King Fishers Place

King Fishers Place The Meeting House, Galpins Road, Thornton Heath, Croydon, CR7 6EL

p.1

Inspection date

Previous inspection date 14/01/2014 12/11/2012

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

p.1

This provision is good

 Staff are meeting the needs of individual children well because they carefully plan for their learning based on what children know and can do.  Staff work well as a team to help children learn positive behaviour. This means that relationships on all levels are excellent as children explore their environment.  The management team have established effective systems for training and support to help staff improve their knowledge of safeguarding. This helps to safeguard children.  Partnerships with parents and other professionals are rapidly being established and this contributes well to meeting children's needs.

p.1

It is not yet outstanding because

 Staff provide a mathematics table which children enjoy using. However, the other areas such as role play and the outdoors are not rich in mathematical resources. At times this reduces children's opportunities to explore measurement and numbers in everyday play.  Older children do not have natural materials and resources constantly available to This means that children are not able to explore using their senses with real materials, especially in the role play area.

p.1

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

p.2

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.

p.2

Inspection activities

 The inspector observed activities involving staff and children.

p.2

Inspection activities

 The inspector looked at documentation relating to staff suitability and the nursery policies for safeguarding and behaviour management.

p.2

Inspection activities

 The inspector met with the manager and the area manager to discuss improvements and the setting's self-evaluation.  The inspector spoke to parents to find out their views of the nursery.

p.2

Information about the setting

King Fishers Place registered in 2002 and is one of three nurseries owned and run by private providers. It is situated a residential area of Thornton Heath in the London Borough of Croydon. The nursery operates from a self-contained church hall where children have access to two fully enclosed outdoor play areas, situated at the front and rear of the nursery. The nursery offers day care to children from families in the local community. There are currently 17 children on roll in the early years age group. The nursery offers funded early education to children aged three and four years. The nursery is open from 7.30am until 6pm, Monday to Friday, all year round, with the exception of one week at Christmas and on two staff training days. The nursery cares for children who speak English as an additional language. There are six staff who work directly with the children; all staff hold appropriate early years qualifications and two members of staff hold

p.3

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

 extend children's mathematical skills by providing a wider range of mathematical resources across the various play areas

p.3

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

 enhance children's ability to learn using their senses by providing a wider range of natural play materials for daily use.

p.3

who attend

The staff team work well to meet the needs of children attending. They get to know the children during the settling in period and work with parents to decide on starting points and plans for future learning. The key person system is used well to aid the settling in process and due to this staff get to know children well and are able to meet their individual needs. For example, they complete detailed and regular observations and use this information to plan for their learning. This includes completing a progress check for two-year-old children in order to identify any additional help children may need. This means that children's needs are quickly identified and responded to by staff. Babies are cared for in their own group room and they enjoy the company of the staff caring for them. They use a range of materials, including bubbles, balls and home-made shakers to enhance their learning. However, there is less of a range of natural materials available for

p.3

who attend

older children to explore using their senses and to use natural materials during role play to help them develop understanding of the wider world The support that staff provide for children who speak more than one language is good and this means that these children are developing good skills for the future.

p.3

who attend

Older children are also making good progress in their learning. Teaching is good because staff foster the interests of children, such as helping them to enjoy their favourite books and stories. Group times are used to foster early reading skill such as memory games and learning the sounds that letters make. Children enjoy guessing which toys are on the tray and naming them. They are rewarded with the toy if they remember it and meaningful praise is given for their efforts. This means that staff take opportunities to extend children's learning during adult-led activities. Children make the most of the mathematics table and are learning counting and shape with the support of staff. However, there are not enough opportunities for children to enjoy mathematics in other play areas to foster their ability to develop problem solving skills, for example, counting and measuring during role play. Children learn to express themselves through role play because staff join in with

p.4

who attend

their games and encourage creative learning. Outdoor physical play is used well to support the skills of groups of children, such as the boys who enjoy active learning through ball games. The babies chuckle with delight as they are encouraged to use bubbles in the outdoor area. A positive approach to children's choice of playing indoors or outside at any time contributes to their learning. Parents are encouraged to share their children's achievements in various ways. For example, they join in with a graduation party before older children move on to school. This enhances the confidence of the children as they prepare for their next stage of learning.

p.4

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

Children's well-being is supported because staff have developed their understanding in safeguarding issues since the last inspection. On-going training and support has guided them and they are confident when dealing with children's behaviour, safety issues and how to report concerns. This protects children's welfare and means that children feel safe. Children are supervised well and good care routines means that their individual needs are met. Children are encouraged to focus on activities they choose, to share, take turns and to become independent as they pour their own drinks and choose fruit for snack time. They listen to instructions from staff and enjoy the company of their friends as they join in with adult-led games and role play. Staff are calm and interact well with children which means that the overall atmosphere of the nursery is warm and welcoming. This supports children's well-being.

p.4

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

Children behave well as they learn to respect and tolerate one another. Staff respond quickly and positively to any issues which means that children listen and act accordingly. Staff are able to joke with children when they suspect a child is seeking attention and this results in smiles and giggles from the children. Staff offer meaningful praise for children's efforts and it is clear that they are developing self-esteem and care for their friends. This means that relationships are good on all levels. Children who are learning English have good support. Staff make good use of children's home languages during play, activities and nursery displays. This means that children can feel proud of their language and multi- lingual books supports this sense of well-being for older children. This also provides consistent care and helps new children flourish as they settle into the nursery.

p.4

provision

This inspection took place following a visit by Ofsted to monitor compliance of the actions previously set in relation to the safeguarding policy and practice. The management team demonstrate a strong commitment to making continual improvements. The nursery manager and the area manager have worked hard to develop and maintain a good level of staff practice. This means that the management team fully understand their responsibility to meet the safeguarding and welfare requirements and those for learning and development. They lead the staff well and strive for quality care, especially in relation to safeguarding. This is to keep children safeguarded and ensure they enjoy their learning. Induction, supervision and appraisals are used to ensure that staff are suitable and have appropriate knowledge and skills to care for children. For example, managers have provided a training programme to ensure that all staff are aware of issues relating to child

p.5

provision

protection and how to report concerns. Also to ensure they know and understand the robust policies in place, including those to report any concerns about other staff's behaviour towards children. This keeps children safe and helps to protect staff from allegations. The safeguarding policy includes monitoring of visitors and non-use of mobile phones and cameras. This is shared and adhered to by parents which helps to protects children.

p.5

provision

The nursery is clean and all equipment is checked for safety. Risk assessments are completed and staff ensure that faulty or broken equipment is discarded and activities are assessed to make sure they are safe. The management team and staff identify where improvements can be made and have created a covered play area in the garden and added a summerhouse. This means that children can play outside safely in all weathers. Children understand safe behaviour such as not to run in the nursery and to use the bathroom areas sensibly. This helps to prepare them for school. The nursery has formed good partnerships with parents who provided very enthusiastic verbal feedback during the inspection. They are pleased with the regular feedback staff provide because it gives them the opportunity to become involved with their children's learning. The nursery self- evaluation includes the views of children, parents and staff. In this way, everyone is

p.5

provision

included in plans for development. This has contributed significantly to the improvements the nursery has achieved and their ability to sustain good quality care for the children.

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY227192 Local authority Croydon Inspection number 950245 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 19 Number of children on roll 17 Name of provider Cynthia Wilson Date of previous inspection 12/11/2012 Telephone number 0208 683 0092

p.7

Setting details

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9