Tudor Manor Day Nursery

Tudor Manor 15 Berrywood Road, Northampton, Northamptonshire, NN5 6JU

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Inspection date

Previous inspection date 04/03/2014 28/10/2009

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early years provision

This inspection: 2 Previous inspection: 1 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

 Teaching is good because staff know children well. They observe them during their play and use information from their parents to plan interesting and varied activities across the seven areas of learning that promote their learning and development.  Children are safe because staff work to higher than required adult to child ratios and maintain close supervision. Risk assessments are in place and staff are vigilant in reducing the risk of cross-infection through effective cleaning routines.  The strong partnerships with parents ensure that each child's unique needs are managed effectively. Daily discussions and feedback about children's care routines and the activities they have enjoyed, result in parents being fully involved.  The management team work well together with staff to provide children with an extensive range of activities and opportunities both inside, outside and in the local community. They continually reflect on their service to ensure they continue to meet

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This provision is good

the needs of children and their families.

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It is not yet outstanding because

 The management of staff's practice through highly effective differentiation and evaluations of what they do is not fully optimised.  There is the odd occasion when the policy and procedure for managing complaints is not robustly implemented.

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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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Inspection activities

 The inspector observed activities in the five playrooms and in the outside learning environment.

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Inspection activities

 The inspector held meetings with the manager, both deputy managers of the provision and with four members of staff.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of all staff working with children and took account of the providers self-evaluation form.  The inspector spoke with one parent on the day of inspection.  The inspector spoke with children at appropriate times throughout the inspection.

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Information about the setting

Tudor Manor was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in converted premises in the Duston area of Northampton and is family run and privately managed. The nursery serves the local and surrounding areas and is accessible to all children. It operates from the converted house and annexe and there is an enclosed area available for outdoor play. The nursery employs 27 members of childcare staff. Of these, 25 hold appropriate early years qualifications at levels 2, 3, 4, 5 and 6.

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Information about the setting

The nursery opens Monday to Friday for 51 weeks of the year. Sessions are from 8am until 6pm. Children attend for a variety of sessions. There are currently 124 children attending, who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children with special needs and/or disabilities.

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

 make appropriate differentiation in the already effective monitoring of staff's practice to ensure that every individual member of staff receives high quality, professional support based on consistent and sharply focused evaluation of the impact of their practice on the well-being of children

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

 strengthen the implementation of the existing policy and procedure for dealing with complaints to ensure that every complaint is robustly recorded and available to Ofsted on request.

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who attend

Children thoroughly enjoy taking part in the good range of well-planned activities that take account of their individual interests and their progress at home. Staff support children in a sensitive way during their play, encouraging them to take part. For example, a small group of children get involved in running races. The member of staff talks to them first and they laugh together as they run to and fro. She supports them to use their physical skills because she makes the suggestion that they jump together in the next race. Children are eager to continue and they smile as they say 'ready, steady, go!' before moving off. The member of staff is skilled in extending this activity through encouraging children to move like different animals and demonstrates how they could move their body like a snake. Children enjoy taking part in seasonal activities. Staff talk to them about pancake day and they enjoy exploring the taste of a variety of toppings for their pancakes during snack

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who attend

time. Later in the day children take part in a pancake race. Staff use their skills to teach children about racing in a relay. Through demonstration children are learning about taking turns. Their hand and eye co-ordination is supported because they manage to keep their pancake in the frying pan as they run along cheered by their friends.

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who attend

Staff have a strong understanding of the learning and development requirements and they use opportunities that arise to teach children. They position themselves with the activities and children choose to take part in the activities supervised by a member of staff. For example, children who look at the rabbits in the garden are encouraged by staff to note their features. Staff talk to children about how many ears they have and how many eyes. They proceed to extend the discussion about their own features and to look at the different positions of their features compared to the rabbit. This individual discussion and strong teaching results in children making good progress in their learning and development. Children attending this nursery are well-prepared for their eventual move on to school. Throughout the nursery children are encouraged to be independent and to make choices about their activities. For example, one group of the toddlers are able to

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who attend

move freely between the inside and outside play areas. Babies are provided with a wide range of resources and activities that they can choose from and explore. Children are able to select their own resources from the shelves and units and are encouraged to move items around to enhance their play. Staff support their awareness of how to work together and to consider the impact of their actions on others.

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who attend

Parents are encouraged to be fully involved in their child's time at the nursery. They are asked to provide information from home about their interests and progress. Staff use this information to inform the planning of activities for them. For example, parents provide a range of photographs from home. These are made into books for children to look at and they prompt lively discussion about their family members and events that are seen in the pictures. Children who have specific needs are managed effectively because their parents are fully involved. The nursery staff welcome input from other agencies who are involved with the child. This very supportive partnership promotes a consistent approach for children and their parents. The planning is completed by staff and is managed on an individual basis for each child attending. Staff adapt activities as required to enable all children to take part. Children's progress is evident through the observations and

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who attend

assessments of each child's learning. Staff plan appropriate next steps for each child and they seek parental involvement fully in the planning for their child.

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

Children attending this nursery demonstrate clearly that they feel safe and secure and develop strong attachments to staff. For example, babies and toddlers approach staff for cuddles and enjoy listening to stores read by them. Older children are confident to initiate conversations and to ask for items they want. Children become familiar with the daily routines and begin to understand what comes next during the day. Children are able to settle in when they start attending because staff work very closely with their parents. They ensure they have sufficient visits to enable them to feel relaxed and to take part in the activities. The higher than required adult to child ratios enables children who require extra support when they start attending to have individual attention as they require it. Children build relationships with staff in their room and throughout the nursery and this results in them developing confidence. They spend time as a mixed group during activities

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

in the garden and children are encouraged to visit their siblings in the other room or to play together in the garden.

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

Changes to children's care are managed well because staff discuss the required change thoroughly with the child's parents and decisions are made together. This partnership working extends to when children move up to the next room in the nursery. The outgoing key person has a hand over discussion to update their care requirements and to share information about their progress in learning with the new key person. They then arrange visits to the new room with the child. The nursery ensures they invite a representative from every school that is involved with children when they are preparing to move on. They encourage the teachers to visit children at the nursery and share details about their interests and individual development. Children behave well because they are provided with a wealth of interesting activities, which provide appropriate challenges for their individual needs. Staff spend lots of time interacting with them during their play and this reduces

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

any behaviour issues. Children are learning about the expectations for behaviour because staff effectively use visual prompts to be clear about what is expected. For example, a group of children getting ready to play outside are referred to the picture on the door of how to line up together so everyone can get through the door safely. Children respond to this and check to see if they have made a line while they wait for their friends to get their coats on. Pre-school children use a book made in the nursery that provides them with visual prompts about the expectations in their group room. As a result, children are making good progress in their awareness of how to behave.

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

Children have daily opportunities to play outside in the fresh air. The extremely well appointed garden has a wealth of activities that promote children's physical skills. Children thoroughly enjoy playing games with the parachute, they climb on top of large cushions, enjoy helping to take care of the rabbits and take part in gardening activities. Staff use these activities to enable children to consider the risks involved in their play. The nursery places a high priority of maintaining children's good health and have successfully completed a number of schemes and awards relating to healthy food choices and physical activity. Children sit together to eat and mealtimes are promoted as social occasions.

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provision

The inspection was prioritised following concerns being raised about the behaviour of a member of staff. The inspection found that the provider has taken steps to address some minor issues with staff using an inappropriate tone of voice to parents and children. The inspection also found that a complaints policy is in place and most complaints are suitably recorded in line with the requirements of the Early Years Foundation Stage. However, on occasion, concerns raised by parents are not always categorised effectively by the provider. The safeguarding and welfare and the learning and development requirements of the Early Years Foundation Stage continue to be met. The provider demonstrates a good understanding of their responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Robust recruitment, ongoing suitability checks and annual appraisals contribute to children's safety. Risk assessments are carried

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provision

out for all aspects of the premises and for outings children are involved in. The designated lead for safeguarding has a clear understanding of the role. All members of staff have completed training in safeguarding and they understand the importance of following the Local Safeguarding Children Board procedures in relation to recording and reporting any child protection concerns.

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provision

Staff demonstrate a good awareness of the learning and development requirements of the Early Years Foundation Stage. The high level of qualified and experienced staff has a positive impact on the good quality of teaching children receive. Most staff benefit from an astute and targeted programme of professional development which helps them to continue to improve their knowledge, understanding and practice. Underperformance is generally managed swiftly. However, there is scope to strengthen the management of the differentiation of individual members of staff's practice and the impact of this on children's well-being. The nursery rooms are well-planned with a good range of activities and resources. Staff value children's work through displays that include quotes from children and photographs. This portrays to parents how children learn through their play and activities.

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provision

The management and staff team have regular meetings to evaluate their activity with children and to ensure they continue to respond to children's needs. Staff are supported to attend training courses and workshops and to work towards higher qualifications. The strong partnerships with children's parents, other agencies who are involved with them and with schools promotes a consistent approach for children and a smooth move between home, nursery and on to school. Parents report highly complementary comments about their relationship with staff and the good progress their children are making.

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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 EY292312 Local authority Northamptonshire Inspection number 953569

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 92 Number of children on roll 124 Name of provider Tudor Manor Partnership Date of previous inspection 28/10/2009 Telephone number 01604 758500

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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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