The Oxford Nursery Eynsham

The Oxford Nursery Eynsham 49 Witney Road, Eynsham, Witney, Oxfordshire, OX29 4PL

p.1

Inspection date

Previous inspection date 09/04/2014 07/10/2010

p.1

early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

p.1

This provision is inadequate

 Systems to ensure staff are suitable to work with children are ineffective, which means that children's safety is compromised.  Procedures to ensure staff without suitability checks are not left alone with children are not in place, placing children at risk.  Staff do not effectively promote children's communication and language development, especially for those who are learning English as an additional language. Consequently, children do not make good enough progress in this area.  Risk assessment is ineffective. As a result, some equipment is unsafe and this does not safeguard children well.  Self-evaluation is not effective. Consequently, weaknesses in observation, planning and resourcing the outdoor area have not been identified.

p.1

It has the following strengths

 Staff are friendly, approachable and enthusiastic meaning children are happy and settled in the provision.  Children's health is promoted by outdoor play and the provision of balanced and nutritious food.

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

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.

p.2

Inspection activities

 The inspector observed children's activities in all areas of the nursery, including outdoors.  The inspector looked at assessment records and planning.

p.2

Inspection activities

 The inspector reviewed qualification, recruitment and suitability information with the manager along with policies and risk assessments.  The inspector carried out a joint observation with the manager.  The inspector spoke to children and parents.

p.2

Information about the setting

The Oxford Day Nursery, Eynsham opened in November 2001 and is managed by a private limited company. It is one of five nurseries run by Acacia Care and Education Ltd. The nursery is located in the village of Eynsham in rural Oxfordshire and children is from a wide area. The nursery operates from several rooms in a house located over two floors and there is an enclosed garden for outdoor play. The nursery currently cares for 29 children in the early years age range. The nursery is registered on the Early Years Register, as well as the compulsory and voluntary parts of the Childcare Register. The nursery supports children who speak English as an additional language. The nursery opens on weekdays, from 7.30am to 6pm, all year round. It is in receipt of funding for the provision of free early education for children aged three and four years. The nursery employs six staff to work with the children and also uses supply staff from its sister

p.3

Information about the setting

nurseries. All staff hold relevant qualifications at level 3. The manager has a level 5 Qualification and is studying towards an honours degree in early education.

p.3

must:

 ensure that the Disclosure and Barring Service guidance on portability is followed to ensure that any adult who works with children is suitable; including obtaining a new Disclosure and Barring Service check where necessary

p.4

must:

 ensure that any person who is not checked are not left alone with children

p.4

must:

 ensure risk assessments are effective and identifies and reduces hazards, especially in the outdoor area

p.4

must:

 improve the programmes for communication and language and the monitoring of progression, particularly with regard to children for whom English is an additional language

p.4

must:

 improve observations and planning by including children's starting points, their individual interests and consistently recording their progress

p.4

must:

 develop systems to identify areas for strengths and improvements which will improve the quality of care for all children

p.4

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

 develop the outdoor area to enable children to explore, investigate and learn outside

p.4

who attend

The approachable staff work hard to ensure children are happy. Consequently, children are generally settled. Staff provide pre-school children with a range of easily accessible activities, including sand, water, painting and sticking and they play well together. Staff encourage babies to explore natural materials and musical instruments to encourage their curiosity. Young children explore custard, developing their small muscles by using spoons to stir and mix. They are given the opportunities to learn through exploration. For example, at a sticking activity a younger child was able to put her hands in the glue to feel the texture. However, staff do not extend children's vocabulary during this exploratory play through talking and encouraging children to verbalise.

p.4

who attend

Some staff teach children to listen and follow instructions by encouraging them to move faster, slower, higher and lower during a singing session. During a cutting and sticking activity a member of staff notices a child has created a caterpillar and uses the opportunity to sing a song with the children about the life cycle of a caterpillar. Staff use songs and action rhymes to help children learn about the days of the week and counting. However, staff make little attempt to develop vocabulary or communication for children who are learning English as an additional language. Children participate in songs for a short time but are not encouraged to learn new words or extend their vocabulary. There is no clear programme in place to help this group of children to make good progress. Staff do not routinely seek information about their starting points or record their progress effectively. This means that this group of children are not making the expected progress in

p.4

who attend

their communication and language acquisition.

p.5

who attend

Staff display upper case letters next to children's names to enable them to recognise the initial letter of their names and children are encouraged to try to write their names on their pictures. Staff provide opportunities for children to develop their early writing skills through the use of pencils, crayons and pens. They encourage children to attempt to put on their own coats and change their shoes independently. Staff praise them when they try or succeed. Consequently, children achieve a sense of pride in their achievements and so continue to try new things. For example, staff encourage them to be independent at snack time, using plastic knives to chop up bananas and helping themselves to raisins.

p.5

who attend

Staff plan for each area of the curriculum. However, they do not identify children's individual interests and incorporate their interests into the planning to consistently motivate children.

p.5

who attend

Children make sound progress in their physical development. Children use scooters, bicycles and bouncy hoppers in the outdoor area and throw and catch small balls. Children run fast and are able to show an understanding of their own limitations, when the fall over they pick themselves up and carry on. Staff challenge children to run faster and to participate in games with each other. However, they do not extend children's understanding of the world outside. For example, a child searched underneath bushes for a ball and noticed small creatures on the floor. Magnifying glasses are on a shelf inside, but staff do not routinely make these available to children to enable them to explore and investigate.

p.5

who attend

Children can play in the outdoor home corner area but there are limited opportunities to develop skills in literacy and other areas of the curriculum as these areas are not well supported in the outdoor area. This means that children are not progressing to the best of their ability in some areas.

p.5

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

The suitability of staff cannot be assured. This means that children's welfare is compromised. Nonetheless, the nursery is secure. There are both emergency fire procedures and a crisis management system in place which keep children safe in the event of an emergency. The nursery has an effective key person system. Key persons are responsible for the personal care of their children to help ensure babies and toddlers feel emotionally secure. Parents recognise that this is a strength of the nursery and one explains that her child's key person helped them to settle and gain confidence. Key persons feed back to the parent when the children leave for the day so they are fully informed of their child's day.

p.5

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

Behaviour is generally well managed. Staff are quick to intervene when two children begin to squabble over equipment, encouraging them to share while finding an alternative toy for them to use. Children play alongside each other well and staff model good practice. For example, one asks a child 'Can I please use the scissors when you have finished?' As a result, children are learning how to take turns and share equipment with each other.

p.6

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

Snack and meal times are social events, with children sitting round low tables together, in the preschool room staff sit with children showing them how to share and take turns. Younger children's hands and faces are wiped to ensure they are clean before eating. Older children help in the preparation of snacks by cutting bananas which gives them a sense of responsibility. Healthy snack choices are offered consisting of milk or water, bananas and raisins. The lunch and tea menus are varied and healthy with a hot meal offered at both.

p.6

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

Staff ensure allergies and dietary needs are known with lists on display for all staff to see.

p.6

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

There is a range of age appropriate toys for children to choose. However, not all toys are suitable and safe. This means that risk assessment procedures are not thorough enough to identify potential hazards to children, leaving them at risk from serious injury.

p.6

provision

The effectiveness of leadership and management of the early years provision are inadequate. The provider accepts staff with previous Disclosure and Barring Service checks, without following the services own guidance. In addition, at times unchecked staff are left alone with children. Because the suitability of all staff has not been checked by the provider this compromises children's safety. This demonstrates that the leadership and management team are unclear about their roles and responsibilities in relation to the safeguarding and welfare requirements. This means that the requirements of the Childcare Register are not met.

p.6

provision

The leadership and management team manages some aspects of safeguarding appropriately. For example, staff have secure understanding of child protection matters. They are familiar with the child protection policy and they are clear about what to do if concerns arise about children's well-being. They know what signs to look out for in children and are confident know what to do if they are concerned about a child.

p.6

provision

The leadership and management team have some systems to recruit new members of staff. They undergo an interview and are observed interacting with the children. References are followed up and all new staff are put on a period of probation. However, the provider has not obtained clearance checks for new members of staff, the systems are not robust enough to protect children.

p.6

provision

Staff in the nursery manage documentation that is required appropriately and this goes some way to safeguard children. For example, attendance records are in place for children and visitors. However, the nursery does not make effective use of risk assessment to identify and address risk all potential risks to children, particularly in the outdoor area. As a result, staff do not effectively identify and minimise all risks to children's safety.

p.7

provision

Self-evaluation fails to address the issues which would make have the most impact on children's learning, development and wellbeing. For example, systems to monitor children's progress in their communication and language development are not good enough. Consequently, some children make inadequate progress and this does not promote their readiness for school. The leadership team is clear about the requirement to carry out the assessment for children at age two years. All staff in the setting are suitably qualified at level 3 or above and they attend weekly staff meetings, which provide some training opportunities. Staff meet with the manager, and there are systems in place to provide support and additional training as required.

p.7

provision

Partnership with parents and others involved in children's development is sound. Staff provide daily feedback to keep parents informed of their progress and care needs.

p.7

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

actions)

The requirements for the voluntary part of the Childcare Register are

p.7

To meet the requirements of the Childcare Register the provider must:

 ensure the children receiving childcare are kept safe from harm (compulsory part of the Childcare Register)  ensure that the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (compulsory part of the Childcare Register)  ensure the children receiving childcare are kept safe from harm (voluntary part of the Childcare Register)  ensure that the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (voluntary part of the Childcare Register)

p.7

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.8

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.8

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.9

Setting details

Unique reference number 403347 Local authority Oxfordshire Inspection number 836876 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 40 Number of children on roll 29 Name of provider Acacia Care and Education Ltd Date of previous inspection 07/10/2010 Telephone number 01865 884468

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11