Ribbon Daycare

Little Bundles of Murton The Ribbon, Murton Children's Centre, Barnes Road, MURTON, Seaham, County Durham, SR7 9QR

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Inspection date

Previous inspection date 21/01/2014 12/02/2013

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The management team and staff have an outstanding knowledge of the Early Years Foundation Stage. They have an excellent understanding of how children learn and use a rich and varied range of inspiring teaching strategies and resources to support children as they make excellent progress towards the early learning goals.  Secure caring attachments are evident between children and staff who work closely with parents and know children's needs very well. As a consequence, children are independent and active learners, exhibiting very high levels of self-esteem.  The environment engages children and is stimulating, enriching learning opportunities through a varied range of continuous provision areas. Children initiate their own play, share resources and play cooperatively with their peers.  All staff have an excellent knowledge of safeguarding procedures and the action to take if they have any concerns about children's welfare.

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This provision is outstanding

 Comprehensive self-evaluative practice is in place which consistently identifies areas for further development. Staff are extremely reflective and ensure that ongoing quality improvements are identified and addressed.

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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 checked all relevant documentation, and looked at policies and procedures, including those for safeguarding and recruitment of staff.

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Inspection activities

 The inspector looked at children's learning journals and observation, assessment and planning documentation.

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Inspection activities

 The inspector spoke with the nursery manager, individual staff and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the nursery manager.

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Inspection activities

 The inspector took account od the views of parents and carers and other professionals spoken to on the day of the inspection and from written comments.

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Information about the setting

Little Bundles of Murton Limited was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in purpose-built premises in the Murton area of Seaham, County Durham and is managed by a management committee. The nursery serves the local area and is accessible to all children. It operates from the Ribbon Academy Trust and there is an enclosed area available for outdoor play.

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Information about the setting

The nursery employs 15 members of childcare staff, all of whom hold early years qualifications at level 3. One member of staff has a Foundation Degree in Early Years and Childhood Studies. Additionally, one member of staff has Early Years Professional Status. The nursery opens Monday to Friday for 51 weeks of the year. Sessions are from 8am to 5.30pm. Children attend for a variety of sessions. There are currently 133 children attending who are in the early years age group. The nursery provides funded early years education for two-, three- and four-year-old children. It supports a number of children with special educational needs and/or disabilities.

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

 develop further the already excellent practice within the outdoor play area for under three-year-olds to make better use of the space available.

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who attend

The staff and management team have an outstanding knowledge of the Early Years Foundation Stage and use this superbly to support children's learning and development. The environment contains first-class resources which engage children and support them in acquiring the skills, attitudes and dispositions they need to be ready for school. Educational programmes cover all areas of learning and staff plan activities which are based on children's interests and next developmental steps. Assessment and tracking of children's progress is consistently high and staff have an excellent knowledge of children in their key group. Planned activities are developmentally appropriate and are well matched to individual learning needs. For example, the youngest children explore how to make marks in icing sugar using a variety of different tools, while toddlers make marks as they write letters to post in the post box, following an activity when staff took children to

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who attend

the post office and posted letter home. Children develop pre-reading and writing skills in a wealth of activities. This shows that staff reflect on children's needs and provide activities to support individual next steps. As a result, children make excellent progress. Teaching is inspiring, and staff are enthusiastic, using targeted strategies in order to provide optimal challenge for children's learning. For example, children explore with water as they paint outside using brushes and rollers of various sizes. In addition, children splash in puddles and giggle with delight. This supports children's language skills and their understanding of making marks. Staff show excellent understanding of effective teaching through asking open-ended questions and posing challenges to children as they play. Children are engaged with resources and use them innovatively to extend their learning. The impact of this is that children are extremely keen learners, exploring resources and

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who attend

the environment with enthusiasm and confidence. Teaching strategies allow children's learning opportunities to be significantly enhanced. For example, the nursery promotes the 'Every Child a Talker' programme where children's language and communication skills are supported through play and focused activities. In addition, children take part in weekly sessions where children's physical skills are promoted in preparation for writing. Children who have an identified special educational need and/or disability are supported well. There is an extremely knowledgeable special educational needs co-ordinator who ensures that all staff have the information and skills to support children and their families. She supports staff undertaking regular observations, liaising closely with parents, attending multi-agency meetings as appropriate and seeking advice from a range of other professionals.

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who attend

Links with parents are outstanding. Exceptional relationships are evident between staff and parents as they share information through completing the initial information 'about me' document, when children first start. This provides staff with a wealth of information on each child as well as through parents contributing to children's development files, daily verbal feedback and using home-link books. Staff have an excellent understanding of the importance of parent partnerships and work superbly with parents to enrich children's learning. For example, the nursery completes planning that can be easily changed and adapted to record children's interests. Parents contribute to this, sharing information on activities that their child has undertaken or an emerging interest that they have observed at home. This ensures that all carers are aware of children's changing needs. Parents are kept very well informed of their child's progress through daily verbal feedback. Children's

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who attend

transitions are exceptionally well supported as they prepare for school. For example, children have the opportunity to learn alongside children who attend the on-site school and are invited to take part in school events. This means that children are emotionally well prepared for change and transitions.

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

There is a highly effective key person system in place which is flexible to support the needs of children. Secure attachments are evident and children have excellent relationships with staff. For example, babies sit on the knees of staff as they take part in a singing session, kicking their legs and arms with excitement and giggling as they enjoy the singing. Staff are extremely caring and nurture children well, following routines from home which support children's needs, such as sleep routines. This means that superior bonds are developed. Staff are excellent role models for children, they are enthusiastic, engage in play, role model how to use resources, provide a running commentary and promote children's thinking. Behaviour is exemplary. Staff discuss activities with children, provide consistent praise to children, support children's self-esteem and celebrate children's achievements. This means that children's well-being is supported and enriched

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

Staff have an excellent understanding and give the highest priority to children's safety, while on and off the premises, due to highly comprehensive risk assessments and effective deployment of staff. For example, children are able to move freely between the indoor and outdoor environment. This is monitored closely to ensure that ratios are maintained while children play outside. In addition, staff monitor children's interests while outside and plan for further learning. For example, children observed having an interest in mixing colours are further supported within the nursery through the mixing of paints to make various colours and shades. Children learn about safety in the environment through regular outings. For example, children go on walks in the environment and have visits to the town centre as part of celebrations for Chinese New Year. These activities give opportunities for children to consider road safety and stranger awareness. Children have an excellent

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

understanding of routines. For example, children wash their hands before eating lunch, independently sit down and prepare for circle time and put coats on before playing outside. Resources are superb and inspire children to explore and become actively engaged in learning. For example, children sing 'what's in the bag' as they identify the initial letters of different items contained inside the bag. The impact of this is that children's learning is significantly enhanced.

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

Staff promote healthy lifestyles and the importance of exercise through a broad range of indoor and outdoor activities including music and movement sessions. Outdoors children access a tap and water pump as they transport water, play in a large sand pit and sit in tents as they observe their peers as they play. In addition, children go on 'listening walks' in the local environment where they listen to birds singing, moving traffic and watch the clouds float by. The outdoor areas are well thought out and areas of continuous provision are in use. However, there is scope to extend how the space is organised within the under-three's area to enhance the already high level of activities. Children are independent and have excellent self-care skills. Staff give clear messages about health and exercise, which supports children in their understanding of the importance of leading a healthy lifestyle. For example, staff discuss the importance of eating vegetables as

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

children eat lunch. Children have healthy menu options prepared by a designated cook who has an excellent understanding of how to cater for children with varying dietary needs. She liaises with parents and dieticians to ensure their needs are met.

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provision

The safeguarding and welfare requirements of the Early Years Foundation Stage are fully understood and are implemented in a highly effective way by the management team and all the staff. This means that children are safeguarded and extremely well protected in the nursery. All staff attend regular safeguarding training and procedures are discussed at staff meetings, which continually enhances practice. For example, staff discuss procedures to follow and the relevant agencies that they must contact should they have a safeguarding concern. There are effective procedures in place to support safe selection and recruitment of new staff. The management team ensures that appropriate suitability checks are undertaken on every member of staff and there are excellent processes in place to support staff. For example, robust induction procedures, appraisals, peer observations, regular supervisions and weekly staff meetings. Safety and security is given

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provision

the highest priority. Parents use a secure password if they are unable to collect their child and staff use key fob entry which means that unknown adults cannot gain access to the nursery without staff being aware of who is on the premises. Robust risk assessments are in place and daily safety sweeps are undertaken which cover all areas of provision. Children are further protected through the nursery using a visitors' book, maintaining daily registers so that ratios are constantly maintained, undertaking regular head counts and taking part in regular emergency evacuations. Robust documentation is in place which supports excellent practice. Detailed accident and incident records are maintained and the manager evaluates these on a monthly basis as part of the ongoing commitment to creating a safe environment.

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provision

The management team constantly monitor teaching and learning in all the rooms. This ensures that staff provide purposeful and developmentally challenging activities. This shows that the learning and development requirements are fully understood and implemented by the management team. Room leaders have high expectations of staff and ensure that staff are highly effective in identifying and planning for children's needs. All staff attend a weekly staff meeting which allows children's developmental progress to be shared, next steps to be identified and planning to be developed which supports children's current interests. Children progress exceedingly well towards the early learning goals. There are excellent methods of tracking children's progress which means that support is targeted and they make excellent progress in their learning and development. Staff attend regular training opportunities, attend network meetings and share good practice with

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provision

other providers. This promotes rigorous self-evaluative practice and allows staff to constantly refresh and update their knowledge in order to provide consistent development.

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provision

Staff have a superb understanding of the importance of partnership working, which ensures that children's individual needs are exceptionally well met. Excellent links have been made with a range of multi professionals in the local community to support children's needs. Partnerships with parents are very strong and the opinions of parents are given the utmost priority to constantly develop a quality service to children and their families. Parents have an in-depth understanding of the setting's policies and procedures which are available for them at any time, including the complaints policy and parents are aware of how to raise any concerns, confident that any issues raised would be addressed confidently and quickly. Parents are extremely complimentary about the nursery. They comment, 'the nursery is amazing, I don't know how I would manage without the staff, nothing is too much trouble they support you with any issue' and 'staff always keep me

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provision

informed of my child's progress, I know that I will be welcomed at any time, it is a wonderful place'.

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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 EY342286 Local authority Durham Inspection number 948600

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 75 Number of children on roll 133 Name of provider Little Bundles of Murton Limited Date of previous inspection 12/02/2013 Telephone number 0191 5175 907

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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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