there are no making mark materials for children to use outside and this limits opportunities to develop their literacy skills. Inside the children use wooden blocks that inspire creativity,

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who attend

develop physical skills and encourage problem solving. Practitioners support children in completing inset jigsaws, so that they develop an awareness of space and form and problem solving skills. They participate in water play which fosters learning in all developmental areas. It provides opportunities for children to experiment with mathematics and science concepts, strengthen their physical skills, advance their social and emotional skills and enhance language development. Children participate in a painting activity where they can make their own mark with sponges or their fingers. They are allowed to just enjoy the experience without having to create an end product, promoting active learning. All of this promotes children's school readiness. Children benefit from many visitors attending the nursery. For example, they were recently able to experience snakes, chickens, toads, stick insects, millipedes, tarantula, lizard, frogs, rats and ferrets

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who attend

when the animal man visited the nursery, promoting their understanding of the world.

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who attend

Children with special educational needs and/or disabilities are well supported. There is an effective Special Educational Needs policy which guides practitioners in supporting children. Each child has an individual learning plan and practitioners work alongside any professionals involved. The nursery's special educational needs and disabilities coordinator advises and supports other practitioners in the setting. Children with English as an additional language are also suitably supported. Practitioners learn basic key words in the child's home language, and use these to helps children communicate and to develop their use of English. The nursery provides, Polish and Punjabi label alongside English words throughout the nursery and there are age-appropriate dual language books available in a range of different languages. This supports all children's language development and shows respect for each child's language and culture. The nursery provides communication sheets

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who attend

for parents, with English and Polish labels, recording how children's physical and emotional needs have been met during the day and any toiletries needed. As a result, parents with English as an additional language are well informed.

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who attend

Children's prior skills are established with parents on admission to the nursery, when they complete an 'All about me' form recording what children can do and their likes and dislikes. This along with verbal discussions with parents helps practitioners identify where children are in their development pathway. Children's assessment files are completed each term and parents and carers are encouraged to contribute their comments. Regular consultation appointments are made available to parents and carers for them to discuss their children's learning and development. In addition, practitioners are freely available to discuss any immediate concerns or queries with parents should the need arise. Parents are encouraged to support their child's learning at home by sharing the books, which are sent home from the nursery for them to read with their child.

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

There is a relaxed and happy atmosphere within the nursery. Children receive a nice warm welcome helping them to settle easily. Children forge trusting and caring relationships with key persons, promoting a sense of emotional security. Practitioners recognise the importance of children feeling secure and having a sense of belonging in the nursery. To promote this, children self-register, which develops their self-confidence and independence. Children appear confident and initiate conversations with the inspector. However, young children's intimate care routines, such as nappy changing, are sometimes rushed and do not reflect the key person approach, where children are changed in the context of a close and supportive relationship with the child so that their emotional and physical well-being is fully promoted.

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

The setting has good procedures for emotionally preparing children for their move into nursery. Practitioners encourage the child and the parent to visit the nursery to meet practitioners, have a look around and discuss the nursery's settling-in procedure ahead of the planned start date. A key person is assigned to the child and parents are asked to bring along any comfort objects. Each key person has a daily diary to record relevant information about their key child, which they can refer to on handover with a parent or use to alert other practitioners when children attend the associated pre-school sessions carried out at the linked setting. Liaison between each child's key person, parents, and practitioners in the pre-school ensure transition arrangements are clear and that children's needs are identified and met. For example, children who are ready to move on to the pre- school attend the pre-school's special days and have periods in the pre-school outdoor

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

play area, to help become familiar with the new setting they will be attending.

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

The nursery environment is spacious, bright, welcoming, well organised and clean, with a wide range of resources accessible to children both indoors and outdoors. The nursery has two sheltered play areas to encourage the children to play outdoors come rain or shine. Children participate in daily outdoor energetic play for long periods each day and learn the benefits of physical exercise. Children have the opportunity to assess risks themselves and experience challenge when they crawl and pull themselves up, climb on top of the plastic tunnel, pedal vigorously around corners and use the pre-schools climbing frame and climbing wall. Children learn about keeping themselves safe as they regularly practise the fire drill. However, practitioners do not always accurately complete the care room registers to make sure there is a precise record of which children are attending at various times. This has the potential to impact on children's safety as some children may not be quickly

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

evacuated in an emergency. Nevertheless , practitioners are vigilant when practising fire safety evacuations with children. Practitioners use commentary as they describe the process as children wash and dry their hands independently. Snacks provided for the children are nutritious and consist of fresh fruit, yoghurt or toast with milk to drink. Parents can choose to provide a packed lunch for their child or have a nutritious school dinner provided by the local primary school. A temperature probe is used to individually probe every cooked dish to ensure it is safe to eat. Children's individual dietary requirements are met, and children are encouraged to be independent as they serve their own food. Practitioners sit with children at meal times and discuss their likes and dislikes and help them learn about healthy food and drink. Practitioners are at hand to offer support if necessary and to praise children's efforts.

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

Practitioners are suitable role models who put the children's needs and interests first and are approachable and friendly. Children's behaviour is good and their actions show they are aware of the setting's rules and behaviour boundaries. For example, the children do not run around indoors and know that they are expected to take turns and share. When needed, practitioners positively reinforce positive behaviour, ensuring a consistent approach. The nursery strengthens the positive impressions children have of their own cultures and faiths, and those of others in their community, by sharing and celebrating a range of special events, such as Eid and Diwali. The nursery provides numerous positive images of all children including those with diverse physical characteristics, including disabilities and practitioners are employed who reflect the varying culture, gender and background of the children attending. For example, one staff member speaks Urdu and

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

Punjabi and there is also a male member of staff. There is a large welcome banner on the entrance window, showing children with glasses, in wheelchairs and with different skin colours and books and puzzles that provide positive images of all children. All of this helps children to respect and value all individuals within our society.

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provision

The management team demonstrate a generally, suitable understanding of their responsibilities in meeting the requirements of the Statutory framework for the Early Years Foundation Stage. The inspection was bought forward because of concerns relating to safeguarding procedures. Although, child protection procedures were found to be mainly suitable, the inspection found that not all of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage were being fully met. The provider does not maintain an accurate daily record of each child's hours of attendance in all of the playrooms, and consequently, some children's safety is not fully assured. Furthermore, management have not given due consideration to risk assessing intimate care routines, such as nappy changing, to ensure children's and practitioner's safety and well-being. Both of these weaknesses are also breaches of the compulsory and voluntary

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provision

parts of the Childcare Register. There is a satisfactory up-to-date safeguarding policy in place and practitioners are aware of the procedure they must follow if they have concerns that a child is suffering from abuse. The policy includes an explanation of the action to be taken in the event of an allegation made against a member of staff. The nursery also has a mobile phone and camera policy to ensure these are used appropriately when children are present. All directors and practitioners have up-to-date child protection training and have an enhanced criminal records bureau check or a disclosure and barring service check. As a result, child protection arrangements are mainly secure, although, some aspects of safeguarding practice requires improvement. Safer recruitment practice is sufficient and consistent and ensures that those recruited are suitable. There is a programme of induction ensuring new practitioners become effective and competent as

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provision

key persons. Practitioners are adequately and appropriately supervised, they are expected to disclose any convictions, cautions, court orders, reprimands or warnings which may affect their suitability to work with children and they have ready access to advice, expertise and management support in all matters. There is a photographic display in the foyer of all directors and practitioners, detailing their names, roles and their qualifications, which helps keep parents informed of the management structure and deployment in the nursery.

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provision

The manager's higher level of qualifications has given her a thorough understanding of how children learn and develop and she is able to successfully cascade this to her team. She has a good understanding of her responsibilities in meeting the learning and development requirements of the Statutory framework for the Early Years Foundation Stage, and as a result, children make good progress in their learning. By liaising with the team leader, regular checks are carried out on each child's assessment folder, the environment and resources to ensure planning and assessment is rigorous. Practitioners are invited to attend regular team meetings, yearly professional development days and the nursery's Annual General Meeting. This provides opportunities for practitioners to give their views. A self-evaluation system has been implemented, identifying strengths and some weaknesses. An improvement plan is in place, which identifies how children's

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provision

progress is supported over time. Most practitioners hold an early years qualification and the nursery takes advantage of the local authority training to ensure staff benefit from continued professional development. As a result, practitioners put a high priority on using effective communication with children in all aspects of the curriculum, which unlocks all the doors to a successful and fulfilling early years experience. This means that children are supported effectively to make good progress in their learning and development.

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provision

Children and families benefit from the friendly relationships that exist between practitioners and parents. Practitioners and parents have regular daily discussions, ensuring a two-way flow of information. The nursery newsletter includes a wealth of information and reminds parents of events which are happening and dates to remember. The nursery's policies are available for parents to view on request, so that they are informed about how the nursery operates. The nursery has developed links with other professionals, such as, the health visitor, speech therapist and the local authority workers to ensure children's needs are met.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance for at least two years (compulsory part of the Childcare Register)  undertake a risk assessment of the premises and equipment at least once in each calendar year and immediately, where the need for an assessment arises (compulsory part of the Childcare Register).  keep a daily record of the names of the children looked after on the premises and their hours of attendance for at least two years (voluntary part of the Childcare Register)  undertake a risk assessment of the premises and equipment at least once in each calendar year and immediately, where the need for an assessment arises (voluntary part of the Childcare Register).

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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 208202 Local authority Telford & Wrekin Inspection number 942313

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 46 Number of children on roll 85 Name of provider Hadley Under and Over 5's Ltd Date of previous inspection 22/02/2011 Telephone number 01952 411248

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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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