Clapton Park Childrens' Centre Nursery

Clapton Park Children's Centre Nursery 161 Daubeney Road, LONDON, E5 0EP

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Inspection date

Previous inspection date 21/01/2014 16/04/2013

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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

 Supportive home visits from key staff help children to settle well into the nursery.  Babies and children form strong bonds and emotional attachments with their key persons, which help them gain a positive sense of well-being and belonging.  Resources are easily accessible in all rooms, so that children can direct their own learning. There are excellent opportunities for children to develop their physical skills in the creatively designed garden.  Partnerships with parents and external agencies are a key strength and highly effective in making sure that appropriate interventions are secured and all children receive the support they need.

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It is not yet outstanding because

 The writing area in the garden is not presented in a way that motivates children to use it to practise their early writing skills.

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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 compulsory part 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 observed activities in all playrooms and the garden.  The inspector spoke with the management team, staff and children.  The inspector took account of parents' views by speaking with them on the day.

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Inspection activities

 The inspector looked at a sample of policies and procedures, staff suitability records, risk assessments, children's development records and all relevant documentation.

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Inspection activities

 The inspector carried out joint observations with the Head of Centre and Early Years Teacher.

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Information about the setting

Clapton Park Children's Centre Nursery registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. It is managed by Hackney Learning Trust. The nursery is situated in a purpose built premises in Homerton, within the London Borough of Hackney. Children have access to seven play areas, associated facilities and three outdoor play areas. The nursery serves the local area and is accessible to all children.

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Information about the setting

The nursery employs 20 members of child care staff, all of whom hold appropriate early years qualifications at level 3 or above. One member of staff holds Qualified Teacher Status.

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Information about the setting

The nursery opens for 48 weeks of the year, Monday to Friday, from 7.45 am until 5.45 pm. Children attend for a variety of sessions. There are currently 51 children attending who are in the early years age group. The nursery provides funded early education for children aged two, three and four years. The nursery also provides sessional care for three to five year-olds. It supports children with special educational needs and/or disabilities, and children who are learning English as an additional language.

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

 encourage children to make better use of the writing area in the garden by providing a variety of resources to interest and motivate them.

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who attend

All staff demonstrate a good knowledge of how children learn and the seven areas of learning. They understand that children learn through play and provide a wide variety of activities and experiences to help children make good progress in their learning and development. Staff effectively observe children at play and use these observations to identify the next steps in their learning. Thoughtful planning enables staff to incorporate children's individual learning styles and interests into imaginative activities. For example, when children show an interest in football, staff help them to make team vests bearing their player number. This encourages physical play and supports their recognition of numerals. Parents are actively involved in their children's learning. They provide information to help staff to identify children's starting points. Parents are encouraged to participate in the life of the nursery by reading stories to the children. Parents are

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who attend

provided with a termly review of their children's progress and are invited to comment on any additional learning that takes place at home.

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who attend

Children are confident to lead their own play and make choices as they move between the indoor and outdoor areas. They take a visitor on a tour of the garden, demonstrating their physical skills as they climb and clamber over bridges, mounds and steps. The garden has many interesting zones for children to explore. However, the writing area does not currently sufficiently interest, attract and encourage children to use it to the fullest extent. There is a good balance of child-initiated and adult-led play. Staff use their successful planning to ensure each child's needs are supported through the activities provided. Children with special educational needs are very well supported to develop the skills they need to learn. For example, their communication skills are promoted during language sessions where small groups of children explore, and try to describe, the contents of a box or a bag. Staff use carefully planned questioning techniques and an exciting array of

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who attend

objects to encourage children to use vocabulary. Some staff read stories in another language to support children who are learning English as an additional language.

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who attend

Children express themselves creatively as they enthusiastically participate in role play and dressing up. They make models and enjoy painting and creating collages with materials they select from an exciting range presented in low-level storage units. Children show great concentration as they draw a picture of a cat and are proud to confidently describe it to the visitor. Computers and other technical resources, enable children to develop a good understanding of information and communication technology. Children grow herbs in containers in the garden and water them, learning more about the world. Children learn many skills to prepare them well for the next stages in their learning and the move to school.

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

Children form close and trusting relationships with their key persons and other staff. Home visits ensure that children get to know their key person in the security of their own environment. They feel secure and safe as staff use sensitive methods to help settle children into nursery life. Staff give new children individual attention and support to help them feel at home in the nursery. New children are supported to explore the unfamiliar resources as staff guide them to find what they need. For example, children playing with dolls are shown where they can find a cot and some blankets to stimulate imaginary play. Babies and older children love to look at their 'special books', full of photographs of themselves and their families, developing further the feeling of security.

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

Babies are cared for very well in the nursery. They receive lots of praise and encouragement to try new things. They learn to feed themselves and share toys with their friends. They love the sensory feel of paint as they explore with their fingers and make marks on paper, and the floor. The nursery environment is well-resourced, stimulating and welcoming, both indoors and outdoors. This supports children's well-being, providing some excellent opportunities for children to become independent learners. For example, older children race around the outdoor area on scooters and tricycles. They chase each other and learn how to keep themselves safe as staff tell them what might happen if they bump into each other. Children use their imagination and creativity as they play superheroes in the outdoor den. They watch boats go by on the canal and count the ducks in the water. These activities support their personal, social and emotional development and promote

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

Children learn to be independent as they serve their own food and clear away their plates afterwards. Staff provide a healthy diet for the children and have good systems in place to ensure the safety of those with medical or dietary needs. Children manage their own personal care needs and are reminded to wash their hands frequently before meals, after playing or using the toilet. Babies' nappies are changed frequently and hygienically and parents are informed of younger children's personal care routines through the use of daily two-way communications books. Children behave well in the nursery because staff are consistent in their expectations. Good links with the local school, and visits from teachers, help children to feel positive about the next stage in their learning.

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provision

The effective monitoring of the educational programme and children's individual development enables staff to identify any gaps in their learning, and to seek appropriate intervention and professional advice. Managers effectively observe staff and appraise their professional development. This results in a strong motivated staff team, who are committed to providing a high quality educational programme for all children. Ongoing professional development is discussed regularly and practitioners are encouraged to pursue training to enhance their practice. Managers show a good understanding of the Statutory Framework for the Early Years Foundation Stage. They understand their responsibility to notify Ofsted of any significant event or information that may affect the suitability of the provision or persons working within the setting.

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provision

Managers devise successful systems to effectively monitor and track children's development and progress. They use technologically advanced software to efficiently assess and monitor children's learning, to aid planning and to provide educational games for children. Children's starting points are identified through information gathered from parents. The progress check at age two is carried out in partnership with parents and health visitors, which promotes children's all round development. Self-evaluation of the nursery is effective because parents and children are encouraged to voice their views regularly on special forms made for the purpose. Managers demonstrate a clear drive for improvement and have secure plans in place for the continued development of the nursery environment. These plans include renovations to the garden to allow children to fully benefit from it at all times of the year.

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provision

Managers and staff have a good knowledge of safeguarding practice and understand the procedures to be followed in the event of an incident. Managers and staff follow the procedures clearly set out in the safeguarding policy and staff complete regular safeguarding training to ensure their knowledge is up to date. The environment is effectively risk assessed to ensure that children remain safe and secure at all times. All adults working with children are appropriately vetted and effective recruitment procedures ensure that all staff are suitable to work with children. Partnerships with parents and other professionals are strong. Daily communication ensures that parents are able to play a full and active role in their children's nursery life. Links with other early years settings, local primary schools, children's centres and childminders are good. This enables staff to complement children's learning, by sharing relevant information with other settings they

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provision

attend. Parents spoken to at the time of the inspection, comment on the friendliness and helpfulness of the staff. They say they really value the 'parents' voice' system of feedback and feel they are listened to. They say that their children are making good progress and the structure and routines of the nursery prepare them very well for the next stage of their learning and school.

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The Childcare Register

The requirements for the compulsory 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 EY450442 Local authority Hackney Inspection number 948184 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 64 Number of children on roll 51 Name of provider London Borough of Hackney Date of previous inspection 16/04/2013 Telephone number 020 8986 7437

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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.

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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

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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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