Rainbow Village Nursery

Rainbow Village Nursery The Old Court House, Church Street, Bloxham, Banbury, Oxfordshire, OX15 4ET

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Inspection date

Previous inspection date 29/07/2014 30/04/2013

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The provider does not monitor the effectiveness of the provision to ensure staff are able to meet all the requirements of the Early Years Foundation Stage to safeguard children and promote their welfare.  The management team is not proactive in securing essential training to ensure that there is always a member of staff who holds a current first-aid certificate on the premises. This breach of requirements compromises children's health and safety.  Staff do not offer sufficient resources or experiences to develop children's understanding about other people and communities around the world. Therefore, opportunities to increase children's awareness about similarities and differences between themselves and others are limited.

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It has the following strengths

 The educational programme generally covers most of the areas of learning and helps children learn through play.  Staff help children to learn how to manage their own behaviour through gentle reminders and being positive role models.  Staff provide plenty of opportunities for children to enjoy being outside. This enables children to investigate and explore the natural environment around them.

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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 scrutinised a ranged of relevant documentation, including safeguarding policies and procedures and staff's suitability to be working with children.

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Inspection activities

 The inspector observed children and staff playing and interacting indoors and outdoors.  The inspector undertook a joint observation with the manager.  The inspector had discussions with the manager, staff, parents and some children.  The inspector looked at children's observations, assessments and planning.

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Information about the setting

Rainbow Village Nursery registered in 2000 and is privately owned. It operates from The Old Court House building in Bloxham, Oxfordshire. Entry to the building is via a flight of steps and there is no disabled access. There is an enclosed outdoor play area. The nursery is registered on the Early Years Register and accepts children from two to four years. There are currently 45 children on roll in the early years age range. The nursery opens weekdays for 47 weeks of the year from 7.30am until 4pm. The nursery employs five staff to work with the children, four of whom hold childcare qualifications at level 3 and the fourth is working towards a level 3 qualification. The nursery receives funding for free early education for two-, three- and four-year-olds.

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must:

 ensure that at least one person on the premises holds a current paediatric first aid certificate at all times when children are present

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must:

 increase the range of resources and opportunities for children to explore diversity, and the similarities and differences between themselves and others

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must:

 ensure that staff appraisals are used effectively to monitor staff training and secure opportunities for staff to update their qualifications.

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who attend

The staff have a suitable understanding of the learning and development requirements of the Early Years Foundation Stage. They follow appropriate systems to monitor children's progress and support their individual learning needs. Staff record children's achievements in their learning journeys, along with the next steps of learning and a termly assessment of their progress. Staff ask parents to provide achievements from home, through written or photographic evidence, which is added to a 'wow' slip and displayed in the classroom. This develops a link between the children's home and nursery learning environment. Progress records and tracker sheets help to show that children make adequate progress in all areas of learning. Staff are aware of children's individual preferences and learning styles. They appropriately plan activities which reflect upon children's needs and interests. For example, children return from holidays with new interests, such as fossils and

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who attend

dinosaurs. Staff offer interest tables to provide resources that will extend children's learning in these areas. This encourages children to explore and investigate their environment.

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who attend

Children make suitable progress in their learning and development as staff provide interesting educational programmes. For example, after previous discussions about what they eat for breakfast, staff planned threading activities using dry cereals. Children used developing hand-to-eye coordination to thread the string through the cereal hoops and made necklaces. This allowed the children to be creative while developing their physical skills. Staff show adequate awareness of how children learn in different ways. They deploy themselves appropriately to ensure that all children are actively learning and engaged at all times. Staff use suitable techniques to extend children's learning, allowing them to use their own ideas and offering support when needed. For example, staff offer children magnifying glasses when they are hunting for bugs. Staff use appropriate questioning to introduce the other areas of learning to activities. For example, by using questions to

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who attend

introduce mathematical language, such as looking at quantities.

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who attend

Staff use appropriate strategies to promote children's communication and language. They take part in discussions with the children during group times and play. This encourages all children to become involved in conversations, which develops their social skills and builds their independence as they speak out in small groups. This prepares them for their move to school. Staff use different voices during stories and allow children to guess the endings and ask questions. This helps to increase children's interests in books. Staff provide appropriate opportunities for children to draw and write indoors and outside. They offer suitable resources, such as whiteboards, boards for painting and pen pots, which are all easily accessible to the children. Staff engage with the children and involve them in activities that promote their investigative and thinking skills. For example, when children played a memory game, they followed the rules and became actively involved in the

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who attend

game. The activity encouraged children to listen. They learned to use descriptive language as they asked questions and described the missing objects. Consequently, children made suitable progress in their communication and language development.

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

Although the manager and staff take some steps to help promote children's well-being, the weakness identified in staff training means that the staff are unable to meet children's needs to fully promote their well-being. Staff use settling-in sessions to observe children and gather information from parents. They obtain key information about each child's needs and interests by asking parents to fill out learning journey booklets. Staff use this information to establish children's starting points and individual needs. This builds continuity for the children's learning and enables children to be happy and settled. Staff use positive language and praise the children for following the nursery rules, such as turn taking. Consequently, children praise and clap each other's achievements. As a result of this, children behave appropriately and engage in play and games together. This boosts children's social skills in readiness for their move to school.

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

Staff encourage children to develop healthy lifestyles through plenty of outside play and providing healthy snacks. They use meal times to discuss healthy eating with the children. Children discuss favourite fruits and learn about new fruits, such as raspberries and blueberries. Children's beakers of water are kept on low trays so that they are easily accessible. Staff made fruit kebabs with the children and parents commented on how much they enjoyed eating them on the way home and tasting the new fruits. Staff discuss with the children how to keep teeth strong and clean. This helps children to learn that regular brushing of their teeth helps to keep them healthy. Staff keep records of accidents and first-aid treatment given to children. Staff inform parents of any accidents and they sign a form to confirm they have been informed. However, there are currently no staff in the nursery that hold a paediatric first-aid qualification to treat children's accidents and

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

illnesses appropriately. This puts children's health and safety at risk.

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

Staff encourage children's growing independence, as they learn to dress themselves and tend to their self-care needs, for example, toileting and hand washing. This prepares children for their next stages in learning and move to school. Children clear their own plates and cutlery after meals and put their lunch boxes away, ready for home time. This helps children to learn to take responsibility for their own possessions.

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

The outdoor area offers many places for the children to explore and use their creative and thinking skills. For example, children enjoy making mud pies in the mud kitchen. Children pretend to be builders at construction sites in the sand pit, with cranes and diggers. Staff create interesting resources for children to explore, such as water tray with filters and spinning wheels attached to the fence. Inside, there are cosy book corners and areas of interests for children to investigate. Overall, the environment offers plenty of resources to promote children's leaning and well-being. However, staff offer few resources for children's purposeful play to learn about other people and communities around the world. This means that resources are limited to teach children about similarities and differences between themselves and others.

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

Staff develop suitable links with schools. They share information with teachers about children's progress before they move up to school. They share copies of children's progress records and tracking sheets which guide teachers on each child's starting points. This smooths the transition for children when moving up to school.

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provision

The manager has failed to meet all of the legal safeguarding and welfare requirements of the Early Years Foundation Stage. Children are not kept safe because none of the staff have held a current paediatric first-aid certificate since March. Although a course was booked this was not until June which shows that this training was not prioritised. The course did not then take place and so a considerable period has now passed since any of the staff held a suitable qualification or attended refresher training. This has a significant impact on children's safety. It means that although some staff have a basic understanding of first aid there are no currently trained staff to assist children when they have accidents or become ill. This is a breach of the safeguarding and welfare requirements of the Early Years Foundation Stage. The manager has ensured that staff have had safeguarding training, which means that they know what to do if they have a concern about a child in

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provision

Staff carry out risk assessments on the environment indoors and outside. They carry out daily checks on all areas to make sure that any potential hazards are identified and risks are kept to a minimum. For example, staff assess the risks in the garden before the children go out to play. Staff draw up and follow risk assessments for activities which pose a risk to children. For example, activities involving scissors. In addition, staff store the scissors on a high shelf out of the reach of children. This helps to minimise the hazards to children. Staff supervise children at the table when they do use scissors to enable children to learn to take measured risks safely.

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provision

There are suitable procedures in place for recruitment. The manager carries out checks through the Disclosure and Barring Service to ensure staff's suitability. In addition, references are taken up and any gaps in employment checked. There is an induction procedure in place to support new staff to learn the policies and procedures and their own roles and responsibilities. This enables staff to fully understand their position and how the nursery operates. The staff are an established team. Overall, the manager supports all staff's professional development by carrying out one-to-one discussions and encouraging them to further their professional qualifications. For example, staff are attending further training to increase their qualification level. In addition, appraisals enable staff to discuss their personal development and any areas of concern. However, this support is insufficient as the manager has failed to prioritise renewing staff's first aid certificates before they

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provision

The team meet monthly to discuss children's progress and share ideas for their next stages in learning. Staff complete individual and group tracker to monitor the progress on all children's learning. This helps to plan relevant next steps in learning for children to enable them to make consistent progress towards the early learning goals.

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provision

The manager has taken many steps to make improvements to the nursery. She takes into account suggestions from parents, staff, children and other professionals. For example, a gate inside the entrance to the nursery room was put in place. This is allows children and parents time to collect their belongings before safely leaving the setting. In addition, the management team use observations to look at future improvements. Action plans are created and shared with all staff. Once an action is complete, staff evaluate the outcome and the effect the improvement has on the children. For example, improvements were made to the book corner after observations showed that it was rarely used. Staff involved children in the process of improving areas and as a result, children show an increase of interest in books.

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provision

The nursery have joined forces with local children centres, pre-schools and foundation stage teachers in the local community to attend local support network meetings. In previous meetings they have shared information, such as planning ideas to work in partnership together. This means the nursery are working in partnership to provide continuity of care for all children. Consequently, this helps to secure smooth transitions for children moving on to school.

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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 403371 Local authority Oxfordshire Inspection number 983122 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 24 Number of children on roll 45 Name of provider Clare Campbell Date of previous inspection 30/04/2013 Telephone number 01295 722266

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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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