Rathlee Nursery School

Rathlee Nursery School Rathlee Nursery School, 14 Grosvenor Road, ST. HELENS, Merseyside, WA10 3HX

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Inspection date

Previous inspection date 24/04/2014 25/04/2013

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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

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This provision is good

 Practitioners use effective teaching strategies, which support children to make good progress, relative to their starting points.  Practitioners are good role models of appropriate behaviour, consequently children behave well.  Very good partnerships with parents, local schools and other professionals, prepare children well for their next stage in learning.  The manager has a good understanding of the Early Years Foundation Stage requirements, which means that children are kept safe and enjoy a broad range of learning experiences.

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It is not yet outstanding because

 There is room to enhance the learning environment further, by clearly labelling resources and displays, to maximise opportunities for literacy development.  There is scope to extend opportunities to talk about healthy foods with children, to reinforce messages about the benefits of making healthier choices.

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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 checked all relevant documentation and scrutinised requested policies and procedures including those for safeguarding and recruitment of practitioners.

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Inspection activities

 The inspector looked at children's records, learning journals and observation, assessment and planning documentation.

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Inspection activities

 The inspector checked evidence of practitioners' suitability to work with children, the provider's self-evaluation and action plans in place, to secure continued improvement.  The inspector carried out a joint observation with the nursery manager.

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Inspection activities

 The inspector took into account the views of parents spoken to on the day and from written comments.

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Information about the setting

Rathlee Nursery School was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in St Helens, Merseyside and is managed by a private provider. The setting serves the local area and is accessible to all children. It operates from several rooms on the ground floor of a two- storey building and a log cabin in the garden. There are enclosed areas available for outdoor play.

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Information about the setting

The setting employs 11 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3, one at level 4 and the manager at level 6. The setting employs an apprentice who is working towards a level 2 qualification.

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Information about the setting

The setting opens Monday to Friday, from 7.30am to 6pm, all year round. Children attend for a variety of sessions. There are currently 47 children attending, who are in the early years age group. The nursery supports children with special educational needs and/or disabilities.

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

 enhance the range of labelling in the learning environment, to provide further support for literacy development

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

 maximise opportunities to talk about healthy foods with children, to reinforce messages about the benefits of making healthier choices.

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who attend

Teaching is good and all practitioners match play activities to children's individual interests. As a result, children are well motivated to learn. High quality training, such as 'Tots Talk' has had a positive impact on children's development in the areas of learning for communication and language and personal, social and emotional development. This ensures that all children make good progress in these areas of learning and development. Furthermore, strong links with parents, who fully contribute towards learning activities, mean that children are well prepared for school and their next stage of learning. Every child has an individual profile and a record of learning that identifies children's progress. Parents contribute to learning booklets, that are sent home on a regular basis as a communication tool and practitioners plan activities based on information from parents and share ideas from the setting to promote learning opportunities at home. As a result,

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who attend

very good relationships with parents are actively contributing to children's learning and preparation for school.

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who attend

Children show good control and coordination in large and small movements. They move confidently in the outdoor area and handle equipment, tools and resources effectively. For example, using a range of physical apparatus children enjoy completing obstacle courses, as they climb and balance, challenging themselves to move higher or faster. They are skilfully supported by practitioners who know when to intervene and when to let children attempt physical challenges independently to develop their physical skills. In addition to this, children use tools for planting and digging up vegetables. Children use mark-making materials indoors and outdoors, as they practise writing their names or painting the walls, using large brushes and water. Children particularly enjoy art and a range of materials enable children to be creative. They take great pride in showing adults and other children their art work displayed. However, there is scope to enhance labelling, to extend further,

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who attend

opportunities to support children's literacy development.

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who attend

Children develop their knowledge of information and communication technology and competently use technology appropriate to their stage of development. For example, they use toys which switch on and off, computers to retrieve information and software programmes which link to all areas of learning in the Early Years Foundation Stage. Practitioners join in children's play, role modelling and extending their vocabulary, appropriate to children's stage of development. This means that children are learning to develop their language and thinking skills. Children develop their communication and language skills as they show interest in familiar sounds. A range of multi-cultural resources positively promotes respect for all cultures, through rhymes, song and expressive arts. Children read and write as appropriate for their stage of development and they particularly enjoy story time, with practitioners who engage children's interests very well. For

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who attend

example, the children enjoy acting out one of their favourite stories, with practitioners who join in and sustain children's thinking skills by following their interests, such as in 'pirates'. Some children pretend to be sailors on a boat, looking through their telescopes for pirates and treasure, trying to 'keep on their boat without falling into the sea'. Wall displays show the pre-school children's written invitations to the Easter bunny, who visited their setting and hid Easter eggs around the garden for the children to find. Therefore, children are highly motivated to learn and consistently display the characteristics of effective learning.

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

Practitioners support children to feel secure and comfortable through routines and close relationships with their key person. They fully engage in their activities and experience varied and imaginative learning opportunities, based upon the individual interests of each child. To help prepare children getting ready for school, practitioners work closely with local schools and have devised very effective transition strategies in partnership with parents. Children form strong, secure emotional attachments, which provide a solid foundation to develop their personal, social and emotional skills. The sensitive, caring interaction between practitioners and children, through a strong key person system, ensures that all children form positive and trusting relationships. Children settle well, because practitioners find out good information from parents about their child, before they start at the nursery, to ensure all children's needs are known and effectively met.

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

The learning environment is bright and welcoming, with a range of resources, readily available, which enables children to follow their individual interests independently. Since the last inspection the baby room has been moved into the main building and refurbished to a very high standard. The resources have been enhanced and extended to meet the needs and interests of all children. The log cabin outdoors, which was previously the baby room, now houses an 'indoor gym' which provides further opportunities for children to take risks and challenge themselves further.

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

Practitioners effectively promote children's independence and sense of responsibility through a good balance of child-initiated and adult-led experiences. For example, at mealtimes children choose from a healthy varied menu. Children enjoy the meals and all eat competently, using appropriate cutlery. Practitioners act as good role models, helping children to learn good hygiene procedures, such as washing their hands before lunch. However, practitioners do not always maximise opportunities to talk to children about healthy foods, to reinforce messages about the benefits of making healthier choices. Children are able to manage their own self-care appropriate to their age, because all practitioners provide good guidance and give them time to complete tasks. For example, children competently feed themselves and clear away their crockery and cutlery. Practitioners role model positive communication strategies, to help children understand

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

about acceptable behaviour. Consequently, children's behaviour is good. This ethos is consistent throughout the nursery, resulting in rapid progress in personal, social and emotional development for all children.

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provision

Since the last inspection, the new management team has made many changes to their practice, which has had a positive impact on the education and care for all children. They work closely with the local authority advisors to improve what is offered and are proactive in meeting any actions set. As a result, children are making good progress towards the early learning goals. Each action set at the last inspection has been met through careful consideration and clear targets set through a robust development plan. A new system developed by the manager is now fully implemented to ensure that all children's learning and development needs are met, in an inclusive, respectful environment.

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provision

Safeguarding procedures are very robust. All practitioners prioritise children's safety and have a very good awareness of safeguarding issues. They are competent in their knowledge of the procedures to follow and who to contact in the event of any concerns about children or colleagues. Practitioners are fully aware of who the nursery's designated child protection managers are and the process to follow if they are concerned about any issues within their practice. An extensive range of policies and procedures successfully underpin daily practice and regular reviews are carried out. Extensive risk assessments for all areas of the building, the outdoor area and resources, ensure that children's safety remains paramount. Robust recruitment and vetting systems ensure all adults working with children are suitable to do so. As a result, children are safeguarded appropriately.

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provision

Leadership is very good and focused improvement plans are in place to secure continuous improvement. All practitioners share a vision to provide an excellent service for the children and their families, therefore, making a positive difference to their lives. They are very well motivated in their continuous professional development and are continually seeking ways to improve. Managers continue to monitor provision within the nursery rooms and ensure that practitioners are deployed effectively according to qualifications and experience with specific age groups of children. As a result, they have a good understanding of the requirements to effectively monitor all children's skills, abilities and progress. The setting provides individualised support for children who have special educational needs and or disabilities. Interventions are sought at the early stages to identify any group falling behind their peers or below their expected achievements, which

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provision

results in children's needs being met effectively and relevant support services being involved.

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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 EY363684 Local authority St. Helens Inspection number 920883

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 48 Number of children on roll 47 Name of provider Kerry Joanna Maria Hughes Date of previous inspection 25/04/2013 Telephone number 01744 613 427

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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

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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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