Norbury Hill Cubs Day Nursery

Norbury Hill Cubs 48 Norbury Hill, LONDON, SW16 3LB

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Inspection date

Previous inspection date 10/04/2014 29/11/2012

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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 are able to access a stimulating and well-resourced environment with plenty of good quality resources.  Staff plan a wealth of activities for the children and include their friends and families to support children's learning and development effectively.  The managers provide a warm and caring ethos and work hard to make improvements to the quality of the provision for children.  Children make good progress in all areas of their learning and those with additional needs are well supported.

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It is not yet outstanding because

 Staff do not all use effective questioning techniques to extend children's communication and language 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 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 spoke to members of the management team, staff and children.

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Inspection activities

 The inspector observed children's play both indoors and outdoors and the staff's interaction with them.

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Inspection activities

 The inspector sampled a range of documents including policies, risk assessments and some children's records of achievement.

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Inspection activities

 The inspector talked to some parents and read other parental comments to obtain their views.  The inspector viewed photographic evidence of past activities and events.

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Information about the setting

Norbury Hill Cubs is a privately owned nursery. It registered in 2012 and operates from a large converted house in Streatham Common in the London Borough of Croydon. It is open each weekday from 7.30am to 6pm for 50 weeks of the year. Children have access to an enclosed outdoor play area. There are currently 35 children aged from 12 months to under five years on roll, some in part-time places. The nursery is in receipt of funding for the provision of free early education for children aged three and four years. The nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery employs seven staff, including the manager who holds Early Years Professional status. Four other members of staff hold National Vocational Qualifications in early years at level 2 or 3.

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

 strengthen the quality of teaching to extend children's communication and language skills.

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who attend

Children develop into confident and active learners in this well-resourced nursery. There is a wide range of attractive and suitable resources available to all age groups. Babies who are learning to take their first steps are able to move around in a safe clean environment encouraged by caring staff. They have plenty of multisensory toys to enable them to explore by touching different surfaces and they bang and shake musical instruments, listening to the noise they make. Staff sing well-known songs, such as 'the wheels on the bus' with them for instance as they play with a variety of small world vehicles. Older children are able to play upstairs in a room designed to allow them to concentrate as they learn to write their names and learn the sounds of letters on the computer. Children are able to follow their own interests by choosing from an array of materials. Three-year-olds have fun dipping shapes into thick paint and printing them on to long strips of paper for

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who attend

an Easter display. Events are planned throughout the year to celebrate cultural traditions and to raise money for good causes to help children learn about the world around them. To offer stimulating and challenging experiences for the children, staff use the skills and talents of parents and the community. Children are able to participate in sports activities; for instance they run round a mini assault course extending their physical skills.

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who attend

Staff support children's communication and language by reading stories, rhymes and songs and encouraging them to join in. Children with additional needs are supported by learning to use sign language to help them to communicate and make their needs known. Staff respond in a warm and caring way to the children, providing bilingual support to encourage them to use their home languages. However, not all staff take opportunities to extend children's play and teach good language skills by asking challenging questions. Children enjoy matching two halves of cardboard Easter eggs as they go on a 'treasure hunt ' in the garden and the more able have a chance to count them.

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who attend

Staff assess children's development and carefully plan their next steps for learning to help each child make good progress. The nursery uses a secure on-line system to upload and store all data with password protected access for staff and parents. This means that photographs of children engaging in learning activities can be added instantly to enhance these observations and records. Overall tracking records show clearly any gaps in children's learning and staff provide extra support to meet children's specific needs so they make good progress. Photographs show evidence of children engaging in a variety of activities such as painting, cooking, and bouncing on the trampoline. Each child has a key worker who gets to know their interests well which means that they can adapt the planning to meet their individual needs. Parents have regular meetings with staff to update them about their child's achievements and ways in which they can support at

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

The key person system supports the development of trusting relationships for children within the nursery. Staff have strong relationships with parents and obtain information about their child's likes and dislikes and their home routines. New children soon settle in and feel secure because their key person takes care of them and stays close by to give reassurance. The staff team work well together in a calm manner and speak to the children in a positive way which results in good behaviour throughout the day. Older children develop friendships with their key people as they play and eat together. When children leave in the summer term, they are well prepared for school and this is helped by nursery staff who introduce them to their new teachers. Staff pass on reports on the children's achievements and educational needs to support continuity in their learning. Some children are collected from school in the nursery minibus and continue to enjoy

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

activities after school to support their interests and learning needs.

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

Children show that they feel safe as they move around the nursery selecting their own activities. They love playing outdoors where they enjoy fresh air and exercise. They learn to use wheeled toys with control and show their developing agility as they use the climbing equipment confidently. Children have further opportunities to develop their physical skills when they join in ballet and yoga sessions; these sessions are adapted to meet the needs of both younger and older children. The attractive garden also gives the children a chance to plant and grow a variety of seeds and eat the produce they have grown, helping them learn about where food comes from. Children are able to make visits out to local parks, museums and the library which enriches their experiences and teaches them safety routines. Weekly visits to the local children's centre have provided excellent opportunities for children to learn with the support of highly skilled practitioners.

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

At meal times staff maintain excellent hygiene practices and older children learn to help staff by handing round plates and choosing their own cutlery. Self-care is high on the agenda as the children have opportunities to serve themselves freshly cooked and healthy food. Meal times are a homely and enjoyable event where children sit together with their friends; babies sit in a circle in their high chairs and are helped to use spoons to feed themselves with praise from their key workers. Children learn to be part of the social gathering and tolerate difference and develop an awareness of the needs of others.

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provision

Children are safeguarded through effective management and relevant policies and procedures. Through training, all staff have a clear understanding of their roles and responsibilities regarding safeguarding and managers know they must take prompt action if they are concerned that a child may be at risk of harm. Risk assessments of hazards both inside and outdoors are fully in place and there is a daily checklist for each area for staff to use to help them to ensure safety is paramount to protect children's welfare. Most members of staff hold first aid paediatric qualifications enabling them to respond appropriately to accidents children may have, to safeguard their well-being.

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provision

The manager communicates a high ambition for the development of the nursery and is committed to self-evaluation and continuous improvement. The nursery uses the views of parents, staff and children to plan for next areas of development. The majority of staff are well qualified and in-house training has been embedded to update knowledge and skills of all staff. Staff successfully meet the learning and development requirements, providing many stimulating activities to help them deliver the educational programmes. Teachers with specialist skills, for instance in music and dance have contributed to the good learning and development provision.

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provision

Staff strongly promote equality and diversity to teach children to develop a pride in their cultural identity. Linguistic diversity is celebrated and modelled in the nursery by staff. The deputy manager is the designated person for special educational needs coordination. She has built strong relationships with local authority advisors, for instance speech therapists and the portage team. This has resulted in excellent support for those children with identified additional needs. The managers have a good understanding of planning for different groups of children and recent improvements enable them to identify and make comparisons on how different groups of children are making progress. This tracking system allows them to identify any gaps in learning and to put in place support to rectify.

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provision

Children's welfare is given high priority and there are policies in place which guide the practice of all who work in the nursery. Staff recruited have undergone thorough vetting and induction procedures to ensure they are suitable to work with children. There are formal systems in place to appraise the work of staff and weekly meetings are held to plan and discuss the needs of the children. The managers and the staff team have strong links with parents and work hard to involve them in the life of the nursery. The whole family is considered when planning events and they receive good information about the nursery and the care of their children. Communication with parents is a real strength. Parents say they are very happy with the secure on-line web page which gives them weekly updates of their child's activity and the facility to make their own contributions. Parents support the nursery by placing many

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provision

fulsome and positive comments on line. They speak about the care and enthusiasm the staff have in offering their children a good start in life.

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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 EY441286 Local authority Croydon Inspection number 960374 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 20 Number of children on roll 48 Name of provider Norbury Hill Cubs Date of previous inspection 29/11/2012 Telephone number 020 8679 7630

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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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