Rosehill Nursery Limited

Rosehill Nursery Limited 160 Manchester Road, BOLTON, Lancashire, BL2 1HE

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Inspection date

Previous inspection date 14/03/2014 09/05/2013

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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's safety and security is of the highest priority in the nursery. Staff and managers demonstrate a comprehensive understanding of how to protect children's welfare if they have any concerns and risk is well-managed so that children can play safely.  Staff make detailed plans to support all aspects of children's learning using observations and precise assessments of children's progress. Outdoor areas in particular are very well-resourced to support all aspects of children's play and learning.  Partnership with parents, along with other any other agencies involved with children is effective in supporting children's welfare and learning.  Evaluation of the nursery to bring about action for continuous improvement is purposeful, drawing on the views of parents, staff and all other agencies connected with the provision.

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It is not yet outstanding because

 The ways in which staff performance is managed are largely concerned with assessment by managers rather than by encouraging a culture of staff evaluation of their own practice, leaving scope to explore ways to enhance this.  When children in the room for those aged thirty to thirty six months do not wish to participate in whole group activities, such as to extend their listening and attention skills, staff do not consistently offer alternative adult-led activities to replace these.

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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

 Evidence of suitability and qualifications of staff and others associated with the nursery was checked.

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Inspection activities

 Observations of childcare staff and their interactions with children were carried out throughout the day.

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Inspection activities

 The inspector held meetings with the owner and the deputy manager and spoke with staff, children and parents at appropriate times during the inspection.  A joint observation was completed by the inspector and the owner.

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Inspection activities

 The inspector examined a selection of documentation related to children's learning and welfare, along with the nursery's plans for self-evaluation and improvement.

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Information about the setting

Rosehill Nursery was registered in 2004 and is a privately owned limited company. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery is situated in purpose built premises in the Burnden area of Bolton, near the centre of the town. It serves the local and wider areas and is accessible to all children with a lift to the first floor and ramps to the main door. There are two enclosed areas available for children's outdoor play. The nursery opens Monday to Friday all year round, from 7.15am until 6pm and there is flexibility to accommodate parental working patterns if requested in advance. There are 16 members of childcare staff. Of these, two members of staff hold appropriate early years qualifications at level 6, as one holds Early Years Professional Status and one is an Early Years Teacher. One member of staff holds a qualification at level 5 and 10 at level 3. The nursery also

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Information about the setting

operates an onsite training facility providing childcare courses in conjunction with a local college. Children attend for a variety of sessions. There are currently 85 children on roll who are all in the early years age range. The nursery provides funded early education for two-, three- and four-year-old children. It supports a small number of children with special educational needs and/or disabilities. The nursery receives support and advice from the local authority and holds an Investors in People award.

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

 enhance staff understanding in the room for children aged from 30 to 36 months of when to provide alternative adult-led activities to support listening and attention skills, when children do not wish to join in quieter whole group times

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

 extend the existing systems to monitor staff performance by exploring ways for staff to make ongoing rigorous evaluations of their own practice and develop a greater culture of self-reflection.

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who attend

Children make good or better progress in their learning, because staff have a thorough knowledge of how individual children learn and then build on this. Staff make meticulous plans for inclusive activities based on their observations of what individual children can do and seek information about their interests to help to further motivate them in their learning. Parents have opportunities to contribute ideas to the planning for their children's learning on a regular basis. The nursery makes good use of ways for them to directly engage with their children's learning, such as by lending books in pre-school and providing a 'take-home toy' with a diary for drawings, photographs and captions. The nursery offers an exciting variety of outings to children to enrich their learning experiences. For example, children go to local country parks and farms as well as visiting technology centres and aquariums. The educational programmes have depth and breadth and are precisely

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who attend

matched to children's needs due to the breadth of information they draw on. Parents can take children's learning records home in order to read them and stay well-informed about children's welfare and activities. The nursery also offers regular meetings at parents' and carers' convenience over the year for them to discuss their children's progress.

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who attend

Observations are made frequently by staff on children's progress and these are compared to expected developmental milestones for children's ages. Assessments are therefore, made of children's learning, through tracking their progress in detail from their starting points. As a result, staff can see if progress is as expected, above, or below that for children's age and stage of development. Staff are then able to address any gaps in learning that become apparent, so that early intervention can help support children's future progress. The nursery has implemented the progress check at age two and these assessments are thorough, in order to plan for children's next steps in learning in detail. The owner and deputy manager demonstrate a good awareness of the importance of implementing multi-agency working rapidly with parents' permission when it is recognised that children's needs require external help. Quality of staff interaction is good as staff ask

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who attend

children questions and set them challenges that require them to think critically. For example, staff ask children to 'make nine hops to the black circle' requiring them think about colour, counting and shape. This provides a good basis for children's readiness for school as they are well-prepared to listen to and understand instructions. Staff provide good opportunities for exploratory and sensory play for older babies. For example, they provide child-height units containing a variety of natural and synthetic materials with differing textures and colours for use when talking to children to extend their knowledge of words. The objects are also freely accessible to children to support their repetitive play, such as by gathering them, then pushing them in trolleys around the covered balcony play area. Staff praise children for copying their actions, such as when children take water to the sand and then shape this using simple resources like buckets and moulds. Staff name

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who attend

pictures, people and objects for young children to help them extend their knowledge of words. This enhances their communication skills and supports development of good behaviour as children are better equipped to communicate with others, helping to prevent frustration.

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who attend

Small group times are used to provide opportunities for children to sing, experience rhyme and rhythm and talk about things that are important to them. As a result, children develop confidence and enjoy the creative experiences offered to them, including experimenting with making sounds. There is however, scope to enhance the ways in which staff working with children aged thirty to thirty six months offer alternative adult-led activities when children clearly do not wish to engage in quieter ones, such as listening to books or sharing news. This is so that other good quality learning experiences that support children's development of listening and attention skills are available. Children have ongoing access to a wide range of resources for making marks and being creative indoors and outside, such as crayons, paint, glitter, fabric and chalk. Children of pre-school age make good progress in writing and identifying their names, showing that they understand

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who attend

that text carries meaning. Babies are gently reassured when offered new experiences, such as using their developing hand-eye co-ordination to slide a piece of plastic bread into a toy toaster. As a result, they are encouraged to repeat their actions, supporting their physical development. Staff in all rooms sit with children to read age appropriate books in order to encourage a love of books, as part of the support for children's early learning in literacy. They use good expression to maintain most children's interest and encourage children to join in with repeated sections of text, in order to enhance children's ability to think and recall.

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

The nursery uses a key person system in order to support children's emotional welfare, and staff show a comprehensive knowledge of children, their routines and their preferences. Key persons, therefore, provide good support for children's emotional well- being, which consequently enhances children's likelihood of learning. Children's behaviour is observed to be good and staff act as positive role models, praising children for managing their own feelings and behaviour. When children show difficulties in this, individual plans are swiftly implemented in partnership with parents to prevent greater future difficulties developing. When children join the nursery, detailed information is obtained from parents in order to help children settle as rapidly as possible. Parents receive comprehensive written information about their children's care and activities as staff complete individual sheets for children under three years old each day. Partnership

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

with parents is further supported by parents being able to request daily information sheets at times such as when they are not able to collect older children themselves. Staff also exchange information verbally with parents at handover times and this is noted in a 'communication book' kept in each room so that staff starting work at different times of the day are well-informed to support children's welfare. Moves within the nursery are smoothly managed, with plenty of discussion with parents to support children prior to changing rooms. A highly flexible approach to the length of time for visits required, based on individual needs, is taken for moves between the rooms to maintain children's emotional security. Detailed information to enable children's new key persons to settle them rapidly is passed on at meetings, such as their interests and dislikes, along with their most recent progress in learning.

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

Resources and toys are highly accessible and consequently, children develop independence because they are able to select what to play with. Children have further opportunities to enhance their independence by serving themselves meals and snacks as soon as possible when over the age of two years. Their welfare is protected by a comprehensive range of policies and parental permissions such as for applying sun cream and seeking emergency medical treatment. The majority of staff are qualified in paediatric first-aid and the expertise of the owner as a registered nurse provides further support when she is on the premises. The nursery provides an exciting outdoor environment, which gives children very good opportunities to take reasonable risk in their play, combined with careful supervision. For example, children can climb small ladders in playhouses and jump from the wooden pirate ship onto soft surfaces. Children have

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

opportunities to play on wheeled toys so that they learn to enjoy exercise and develop their whole-body co-ordination. Good use is made of the outdoor area for children to participate in imaginative activities like den-building, which extend children's manipulative, communication and social skills. The nursery also has a large room used as a sports hall equipped with a wide range of resources to enhance children's opportunities to develop whole body and hand-eye co-ordination. Children have daily activities in here, and the nursery provides a weekly session for pre-school children with a sports coach. The activities offered by staff using the sports hall make an effective contribution to children developing good listening skills and also supports other areas of learning in the process.

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

Children show a good level of self-care and are able to manage their personal hygiene appropriate to their age and stage of development. Staff talk to children about the importance of maintaining effective hygiene routines, such as washing their hands before eating. Children are also supported to brush their teeth after lunch. Consequently, there are good opportunities for children to learn about maintaining effective personal hygiene. Meals are healthy, and children have independent access to water over the day. This means that children receive a balanced diet and learn to manage their own needs for drinks. Staff take children on visits to local supermarkets, as well as offering cooking activities, to help children learn about good nutrition. All areas of the nursery are clean and there are robust procedures for staff to help prevent the spread of any germs, such as at nappy changes. Effective practical measures, such as moving children between floors

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

using the lift, are used to help prevent accidents. An intercom with a camera is used on the main door to the nursery, to protect children by preventing unauthorised access to the building. In addition, parents are reminded through notices not to allow others in behind them, to further support this, and the policy detailing how the nursery responds to allegations is clearly displayed for parents in the entry area to ensure they are aware of this. Staff deployment is observed to be effective in supporting children's welfare and learning, because children are supervised indoors and outside at ratios stipulated by statutory requirements, or better than these.

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provision

The inspection was prioritised after an investigation by Ofsted, which was carried out due to a notification by the provider of an allegation that a child had incurred an unexplained injury on the premises. A notice to improve was issued requiring the provider to ensure that when concerns of a safeguarding nature are raised, procedures in-line with Local Safeguarding Children Board guidance are implemented immediately. During the subsequent full inspection, it was found that the provider had taken effective measures in response to this, including providing additional training on safeguarding for managers. Risk assessments and daily safety checks for the nursery are detailed and regularly reviewed to enable children to play safely on the premises, as well as on outings in the locality and further afield. For example, there are detailed risk assessments in place for the wealth of fixed outdoor resources such as playhouses and staff adhere to only

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provision

allowing children to use these when more than one member of staff is supervising in an outdoor area. The effectiveness of this is demonstrated by no accidents involving the playhouses being present in the accident records. Key persons demonstrate a good understanding of how to manage any concerns they may have about a child's welfare due to a comprehensive knowledge of safeguarding and whistleblowing procedures. All managers, staff and students are checked and vetted for suitability to work with children. Staff and managers are required to make regular declarations regarding their ongoing suitability for work in childcare. All documentation related to statutory requirements is completed to support the safe and effective running of the nursery. This includes the policy for safeguarding children's welfare, which includes managing any concerns about this in-line with the local safeguarding children's board guidelines.

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provision

Responsibilities of staff and managers are clearly defined and reviewed to ensure that staff understand the high expectations for their practice. Procedures for recruitment and induction are rigorous to ensure that a well-qualified and enthusiastic staff team is maintained. Staff are supported to identify areas where they would like more training through regular whole staff meetings, and also through their monthly supervision meetings. The owner demonstrates a good understanding of how to remedy any perceived underperformance, such as through specific training for individuals and groups of staff. There is also a comprehensive programme of observations on staff in place to enable managers to provide detailed, constructive feedback and set precise targets in order to maintain an effective staff team. Although, there is scope to develop an ethos of greater self-reflection by staff, in addition to the existing good systems for target setting,

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provision

in order to further enhance their practice.

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provision

Staff plan highly detailed educational programmes based on the needs of individual children, which provide challenge precisely matched to their age and stage of development. These are regularly monitored at key persons' supervision meetings to ensure the quality and consistency of observations, planning and assessment is maintained to support children's learning. As a result, children are making progress that is age appropriate or better because the quality of planning, observation and assessment is good. Where there are delays identified in children's progress, effective action is taken to resolve this, such as working in partnership with parents and external agencies. The nursery has established effective partnerships with parents, who praise it for its friendly staff and care for their children's welfare. Parents have regular opportunities to contribute to the nursery's plans for development both through verbal and written means and the

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provision

nursery's response to these are displayed. Staff have regular opportunities to share information with managers for the evaluation process at a variety of staff meetings and during their performance management. Overall, the nursery's managers show a purposeful approach to bringing about continuous improvement through evaluation and action as a result.

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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 EY264756 Local authority Bolton Inspection number 954117

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 90 Number of children on roll 85 Name of provider Jane Morrissey Date of previous inspection 09/05/2013 Telephone number 01204 525354

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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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