Bluebirds Day Nursery

Bluebirds Day Nursery 68 London Road, GRAYS, Essex, RM17 5XX

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Inspection date

Previous inspection date 06/01/2014 02/05/2013

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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

 Children are independent and self-assured learners who develop self-help skills and show an increasing understanding of healthy lifestyles.  Children's ongoing development and progress are successfully tracked through an effective planning, observation and assessment programme.  Staff have positive relationships with parents. They regularly share children's emerging needs and progress through a robust two-way communication system.

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It is not yet good because

 Teaching requires improvement because staff organisation and monitoring of staff practice result in some children's interest in play not being sustained as much as others. Children are also not able to sleep soundly due to other children playing.  Children who speak English as an additional language are not always given sufficient support to communicate their needs and wishes.  Children do not always have access to a variety of resources to promote free creative expression, support their understanding that print carries meaning or freely mark make in all play situations.

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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 all staff with children in both the indoor and outdoor environments.

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Inspection activities

 The inspector sampled documentation that promotes the welfare and safeguarding of children.

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Inspection activities

 The inspector took into account the setting's self-evaluation system and the impact this has on the continuous improvement of the setting.  The inspector looked at assessment records of children's development.  The inspector took into account the views of the parents as part of the inspection.

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Information about the setting

Bluebirds Day Nursery was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in a converted office building in the Grays area of Essex and is privately owned and managed. The nursery 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 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above, including one at level 6. The nursery opens Monday to Friday all year round. Sessions are from 7am until 7pm. Children attend for a variety of sessions. There are currently 50 children on roll in the early years age group. The nursery provides funded early education for three- and four-year-olds. It supports children who speak English as an additional language.

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must:

 improve staff organisation and performance management to enhance practice and the quality of teaching, particularly in group situations and at sleep time, so that children benefit from activities that sustain their interest and are able to sleep soundly.

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

 provide additional resources to support children's understanding that print carries meaning and to help develop children's mark-making skills and creative expression

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

 provide further resources and support for children who speak English as an additional language to communicate their needs and wishes.

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who attend

The educational programme promotes most of the areas of learning appropriately in both the indoor and outdoor environments. Staff plan activities appropriately according to their knowledge of children's interests, which is gained from parents when they settle and through their ongoing observations. Children are occupied and generally enjoy their time playing in the nursery. Sometimes staff become too pre-occupied with one group of children to recognise that others require more of a challenge or additional resources to sustain their interest and extend their learning experiences.

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who attend

All staff understand how to promote children's learning and development and show appropriate skills to help children think and solve problems. For example, children in the pre-school room spend lengths of time with staff in small groups building towers with blocks. Staff ask extended questions to help children think critically, working out how to make new structures and extending their understanding of numbers and size. However, while staff are engrossed in this group, some other children have less engagement and challenge in other play areas. This results in some children making satisfactory rather than good progress.

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who attend

Children thoroughly enjoy the outdoor play area, exploring all the areas and accessing a good range of resources to promote all areas of learning. Staff are more engaged in the outside area, giving children equal amounts of attention to extend their learning. For example, children freely draw on the chalk board and are encouraged to draw their friends using clear representations of them. Staff then discuss their friend's name and support their early writing skills by introducing the first letter of their name. Children enjoy making sounds from pots and pans outside, clanking the lids together making the noise louder and louder. They explore texture and malleable play through sand and grit in the raised beds, scooping the mixture into the pots and pans.

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who attend

Children are developing some interest and skills in mark making. More able children begin to write recognisable letters for their names, labelling drawings that they have completed. However, children only have access to some resources to promote their understanding that print carries meaning, especially in the indoor environment. Children engage themselves in drawing pictures of their own at the creative table. However, their expression through art and design is not fully promoted due to the range of resources available to them. For example, on the day of the inspection children in the morning session only had access to plain white paper of one size and coloured pencils, whereas the afternoon children were offered paints.

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who attend

The assessment programme used by all staff to track and monitor children's progress works well. All staff make regular observations of children's achievements and share these verbally on a daily basis with parents. Written observations are linked to areas and stages of learning. These are successfully used to regularly review children's progress and make plans for their next steps. This information is accessible to parents and discussed at regular parents' evenings. Information gained by staff from parents about achievements at home is used to inform the planning and provide resources that reflect children's interests at home. Children leave the nursery to start school with the basic skills to further their development.

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

The appropriate settling-in period and the time staff spend with new children and their parents provide a secure bond between children and their key person. Staff know the children well and provide experiences, resources and time that mostly support their individual needs. However, children who speak English as an additional language are not always supported well enough to communicate their needs and wishes.

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

Staff support children's play most of the time. Staff give clear messages to children about appropriate behaviour, acting in a calm and sensitive manner and being a positive role model to children. Staff work well together, discussing children's ongoing learning and putting plans in place for cooperative play. Children are developing a secure understanding of keeping themselves safe. This is due to the clear explanations staff give children about minding each other's toes and fingers when playing on the floor in large groups. They are seen carefully negotiating space to allow others to pass safely.

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

Children have a very clear understanding of how to promote a healthy lifestyle. They access fresh air every day, using the space inside and outside to extend their movements to run, jump and climb. They demonstrate a clear understanding of appropriate hygiene procedures by washing their hands at the sink. They ask for fresh towels to dry their hands each time they visit the toilet, come in from outdoors and when they are about to eat. They enjoy participating in social eating. Children enjoy the freshly prepared meals and snacks provided by dedicated staff, who have a clear understanding of children's dietary needs and any allergies or restrictions they may have. Children develop strong self-help skills by serving themselves, laying the table and clearing away their plates at an early age. For example, in the toddler room, young children bring their plates to the tray to clear away unwanted food and place their plates and cutlery in the washing up bowl.

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

They then help themselves to pudding, removing lids from yoghurts and helping themselves to spoons.

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

Some children who need their sleep after lunch are not able to rest or fall asleep due to other children running around and making noise. Some staff do not react as quick as others to engage some children in quieter activities to allow the remaining children to sleep and rest.

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

Children learn about equality and diversity through an adequate range of resources that promote positive images of society. Posters, books and play people represent a positive reflection of people's differences, helping children to celebrate these. However, children who speak English as an additional language do not always have access to resources that reflect and value their home language.

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

Most children are emotionally prepared for the next stage in their learning. Staff provide resources and explanations that support children's transition to school. They have access to school uniforms, stories and discussions about teachers and their new environments.

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provision

Children are safeguarded appropriately in the setting. Robust recruitment procedures are in place with checks carried out for all staff to make sure they are suitable for working with children. Some staff have received additional training on safeguarding but all staff have access to information and have an adequate knowledge of what to do if they have a concern about a child in their care. Documentation to promote children's welfare is completed correctly and stored confidentially. For example, accidents are recorded and shared with parents and medication administration follows correct procedures. This inspection was prioritised because a concern was raised regarding the registered provider not notifying Ofsted of changes affecting the registration of the club. As a result of an investigation, Ofsted issued the provider with a warning letter relating to failure to notify Ofsted of significant changes. At inspection, it was found that the management team now

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provision

have a sufficient understanding of notifying Ofsted of any changes within the registration.

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provision

Children play in a safe and secure environment. Secure systems are in place to prevent children from leaving the premises unattended. Staff carry out daily risk assessments for both indoor and outdoor environments and regularly review and make changes to promote children's safety. A sufficient complaints procedure is in place that actively actions changes that are identified by parents. Children's records contain suitable information, such as consent for outings and emergency treatment, to promote children's ongoing well-being and welfare.

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provision

The nursery has a continuously developing self-evaluation system. Parents have an input through questionnaires and verbal feedback to staff and management. Staff have a regular input during staff meetings, identifying areas of strength and areas to improve. The management team understand the need for performance monitoring of all staff and have identified peer monitoring and team meetings as a way to carry this out. However, this is not always effective. Some staff show less initiative to make changes to their usual routine, such as at sleep time and group situations. This results in less positive interaction for some children, on some occasions. The monitoring of staff practice is not fully implemented to identify some staff who require additional training and support. Some periods during the nursery day require more effective monitoring to identify the effectiveness of staff deployment. All staff have access to regular training through

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provision

individual reviews, identifying each member of staff's strengths and areas to improve. Staff also have opportunities to train to gain professional qualifications.

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provision

The partnership with parents is positive. They receive plentiful information about the nursery and their child's day. Parents have access to an informative website and displayed information around the nursery regarding welfare and safeguarding issues. They make positive comments about the relationships they have with their children's key person. They share regular information about their children's achievements, both at home and within the nursery, to provide a consistent approach to children's learning. Parents feel reassured that their children are settled and happy in the nursery and that they are progressing. The nursery has developed some partnerships with other professionals. Contact is made with local schools and professionals, such as speech and language specialists, to support children's transitions and any special educational needs and/or disabilities. Staff have a sound understanding of the importance of making contact with shared carers to promote

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provision

continuity of practice for children and their families.

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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 EY448795 Local authority Thurrock Inspection number 947065

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 48 Number of children on roll 50 Name of provider Dynamic Leap Limited Date of previous inspection 02/05/2013 Telephone number 07572638488

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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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