Bibury Day Nursery

Bibury Day Nursery Off Fortescue Road, Parkstone, Poole, Dorset, BH12 2LH

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Inspection date

Previous inspection date 28/05/2014 18/10/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 Staff use positive behaviour management strategies, which actively promote children's understanding of good behaviour.  Staff give a friendly, reassuring approach and form positive relationships with children, which helps them settle in easily.  Staff plan a good range of meaningful play activities that effectively follow children's interests.  Staff provide a good range of exciting physical play opportunities, which effectively promote children's enjoyment of exercise and keeping healthy.

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It is not yet outstanding because

 Staff are reflective of their practice, but have not fully established self-evaluation systems to effectively monitor all aspects of practice.  Staff do not always fully support children in developing their awareness of possible risks to themselves or others.

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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 observed children in their play activities indoors and outdoors.  The inspector sampled documentation, such as operational policies and procedures.  The inspector took into account the views of parents spoken with at the visit.  The inspector undertook a joint observation of a play activity with the manager.

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Inspection activities

 The inspector viewed planning, observation and assessment documentation and children's learning journals.

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Information about the setting

Bibury Day Nursery registered in 2003. It is a privately owned nursery and operates from converted premises situated in Parkstone, Dorset. The premises can be accessed via a ramp and all rooms are at ground floor level. Children have use of three playrooms, associated toilet facilities and a separate sleep room. There are two enclosed outdoor play areas.

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Information about the setting

Bibury Day Nursery is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The nursery is in receipt of funding to provide early years education for children aged three and four years. The nursery supports children with special educational needs and/or disabilities and those who are learning English as an additional language. There are currently 42 children on roll, of these all are in the early years age group. The nursery is open Monday to Friday, from 7.30am to 6pm for 51 weeks of the year. It employs 11 staff, of whom all hold recognised qualifications in childcare and early years education. The nursery also employs a cook.

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

 Strengthen systems for monitoring the quality of practice to fully consider the views of all parents

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

 provide more opportunities for children to take responsibility for their own safety and that of others during their play.

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who attend

Staff provide children with a broad range of meaningful play experiences. They actively include children in the planning process and use their ideas as they decide on activities together. Staff also use their observations of children's achievements to identify their next steps in learning. Therefore, planning offers play experiences that are clearly based on children's interests and that build on their existing skills. For example, staff see children showing a great interest in the mini-beasts they find in the outside play areas. They help children build a 'bug hotel' using stones, rocks and twigs. Staff ask children about the worms they find. Children say they are 'wet and wiggly'. This encourages their use of descriptive language. Children's interest develops further as they show great excitement on finding lots of snails in their garden area. Staff effectively develop children's understanding of technology as they help them use the computer to find out more about

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who attend

how snails live. Children then decide they want to build a 'snail house' for their snails. Staff provide an empty tank for the 'house' and children put in some leaves and twigs. The children see their snails moving around the 'house' and also add pieces of cucumber for them to eat. This interest leads to children drawing pictures of their snails and staff explain the snail shells are a spiral shape. Children use their imagination well in their designs and add engines, colour and smiles to their snail pictures. As a result, staff effectively teach children about their natural world, while also encouraging their creativity, imagination, language and mathematical awareness of shapes and size.

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who attend

Younger children enjoy pushing their hands through paint, jelly or shaving foam. Staff extend this interest as they help children mix glitter with bright red paint to make a St George's Day flag. Children begin to make patterns in the different mixtures or with the chunky chalks they use on the blackboard. This effectively provides children with purposeful opportunities to explore colour and texture. In addition, children develop their creativity and gain an interest in different ways of mark making. This helps to form the basis for their early writing skills. Older children are keen to investigate the easily accessible variety of interesting collage and junk modelling materials. Staff talk to children about what they are doing and children explain they want to make a rocket. Staff ask children what they will need and the children go to find some scissors and sticky tape to join tubes and boxes together. Then they cut some shiny paper to stick over their model

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who attend

and make their rocket. As a result, staff actively help children in developing their imagination and physical coordination skills through art and design activities. Staff include counting within everyday routines. For instance, they encourage children to count how many friends are sitting at their snack table. Younger children enjoy singing counting songs and older children begin to represent numbers using their fingers. Children have great fun playing with the coloured, bubbly water. They become absorbed in pouring water into the funnels and tipping it out of their pots and containers. This effectively promotes children's number awareness and their early understanding of mathematical concepts, such as 'empty' and 'full'.

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who attend

Staff carefully reinforce the words and sounds that the younger children make and praise them for their efforts. This helps children gain confidence in their abilities and they begin to associate language with what they see around them. For instance, children hear an aeroplane fly overhead when they are playing outside and say 'air plane'. Younger children also enjoy joining in with their favourite action songs. For example, they sit happily with a friend to pretend to row their boats and begin to sing key words. This positive interaction actively encourages children's developing communication and language abilities. In addition, it helps the younger children start to form early friendships with their peers. Older children are confident to express their ideas and do so well. They tell staff they have a 'brilliant idea' and describe to them how they could make a desert. Staff realise this interest follows from a film children have seen and quickly follow their lead, asking them

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who attend

carefully considered questions about their idea. For example, children say they will need some yellow for their desert and staff ask them what they have in nursery that is yellow. Children quickly respond saying, 'Some sand!' Staff ask children where they could look for more information about the desert and the children promptly reply, 'On the computer!' This positive interaction actively helps children to start thinking critically and gives them control in following through their ideas. This helps children gain an active interest in learning and so helps them develop their future skills. Staff understand the process of completing the progress check for two-year-old children. They complete a summary of children's achievements, while also identifying any areas where they need to provide further support. Staff include parents in this process and share information on how to provide for children's next steps of learning. Parents spoken

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who attend

with say their children are very happy at the nursery. Staff spend time helping parents settle their child and find out about their existing developmental abilities, which effectively supports initial planning. Parents say that staff are friendly and approachable and that their children are making positive progress. Staff liaise with other settings children attend through using a communication book to share information on their achievements. This helps to provide a continuous approach to children's learning.

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

Children relate easily to the friendly, welcoming approach that staff provide. As a result, children settle happily and enjoy their play. Staff liaise well with parents on their children's care routines and recognise when younger children become tired or hungry. This helps children feel secure in their care. A dedicated cook provides a good range of nutritious snacks and meals that children enjoy and staff clearly recognise any specific dietary needs. Staff involve children in growing vegetables, such as runner beans, pumpkins or peas. Children help to prepare their sandwiches for tea or chop up vegetables for a special curry meal that they share together. This effectively supports children in gaining an enjoyment of eating well and learning positive practices to help them stay fit and healthy. Children behave very well because they are kept well occupied through play activities they enjoy. In addition, they understand the established daily routines, which help them feel

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

secure and safe. For instance, they recognise when it is time to wash their hands before eating and do so readily. Staff praise children often, such as for helping or being kind to others. This actively boosts children's self-esteem and helps them feel proud of their achievements. Staff talk quietly to children about why some behaviour may be unacceptable and help them to understand the consequences of their actions. As a result, staff teach children about acceptable social boundaries and this actively supports them in playing cooperatively together. This effectively helps children to develop the skills required to support their move onto school.

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

Staff create attractive, friendly play rooms and effectively organise these overall to provide exciting areas of learning, which children explore with interest. For example, they like playing in the home play area. They cuddle their dolls and pretend to feed them a meal. Children can easily access a wide variety of resources to support their play. For instance, they sort through the play food and make staff a cup of tea. This actively supports children's imaginative ideas and provides opportunities for them to act out their experiences. Staff teach older children how to carry scissors safely. They show the younger children how they can carry their easy-to-hold chairs as they help to set up the snack table. Children regularly practice fire drills together. Consequently, children develop an overall sound awareness of how to keep themselves safe from harm. However, staff do not always make boundaries in the outside play area clear for children. For example, by

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

reinforcing the need for children to control their speed and be careful of others when using their ride on bikes and scooters in the playground. At times, this has an impact on how children learn about potential risks and keeping safe when playing outside. Staff gently remind children about wiping their noses or putting their hand over their mouth when coughing. Children and adults remove outdoor shoes in the younger children's playroom, which prevents floor surfaces, where babies crawl, becoming dirty. This effectively helps to prevent cross contamination.

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

Staff plan a good variety of physical activities for children. For instance, older children take part in a weekly gym session, which helps them learn about the benefit of exercise. They follow a series of actions and listen to when they must stop and then start moving again. This effectively promotes children's good control over their movements. In addition, this also encourages their listening and attention skills well as they learn to follow simple instructions. Staff teach the older children how to use the gym equipment, such as the high beam or the trampoline and they learn how to walk safely along the balancing beams. Younger children have great fun as they crawl, slide, roll and tumble on their large, colourful soft play blocks and shapes. They try to pull themselves through the bridge shape bricks on their tummies, which helps them strengthen the muscles in their arms. Staff organise a good range of activities in the outside play areas, which means

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

children benefit from playing out in the fresh air. Consequently, children's good health is promoted very well through interesting and enjoyable play experiences.

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provision

Staff demonstrate a positive awareness of their roles in supporting children's welfare. They have a good understanding of possible child protection issues and how to manage any concerns about children's well-being, should they arise. Management have appointed a safeguarding coordinator, who is clear on her role and all staff attend child protection training. This effectively helps them keep updated with current procedures and supports them in promoting children's welfare. Management are aware of their responsibilities in assessing staff suitability, they seek appropriate references and carry out checks as part of this process. New staff complete a clearly detailed induction process, and their practice is monitored and assessed through ongoing discussion and appraisal systems. In addition, staff complete peer to peer observations. This actively helps them share constructive support and consequently, they work very well together as a team. Risk assessments are

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provision

completed regularly. Visitor's attendance is clearly recorded and monitored through a buzzer and fingerprint security system. Staff are deployed effectively to support children's play and they supervise them well in the outside play areas. Staff clearly record children's attendance and follow through any unexplained absences with parents. Staff assess any outings for possible risks. For example, they have established clear procedures for getting children in and out of cars on the weekly trip to a gym at a nearby leisure centre. This contributes to how staff keep children safe from harm.

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provision

Management and staff reflect well on their overall practice and this has helped them in making improvements since the last inspection. For example, they have completely reviewed the planning and observation systems to follow children's lead in activities. As a result, staff plan play experiences that are fully based on children's interests. This actively encourages their participation and supports their ongoing progress. In addition, staff regularly discuss and evaluate the effectiveness of planned activities in supporting children's development. However, systems of evaluation to help monitor the quality of the provision offered are not yet fully implemented. For instance, they do not fully ensure all aspects of practice are continually reviewed, including how the views of all parents are fully explored. This occasionally means parents are not fully aware of all opportunities available for them to be involved in their child's learning.

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provision

Staff respect parents' wishes for their child's care. They obtain required written parental permissions, such as for taking children on outings or for any necessary emergency medical treatment. This promotes positive partnerships with parents and helps to give them reassurance about the care provided for their child.

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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 EY252915 Local authority Poole Inspection number 814526 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 30 Number of children on roll 42 Name of provider Susan Mary Barker Date of previous inspection 18/10/2011 Telephone number 01202 737393

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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

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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