Little VIP's Daycare

Little VIP's Daycare Pheasant Bush Cottage, Hackthorpe, PENRITH, Cumbria, CA10 2HX

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Inspection date

Previous inspection date 23/04/2014 29/10/2008

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is inspirational. Staff have a complete knowledge and understanding of the Early Years Foundation Stage and how children learn. They are extremely skilled in using a wide range of different learning strategies to promote children's development. As a result, children make rapid progress.  Staff show an outstanding commitment to providing vibrant learning experiences precisely tailored to each child's individual needs. High quality, focussed observation, assessment and planning is monitored effectively and used to secure timely interventions to ensure that all children achieve their full potential.  Excellent partnerships with parents, carers and others mean that children's individual needs are met exceptionally well.  Staffs' comprehensive knowledge and understanding of safeguarding and the clear policy in place to support practice helps to ensure children are kept safe. The skilled,

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This provision is outstanding

knowledgeable and passionate manager provides first-rate leadership and management of the setting.

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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 activities in each of the playrooms, during outdoor play and at snack and lunch time.  The inspector viewed parents' questionnaires and took account of their views.

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Inspection activities

 The inspector viewed documentation, including children's assessment and planning records, staff suitability checks, self-evaluation documents and a sample of the policies and procedures.  The inspector conducted a joint observation with the manager of the setting.  The inspector interacted with children and took account of their views.

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Information about the setting

Little VIP's Day Nursery registered in 2002 and is privately owned. It operates from a converted farm building on a main road in Hackthorpe, near Penrith. The nursery serves the immediate locality and also the surrounding areas. The nursery opens five days a week from 8am to 6pm all year round, except bank holidays. Children attend for a variety of sessions. The premises consist of four playrooms on three levels and two enclosed outdoor play areas. There are currently 52 children in the early years age range on roll. The nursery receives funding for the provision of free early education for two-, three- and four-year-old children. The nursery supports children with special educational needs and/or disabilities and children for whom English is an additional language. There are currently eight staff working directly with the children, all of whom have appropriate early years qualifications. The nursery receives support from the local authority. The nursery is

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Information about the setting

registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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

 enhance further the already superb opportunities for children's imaginative play through the use of atmospheric features, such as different smells and sounds.

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who attend

The staff working throughout the setting have an exceptional knowledge of how children learn. They use this effectively and consistently to fully support children through all aspects of their learning and development. The quality of teaching is extremely high. Staff engage in quality interactions with the children, for example, they use a wide range of well-posed questions to encourage children to think, explore and communicate. The enthusiastic and animated staff team are highly skilled at planning 'in the moment' for children. They show an astute ability to respond to children's interests and efforts and support them to extend their own ideas. For example, staff ask if children would like to get the den covering out. They squeal with excitement and all help to set up the den cover. They giggle and jump about in their new den, deciding it is a 'dinosaur cave'. Staff focus the children well, asking what they could find to bring into their dinosaur cave. They

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who attend

eagerly scurry around the room, fetching items relating to dinosaurs, telling each other what they have found and what to get. As a result of staffs' quality teaching and planning, children are able to fully explore their curiosity, initiate their own activity and pursue their own learning, based entirely on their own ideas. Babies have a wonderful time exploring with different textures. They relish in the exploration of jelly, using their fingers and toes to explore the sensations. They have great fun squeezing and patting the jelly. Staff skilfully introduce different items, such as animals and cars to extend the babies' exploration even further.

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who attend

The environment is alive with interesting, stimulating and highly engaging displays, photographs and high quality resources, which excellently promote children's learning. The setting's individualised, designated playrooms for the care of babies, toddlers and pre- school children are staffed by dedicated practitioners who ensure that resources and activities are appropriate for the age and stage of development of each child. Each play area provides enhanced areas of learning, which truly inspire children to become highly motivated, independent and active learners. The mezzanine levels of the pre-school room provide hubs of activity. Children enjoy the cosy book area upstairs. There are small sofas and large cushions amid a library of books for them to choose from. Children enjoy listening to stories from staff who are enthusiastic and keep children engaged. Children also enjoy phonics sessions where they learn about letters and sounds, supporting

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who attend

children's literacy skills incredibly well. There is an abundance of opportunity for children to practise their mark-making and early writing skills. They make marks in sand, with water and on the chalk boards. Staff use every opportunity to encourage children to write for a purpose. As a result of this strong emphasis on children's literacy skills, many of the older children are already capable of reading simple sentences, using their phonic knowledge to sound out the words. They also attempt to write sentences and label their work with their names without support. Children use their imagination across all areas of the setting. They have access to real life resources and a host of dressing -up and dedicated role play areas. There is scope to enhance even further children's imaginative play through the exploration of senses, for example, using smells and sounds in the role- play area. Outside children thrive amongst the wide range of exciting and engaging

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who attend

learning experiences. Staffs' excellent deployment of resources facilitates children's learning exceptionally well. Children investigate and problem solve with the water tunnels and measuring jugs. For example, they experiment as they pour water down the tunnel and catch it at the other end to see if the same amount of water has come out. As a result of staffs' quality teaching and attention to the environment, children demonstrate an outstanding ability to make predictions, test their ideas and reach a goal. Staff make high quality observations and use their excellent knowledge of the children to assess and plan specifically for their next steps. As a result of staffs' insightful planning of exciting and engaging activities that are linked entirely to children's individual development, children make rapid progress and are exceptionally well prepared for school. Furthermore, children are independent at every opportunity. They prepare for and serve their own snack, attend

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who attend

to their toileting needs independently and get ready for outdoor play. This strong emphasis on children's independence supports their school readiness further.

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who attend

Highly successful strategies engage all parents in their children's learning within the setting and at home. Information from parents contributes to children's starting points and regular updates from parents help staff to make ongoing assessments of their key children. Staff provide parents with a wealth of information about their children's development and provide many opportunities for parents to be a part of the setting and their children's learning. For example, staff display the following month's topic on a white board and encourage parents, carers and grandparents to suggest ideas or offer services. This helps parents to feel involved and to actively contribute to their children's learning. Children with special educational needs and/or disabilities are supported exceptionally well. The setting's Special Educational Needs Co-ordinator and key persons work in collaboration with parents and all those involved in the care and education of the children.

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who attend

The effective sharing of information ensures key persons are able to implement effective, targeted plans to support children's development and individual needs.

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

Staff are warm, friendly and sensitive to children's needs. Children's emotional well-being is extremely well supported as a result of the very positive relationships they share with staff. Babies thrive on the individual attention they receive and enjoy cuddles and comfort in familiar and attractive surroundings. Attentive key persons place a very strong emphasis on the importance of strong attachments and build excellent relationships with children from early on. They gather a wide range of information from parents about children's care, learning and development needs, to ensure a smooth transition into the setting. Children's behaviour is exemplary. They show consistent control over their behaviour and play in harmony together. This is a result of staffs' consistent approach in reinforcing positive behaviour and the superb role models they are. Children show fondness for one another and stop to help when they see their friends in need. For example, one child sits

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

her friend down and puts his shoes on for him, making conversation as she shows him how to do it.

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

Children learn about all the different ways we can lead healthy lifestyles. For example, children learn about the importance of good oral hygiene as they brush their teeth after lunch, talk about why it is important and enjoy visits from a local dentist to gain further insight into this important habit. Children develop an excellent understanding of the importance of fresh air and physical exercise through a wide variety of activities. The free- flow environment means children have daily access to the extremely well-resourced outdoor area. They benefit from fresh air and engaging in much physical play. They use a range of movements as they crawl, balance, run and stretch all around the garden area on the wide range of equipment. Children take risks and learn how to keep themselves safe as they climb on the rope ladder, negotiating height and balance. Children thoroughly enjoy visits from the local fire brigade and police service. They are able to try on the

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

different safety equipment and learn about interesting safety facts. For example, they were invited to learn about the different fire extinguishers that are used for different fires.

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provision

Staff prioritise children's safety and have a comprehensive awareness of safeguarding issues. They are competent in the procedures to follow in the event of any concerns about children or colleagues. The manager is the setting's designated safeguarding person who takes the lead role in dealing with concerns. She has received specific training to support her in this role. All staff receive regular safeguarding training and are highly confident in how to use their skills and knowledge sensitively and appropriately. Robust recruitment and vetting systems that coincide with safeguarding procedures, ensure all adults working with children are suitable to do so. Extensive risk assessments for all areas of the building, the outdoor area and outings helps to ensure children are kept safe at all times. The manager of the setting is highly knowledgeable and skilled, acting as a superb role model for the staff team. She employs a hands-on approach and works directly with the

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provision

children and staff on a daily basis. This affords her a realistic and accurate view of the setting, staffs' performance and children's progress. Formal supervisions and appraisals encourage staff to be self-reflective as well as providing an opportunity to discuss any concerns they may have. A targeted programme of professional development is in place to ensure staff have regular access to training that is linked to their individual needs. Staff use meetings to cascade training to each other, offer their views and discuss ways of implementing ideas for improving the setting. This results in the whole staff team having exceptional knowledge and skills that are kept up to date. The entire staff team are passionate, fully invested in the setting and share a vision for providing an outstanding service for the children and families. They show a clear drive for improvement. For example, staff are enthusiastic about implementing their new skills and knowledge base

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provision

from training and making improvements around the setting. Highly effective, ongoing self- evaluation, that incorporates the views of staff, children and parents, means the setting is entirely able to maintain continuous improvement.

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provision

Excellent partnerships between parents, external agencies and other providers are evident and well established. These contribute to meeting children's individual needs effectively. Staff have excellent relationships with parents. Effective communication systems ensure that parents are kept fully informed of their children's progress. An abundance of photographs and informative displays are used all around the learning environment. These illustrate the extensive range of activities that children are actively involved in during their time at the setting. Parents speak very positively of the setting and staff, commenting on the wealth of information they receive and how up to date they are kept on their children's development. Excellent links with other professionals support continuity in children's learning and development tremendously well. The setting works highly effectively with other early years settings the children attend. For example, staff very regularly liaise with

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provision

teaching staff of the school nurseries children also attend. They share progress and assessment information, promoting continuity of care and learning for the children in each of the settings they attend. Interventions are sought at the early stages to identify any gaps in learning and partnerships with relevant professionals are immediately established. Staff ensure all relevant parties are involved and promptly establish new links where necessary. This priority placed on the sharing of information and joint working has a great and positive impact on the care and development of the children concerned.

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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 EY222262 Local authority Cumbria Inspection number 848217

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 52 Name of provider Little VIP's Daycare Partnership Date of previous inspection 29/10/2008 Telephone number 01931 712 912

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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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