Rosedene Ormesby

Rosedene Ormesby Daisy Lane, Ormesby, Middlesbrough, TS7 9LF

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Inspection date

Previous inspection date 18/02/2014 07/08/2013

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are excited, enthusiastic and happy. They enjoy the very wide range of activities on offer, particularly in the outside environment, which challenges and stimulates them.  Relationships between children and staff are very good, therefore, fostering a strong sense of belonging and ensuring that children are confident learners. Partnerships with parents and other agencies are strong with regard to sharing a comprehensive range of information that aids staff in meeting children's care and learning needs.  Staff use their knowledge, skills and experience very effectively to ensure that children are consistently challenged to reach the next stage in their development.  Children are well protected by robust risk assessments and sensible procedures, which ensures that they are always well supervised and cared for. They develop an understanding of how to take measured risks.

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It is not yet outstanding because

 There is scope to improve the organisation of group time for older children to enable all children to be fully involved.

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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 viewed all areas of the premises and equipment and observed activities in all of the playrooms and the outside play areas.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of staff working within the setting, the provider's self- evaluation form and a range of other documentation.

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Inspection activities

 The inspector held meetings with the management team, completed a joint observation with the manager and spoke with staff and children throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and views presented in written form.

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Information about the setting

Rosedene Ormesby was registered in 2006. It is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery is situated in a purpose-built children's centre attached to Overfields Primary School in Middlesbrough. It is one of nine nurseries owned by Rosedene Nurseries Limited. Children are cared for in three separate rooms and have access to an enclosed outdoor play area.

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Information about the setting

The nursery employs 11 members of childcare staff. Of these, most hold an appropriate early years qualification at level 3 or above. The nursery opens Monday to Friday, all year round, for 51 weeks of the year. Sessions are from 7.30am until 6pm. There are currently 70 children on roll who attend for a variety of sessions. The nursery provides funded early education for two-, three- and four-year-old children.

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

 enhance further the organisation of group time for older children, to encourage all children to participate.

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who attend

Children are fully engaged in fruitful activity throughout the day because staff plan and provide a highly stimulating, challenging and interesting learning environment. Babies are provided with a good range of sensory experiences that encourage their natural desire to explore. They reach out excitedly when exploring gloop and staff extend this by encouraging them to explore with their feet. By repeating the activity, babies gain confidence and independence and through this, staff effectively encourage babies to develop their physical skills. Older children engage in a very good range of interactive experiences as they look for insects in the garden using a range of tweezers and magnifying glasses. They eagerly use scissors, and pencils as they draw treasure maps and tell everyone that X marks the treasure spot. Staff successfully extend this to role play of pirates. Staff build young children's vocabulary exceptionally well. For example, when a

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who attend

child holds up an object and says 'spade' they extend this by saying 'what size spade?' Children enjoy pretend play as they use sweeping brushes to clean the floor and make a pot of tea for their friends, adding cups and saucers. Mathematical skills are also flourishing as children sing number songs and recognise which number comes next in a sequence. Staff spend time with children, helping them to solve problems when completing threading games, or count how many digger trucks they have. Children's reading and early writing skills are developing very well. Older children know the initial letter in their name and most are able to write their full name with support. Toddlers recognise their own named coat peg. Overall, staff demonstrate effective teaching methods to support children's communication and language. They help children to form letters and sounds through songs, rhymes and stories and through everyday conversation.

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who attend

Toddlers join in singing time activities enthusiastically and happily choose songs, such as 'Five little frogs'. They eagerly count each number on their hands and take one away. Older children are able to predict how many are left. Older children listen carefully to each other at circle time as they discuss what activities they have enjoyed doing so far that day. This helps them to develop good key skills for future learning, such as concentration and turn-taking. However, there is scope to improve the organisation of group times for older children, so they are all able to participate.

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who attend

Children's physical development is aided exceptionally well as they have access to a range of superb outside play experiences in the recently refurbished outdoor play area. Children talk with enthusiasm about activities they have completed outdoors, telling the inspector "we grow food in this one and flowers in this one" this reflects their enthusiasm and enjoyment for these activities, and provides them with interesting opportunities to explore the world they live in. Children also develop a breadth of physical skills in the garden as they ride bicycles around the track and put in place their own road signs of traffic lights and stop and go signs.

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who attend

Staff rigorously observe, assess and monitor each child's development. They make detailed observations across all areas of learning and identify children's individual next steps, which are used very effectively to plan future activities. This ensures that children's emerging needs are followed up swiftly and accurately. Staff also record children's self- initiated play and use their interests as a basis for their planning. Each child has a key person, who ensures that all activities are tailored to meet their individual next steps. The key person also regularly records and reviews their progress. This ensures all children are making good progress and that any concerns are promptly followed up. Children's starting points on entry to the nursery include parents' views about what their children can do. As a result, staff have a very secure baseline in place from which to measure children's progress. Staff work extremely well in partnership with parents and other professionals to

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who attend

identify realistic, yet challenging targets. They regularly review children's progress and discuss any concerns promptly. Therefore, all children are encouraged to reach their full potential and develop necessary skills in readiness for school. Parents are provided with a vast array of opportunities to be involved in their children's ongoing learning and development. For example, parents are invited to regular review meetings and receive yearly summaries and reports. Shared home and nursery dairies for all the children are highly effective in sharing children's progress. The majority of parents add photographs and comments about their child's achievements from home. Staff use these extremely well in their monitoring of children's progress and this helps them to plan more accurately for the children's interests as well as their next steps.

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

Children are assisted in making a smooth move from home to nursery, as a result of a highly effective key person system and settling-in process. Individual, introductory sessions are offered to allow children to get used to being away from their carers. Parents are given plenty of opportunity to raise questions as they sit with staff to complete initial paperwork, such as 'All about me' sheets. This enables them to give the nursery lots of information about their child, including any special requirements, likes and dislikes. This means staff effectively identify children's individual needs and plan activities that they enjoy. Children build strong relationships as staff provide genuine warmth and affection. They show an interest in the children, listening attentively and swiftly meeting their personal needs. This enables children to feel safe and secure, giving them the confidence to develop their independence and explore the environment. Consequently, children are

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

happy to engage in play and develop skills for future learning as they are relaxed and comfortable. Babies snuggle in when listening to a story and enjoy a cuddle as they doze off to sleep. Older children talk confidently to staff, engaging them in discussion after looking outside at the weather and how this will affect what they do outside. Children of all ages show a strong sense of belonging in the nursery. Even babies are able to indicate what resources they want to play with, as all tubs have a picture on them to show what they contain. Older children help to tidy away toys before mealtimes and develop their social skills as they sit together at meal times.

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

Children understand how to keep themselves safe as they learn road safety skills in the garden and on the regular outings in to the community. Children behave very well and show a very good understanding of what is expected of them. They sit quietly to listen at circle time and share resources happily. Children also develop a good understanding of the importance of physical exercise and a healthy diet. They discuss the food at snack time. Older children follow hygienic hand washing procedures and delight in demonstrating that they know where to put their used tissues. Such routines help to minimise the risks of cross- infection. All children have daily access to fresh air and exercise in the outdoor area, which supports children's good health.

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

Children move around their room safely, enjoying the freedom to select from the wide range of resources that are easily accessible to them. They benefit from the thoughtful layout, which includes designated areas for rest or active play. Children are able to meet their physical needs for relaxation as they can curl up on the large cushions in the book area when they are tired. Babies have a room, where they can rest undisturbed. This is constantly monitored to ensure their well-being as they sleep. Staff also support children as they move on to school, making records available for reception teachers and inviting them to visit the children at nursery. This helps children to prepare for the move to formal education.

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provision

The nursery is led by an enthusiastic and highly motivated manager. She has a desire to provide top quality care and has a team of positive and enthusiastic staff, who also share this vision. Consequently, from the most senior to the most junior, all staff are dedicated to meeting the needs of the children who attend. Management have a robust understanding of their responsibility in meeting the Early Years Foundation Stage learning and development requirements. The manager in the nursery has a good understanding of the requirements to safeguard children. Following a recent incident regarding the administration of medication, they appropriately notified Ofsted and a full investigation took place. The manager found that procedures for medication had not been followed and they reviewed these procedures and updated staff and parents to ensure that staff remain vigilant. Highly successful team work ensures that children's well-being is efficiently

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provision

prioritised and the positive atmosphere contributes to a nursery that is warm and welcoming. A comprehensive range of policies and procedures are in place to assist in the smooth running of the nursery. These are regularly reviewed to ensure that they continually meet the latest requirements and are in line with current best practice. The manager also regularly monitors the delivery of the educational programmes and routine care practices, including monitoring children files. This enables her and the staff team to monitor the progress of individual groups of children in specific areas of learning. This helps to ensure that all staff are following the policies in practice and providing effective teaching to help children to progress.

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provision

Children's safety is given the highest priority. Staffing ratios are always met, ensuring that children receive plenty of attention. All staff hold relevant qualifications and key staff have attended specialised safeguarding training. This is shared at staff meetings to ensure that all staff understand the signs and symptoms, which may indicate abuse and know how to report any concerns. Any child who has an accident is given first aid by a qualified staff member. All accidents are recorded and detailed procedures are in place and implemented for the administration of medication. For those with medical needs, a full and detailed plan is put together to ensure that staff are able to respond promptly and efficiently. Parents are further reassured of their children's well-being and safety through the rigorous policies and procedures for the recruitment and selection of staff. Performance management is

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provision

well managed in the nursery. Staff are offered extensive training and support to enhance their skills. Training needs are identified through effective supervision and appraisals. The nursery completes a detailed risk assessment for all areas within the nursery and all procedures, such as the giving of medication. These are regularly updated. All recommendations from the last inspection have been successfully addressed. The nursery uses self-evaluation very effectively to identify all areas for improvement and comprehensive action plans are in place to bring about continual development. Staff take ownership for these actions and managers record their progress to ensure that it is completed. Parents report that they are extremely happy with the nursery. They positively comment on the excellent range of activities that stimulate their children's interests and the friendliness and enthusiasm of the staff.

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provision

Partnerships with parents and other early years professionals are a clear strength of the nursery. Parents are warmly welcomed into the nursery and are comfortable talking to staff, who show a genuine interest in their children. They have access to a wealth of information and are kept very well informed about activities through comprehensive newsletters and daily diaries which the parents highly value. They are encouraged to share their own observations of their children's progress. The nursery works extremely well with other agencies, such as health professionals. This ensures that all children receive support in line with their unique needs.

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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 EY333734 Local authority Redcar & Cleveland Inspection number 952918

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 41 Number of children on roll 70 Name of provider Rosedene Nurseries Limited Date of previous inspection 07/08/2013 Telephone number 01642 300629

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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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