Abacus Day Nursery

Abacus Day Nursery Abacus Nursery, 44 Neal Avenue, ASHTON-UNDER-LYNE, Lancashire, OL6 6PB

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Inspection date

Previous inspection date 06/03/2014 19/01/2009

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early years provision

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

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This provision is outstanding

 Children have developed a strong sense of belonging through secure attachments with their key person and other staff who work continually in their room. As a result, they are happy and settled and the atmosphere at the nursery is calm and extremely welcoming.  There are exceptionally strong partnerships between the children's key person, parent/carers and other Early Years Foundation Stage settings and children's continuing care and learning is promoted extremely well.  There are excellent opportunities for children to work individually or in groups, to make decisions, work cooperatively and develop their independence and social skills. Staff are deployed highly effectively and they consistently provide well targeted support for children, in order that they can achieve as much as they can.  The quality of teaching is exemplary and the staff are highly effective at demonstrating how children learn and not just what they learn. As a result of this and taking into

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This provision is outstanding

account children's starting points, children make exceptionally good progress towards the early learning goals.  The senior management team lead by example and self-evaluation is instrumental in bringing about sustained improvements. For example, strategies to improve the provision for outside play are highly successful and have significantly enhanced the outcomes for children in all areas of learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector looked at the premises in relation to health and safety.

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Inspection activities

 The inspector observed staff's practices and their engagement with the children throughout the inspection.

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Inspection activities

 Children's activities were jointly observed and discussed with the owner and members of the senior management team in relation to teaching and learning.

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Inspection activities

 The inspector looked at the children's records of achievement, observations and assessments in addition to other relevant documentation.

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Inspection activities

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

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Information about the setting

Abacus Day Nursery registered in 2006 and is on the Early Years Register. It operates from a single-storey building located in the Ashton-under-Lyne area of Tameside. The nursery is owned by private individuals. It serves the local area and it is accessible to all children. Children are cared for in four base rooms and they have access to enclosed outdoor play areas and a landscaped nature garden. The nursery is open Monday to Friday from 7.30am until 6pm. It is closed on bank holidays and over the Christmas period. Currently there are 70 children attending in the early years age range. The nursery receives funding for the provision of free early education for two-, three- and four-year-old children.

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Information about the setting

Children attend for a variety of sessions. The nursery supports children with special educational needs and/or disabilities and children for whom English is an additional language.

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Information about the setting

Currently there are 12 staff working directly with the children and all have appropriate early years qualifications. The nursery manager has attained a relevant qualification at level 3. The deputy and a senior practitioner, a member of staff working with 3 month to 2 year olds, and a staff member who works with three to four year olds have attained a foundation degree in early years at level 5. A staff member working with two to three year olds has an honours degree at level 6 and 11 members of staff have attained qualifications at level 3. One of the owners works at the setting and she is supernumerary. She has attained a post graduate diploma in management studies level 7 and Qualified Teacher Status for adult learners. Apprenticeships and student placements are considered. The nursery is a member of the National Day Nurseries Association and it has been awarded the highest food hygiene rating by the local authority.

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

 continue to find different ways for sharing information and working in partnership with other professionals to ensure that children consistently receive the very highest levels of support.

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who attend

At the point of registration and during the settling-in period, the child's key person develops a wealth of knowledge about what children can do. This information is used extremely well to promote children's continuing care and learning and to support and skilfully shape their learning experiences within the setting. Children's learning journals, or individual development books, are attractively maintained by their key person. Each book contains all relevant information to highly effectively show parents how children make significant progress in their learning. This takes into account their starting points and other considerations, such as, special educational needs and/or disabilities and children's home language. Parents are encouraged to regularly observe their children at home and to share this information with their child's key person, enabling them to support children's interests and learning from every angle. For example, a children's favourite touchy, feely

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who attend

book used at home is brought to the nursery and children learn about different animals in the jungle and the noises they make. Precise assessments of children are routinely maintained by the child's key person and they clearly identify where each child is in their learning.

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who attend

Staff skilfully support children's next steps in learning through a range of highly innovative ways. For example, in the pre-school room the 'Next steps' wall display is continually used. It is a simple and imaginative way of showing parents their children's next steps, which are clearly linked to their interests, capabilities and learning styles. As a result, children are actively involved in activities that interest them and provide them with exceptional depth and breadth in their learning. All staff have extremely high expectations of what children can achieve and they provide them with a wide range of rich and imaginative learning experiences to take part in, which motivates them to learn more. For example, in the baby room, experienced staff provide activities where children's senses are continually developed. The very young use age-appropriate forks to make marks in the strawberry whip. They enjoy playing in the wet and dry sand and they use their hands to explore and

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who attend

examine different textures. Staff make best use of their time when they help children to make their own resources, such as helping them to put coloured rice in plastic bottles to use as shakers. Children play with cooked pasta and staff reinforce words, such as, soft, smooth and tasty. Then they introduce uncooked pasta using the word hard. The different textured pasta is mixed together and children are encouraged to mix. The very young use the trays on highchairs and low chairs during custard play and mark making. Staff use water to change the consistency and taste. Children are extremely well supported in the acquisition of communication and language skills and in their physical, personal, social and emotional development. For example, staff know the more words a child hears, the better talker that child becomes. A high level of consistency is therefore, maintained and the staff continuously support and reinforce early language and social skills through age-

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who attend

appropriate conversations and open questions. For example, they ask 'What do we need the paper for?' 'What comes after three?' and 'What colour would you like to use next?'. The staff's practice is exceptionally good because both the quantity of words and also the quality of what is said clearly influence the children's ability to be excellent communicators. For example, children imitate words and sounds and they try to reply to the staff's open questions although they may not pronounce certain words correctly, such as, blue and green. Staff sensitively pronounce these words correctly several times, giving children plenty of time to think and try again, which is a highly effective way of reinforcing children's, learning.

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who attend

A new member of staff uses timely interventions to manage a range of children's differing behaviour extremely well. She slows the pace of the activity down by introducing calm music. She models new tasks and suggests children remove their shoes before she shows them how to roll over safely. Children's self-help skills are purposefully promoted and these measures show the characteristics of effective learning are evident in all aspects of their play and development. Therefore, children are extremely well prepared for their next stages in learning.

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who attend

Working with parents as partners is an integral part of the provision. The staff work extremely hard to ensure that a shared approach to children's learning is achieved at every opportunity, using a range of highly innovative ways. For example, they source simple words and phrases from parents in their home language to use on the parents notice board and at carpet time activities, such as meeting and greeting the children. Children are highly valued as unique individuals and they are fully included and involved in all aspects of the provision. Parents provide photographs and written accounts of their children visiting different train stations, so that their children can make useful contributions to the train theme in the pre-school room. Children have made train carriages for the wall display, gluing and sticking cotton wool balls, lollipop and match sticks and coloured feathers and they created self-portraits to show themselves lining up

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who attend

on the platform at the train station. An open-door policy ensures that parents feel welcome to communicate with the staff at any time. Parents regularly review children's assessments and development records with their child's key person and they contribute by carrying out observations of their children at home, complementing their next steps in learning within the setting. Regular parental discussions are recorded and followed up immediately. For example, staff understand the importance of continuity when teaching children how to use the toilet. Some children spend time in other settings. Staff have introduced a communication book to link home and other key people to their provision to promote a seamless approach to delivering the framework.

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who attend

In the main there are strong links with other agencies involved in children's care and learning, such as, social workers and looked after children. Positive action is always taken by the nursery to engage meaningfully with other agencies, although sometimes arrangements do not always progress as intended. As a result, staff are persistent in finding different ways to communicate with other professionals. A recommendation is raised to support this approach to obtain the help children may need to develop to the very highest levels.

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

Children thrive in a stable, welcoming, relaxed environment. Their emotional well-being is exceptionally well supported because staff are calm, kind, caring and sensitive in supporting their individual needs. As a consequence, children form strong emotional attachments with their key person and other familiar staff and they feel safe and secure. Children are confident and they develop meaningful and positive relationships with their peers. Displayed artwork ensures that children have a strong sense of belonging and can feel proud of their achievements. Children's physical well-being is promoted extremely well through a range of well-planned activities, including energetic outside play. Free-flow indoor and outdoor play is an integral part of the provision. Children use the landscaped nature garden, which supports all areas of learning exceptionally well. They are used to dressing according to the changing weather, including snow, rain and wind and when

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

required they use body suits and wellingtons to keep warm and dry. Healthy eating is highly effectively promoted within the setting and snacks and lunches are always healthy and nutritious. Children help to grow their own fruit and vegetables, such as, potatoes, carrots, beans and blackberries. Children have taken lettuces to eat at home. The impressive nature garden has significantly enhanced the outdoor provision for all children. Children use the logs on the grassed area to sit, walk and balance on. The stepping stones are used by children to jump from one to the other and to use as walkways. The child- sized bridge is strategically placed and leads to a wooden structure, or 'Role house', with steps and a rope for children to use as a castle, stage, den, or whatever they want it to be. The three giant rubber tyres are embedded in the grass for children to climb on and children use the deep treads as rungs or foot holes. The willow den is used to walk

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

through and children run in and out of the trees. A wooden picnic bench is situated in the shade for children who wish to sit quietly and relax. Lavender has been planted for children to touch and smell.

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

The provision for sleeping children, highly effectively promotes their physical and emotional well-being. Children sleep safely and undisturbed. They are free to move and position themselves because they lie flat on individual mattresses on the floor. Clean bed linen is always provided. Other activities at the setting, such as, story time and role play, highly effectively reinforce children's learning in safe environment. As a result, children confidently manage risks for themselves and develop an excellent understanding of how to keep themselves safe in a range of situations. The staff model positive behaviour exceptionally well. Children respect each other and play extremely well together. They are well mannered and always say please and thank you. Children have an excellent understanding of the rules and boundaries of the setting and consistently demonstrate positive behaviour and attitudes. Staff support children who are moving on to school

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

exceptionally well. They engage with parents and teachers and reads stories about going to school. Children use role play to express their ideas and emotions. As a result, children are extremely well supported as they move from one setting to another. The staff and parents have high regard for children's emotional and physical good health. By working collaboratively they successfully promote healthy lifestyles and assist children to make informed and responsible choices about their personal care and well-being. For example, children are purposefully taught about the effects of germs and they know to wash their hands before mealtimes without being prompted. High levels of consistency significantly promote children's good health and help to develop their growing understanding of healthy eating practices and the need for regular physical exercise.

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provision

The senior management team at the nursery have an excellent understanding of the requirements to safeguard children. For example, the policies and procedures in relation to staff induction and behaviour management have just been reviewed, to ensure staff remain vigilant. All staff have an exceptionally good understanding of child protection issues and procedures. They fully understand their responsibilities with regards to safeguarding children and this includes robust selection, recruitment and vetting procedures. Policies and procedures are exceptionally well-written, reviewed regularly and clearly help to underpin excellent childcare practice. For example, children's accident, incident and medication records are well maintained in partnership with parents. The senior management team lead by example and there is great camaraderie between staff. Their pursuit of excellence is evident in highly effective self-evaluation procedures that are

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provision

instrumental in monitoring, identifying and prioritising aspects of the provision to be developed and which bring about sustained improvements. A relevant example includes the significantly improved provision for outside play. Staff are deployed highly effectively and they consistently provide well targeted support for children, in order that they achieve as much as they can in all areas of learning. The staff's understanding of the safeguarding and welfare requirements are secure; safe practice is firmly embedded and children play in a safe, welcoming and supportive environment. A distinct feature is the staff's attention to detail. Staff are continually focused on recognising and meeting children's care, learning and welfare needs. They are well able to interpret and understand children's needs and wishes through their conversations, words, gestures, sounds, expressions and disposition. The quality of teaching is exemplary because staff clearly promote how children learn and

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provision

not just what they learn. Skilled, highly trained and qualified staff work with integrity and enthusiasm and they translate theory into practice extremely well in the children's best interest, for example, through the Common Assessment Framework for children and families with additional needs. They are all highly committed practitioners, who have an excellent understanding of all the requirements of the Early Years Foundation Stage. They implement them highly effectively to ensure that all children make significant progress in their learning through a range of highly innovative, exciting and challenging activities. The work required following the last inspection has been very successfully embedded, further promoting children's health, care, learning and development.

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provision

Working in partnership with parents is promoted extremely well. The staff engage with parents at every level to ensure children are happy, settled and progress exceptionally well towards the early learning goals. Parents are kept fully informed of their children's learning and development through regular discussion, daily diaries and regular reviews of their children's learning journals, or development files. As a result, a shared approach to children's learning is fully embraced. Partnerships with other agencies are established although sometimes arrangements are out of staff's control and they do not always progress as intended.

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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 EY335501 Local authority Tameside Inspection number 820641

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 71 Number of children on roll 70 Name of provider J and K Nursery's Ltd Date of previous inspection 19/01/2009 Telephone number 0161 3440068

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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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