Hatton Children's Nursery and Holiday Club

Hatton Children's Nursery and Holiday Club Hatton Adventure Farm, Hatton, WARWICK, CV35 8XA

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Inspection date

Previous inspection date 31/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 accurately assess children and plan for their individual learning needs, which ensures children make good progress in their learning. Staff make good use of the outdoor area and the activity farm to help children extend and continue their learning.  Children are protected from harm because all staff place a high focus on safeguarding children and are aware of their responsibilities should any concerns arise.  Children are emotionally secure and confident within their surroundings because they form secure attachments with their key person.  Staff build good relationships with parents and effectively share information to support children's well-being and progress. Parents speak highly of the nursery and value the friendly and supporting staff team.

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It is not yet outstanding because

 The system for performance management is not maximised to further enrich practice so that children make the best possible progress.  Staff do not always promote children's independence to the highest level, in particular by allowing children to make choices at meal times.

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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 had a tour of the nursery with the manager.

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Inspection activities

 The inspector observed teaching and learning activities in the indoor and outdoor learning environment.  The inspector looked at children's assessment records and planning documentation.  The inspector carried out a joint observation with the manager.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children and the nursery's self-evaluation form.

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Inspection activities

 The inspector took account of the views of children, staff and parents spoken to on the day of inspection.

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Information about the setting

Hatton Children's Nursery and Holiday Club opened in 2012 and is privately owned. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a converted building in Hatton Country Farm and serves the immediate locality and the surrounding areas. The nursery opens five days a week from 7.30am until 6pm, all year round, except for bank holidays and a week at Christmas. The holiday club is open throughout the Easter and summer holidays from 8am until 6pm. Children attend for a variety of sessions. Children are cared for two rooms and have access to an enclosed outdoor play area, as well as use of the farm and the indoor play structure. There are currently 43 children on roll in the early years age range. The nursery receives funding for the provision of free early education for two-, three- and four- year-old children. There are currently nine staff members working directly with children,

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Information about the setting

all of whom have an appropriate early years qualification; five at level 6, one at level 5, one at level 3 and two at level 2. The nursery receives support from the local authority.

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

 build on the already good systems for performance management, for example, through peer observations or buddy system, to further enrich practice so children make the best possible progress

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

 embed the already strong focus on developing children's independence by giving them responsibility for serving themselves and allowing them to make more choices at meal times.

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who attend

The quality of teaching is consistently good and staff have a good understanding of how children learn and develop. They understand the importance of children developing well in the three prime areas of learning to enable them to move on and make progress in the specific areas of learning. Staff use children's starting points and accurate assessments to identify children next steps and plan for individual children's learning. As a result, children are effectively supported in making good progress in all areas of learning. When a child starts at the nursery, staff encourage parents to fill out an 'All about me' booklet. Staff gain information about health and care routines as well as information about children's interests and abilities. Staff complete initial observations, which are evaluated and all information collected from parents and key persons contribute to children's starting points. Staff complete ongoing assessments, tracking children's progress regularly. Therefore,

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who attend

staff have a good awareness of their key children's abilities and provide interesting and challenging experiences that meet the needs of all children. Staff support children sensitively and extend children's thinking through consistently talking to them. For example, a key person supports children who are playing with the wooden blocks and she listens carefully to their ideas. Her comments inspire the children to pretend to be builders and her skilful support enables children to progress well. Children are highly motivated to learn in this stimulating, welcoming environment and they access a wide range of activities and play opportunities both indoors and outdoors. They are confident to move independently around their surroundings and are offered many opportunities to gain the skills needed for the next stage in their learning. Staff make good use of the activity farm to extend children's learning and support their awareness of the natural world. For

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who attend

example, children grow their own vegetables, they enjoy collecting eggs from the chickens and they learn how to care for the animals. Children who attend the holiday club plan their own experiences for the day choosing from different activities going on in the farm, as well as having opportunities to take part in crafts, sports and many other activities. For example, children enjoy making their own mirrors using a variety of natural materials. As a result, children are motivated and fully engaged in their learning.

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who attend

Adult-led activities are adapted depending on what the children's next steps in learning are, making them individualised for each child. This has a really positive impact on their confidence and self-motivation. For example, during a cooking activity for some children, the intention is encouraging them to express their own preferences and welcome praise for what they have achieved and for other children the focus is on looking at what happens when water is added to the icing. Staff skilfully question children giving them time to answer and encouraging them to have their own ideas and think of solutions. Babies are well supported in their learning because staff plan a wide range of activities to promote the three prime areas of learning. Babies can access a wide range of resources, such as sensory toys, books, dolls, cars and balls independently. This allows the key person to note what children are interested in and plan activities to extend their learning

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who attend

further. Babies and toddler's physical skills are well supported because the environment is well organised with lots of space to move around. Staff use a range of songs and rhymes with all children. Babies and toddlers enjoy the exaggerated voices and actions and join in by clapping, doing actions and repeating words. Older children enjoy moving their whole bodies to the music. They like to guess what is coming next and enjoy adding and taking away during number songs. Children's imagination is sparked as they play hairdressers. The key person supports and extends children's learning further by providing them with a variety of resources for all children to be involved. She encourages children to act out the different roles in their play. Staff encourage children to think critically and solve problems through skilful questioning. Children are developing their literacy skills, as they are encouraged to write and recognise their names. Staff promote maths through many

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who attend

different activities, such as providing tools to allow children to make shapes in the play dough, encouraging them to count how many brinks they have and supporting children to complete number puzzles. Children are continually supported in all areas of leaning they are happy, engaged and eager to learn. As a result, all children are acquiring the skills, attitudes and dispositions they need to be ready for school or the next stage of learning.

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who attend

Parent's involvement in their children's learning is good. Parents spoken to feel very well informed about their child's progress through a variety of ways. For example, children's achievements and activity ideas are shared through daily feedback and regular parents' meetings provide a more formal opportunity to speak to their child's key person about their children's progress. During these meetings, parents and the key person identify children's next steps together because staff value parents' contributions and recognise they play an important part in helping to gain the most accurate picture of children's all round development. Staff make good use of the progress check for children between the ages of two and three years. Parents are consulted and their views and comments are taken into account. This enables staff to identify any areas of concern or areas a child may be excelling in, in order to plan accordingly to ensure individual children's needs are met.

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who attend

As a result, all children are supported in reaching their full potential.

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

Staff place a high focus on children's care and emotional well-being. The key-person approach is effective and provides maximum benefit to both the children and their families as both develop positive relationships with key staff quickly. Parents comment that the staff are great, children settle quickly because staff get to know them and are very supportive during settling in. The settling-in sessions are very much tailored to each individual child. The key person supports both the child and the parent during this time as they recognise how daunting the move from home to nursery can be for both. Staff understand the importance of helping children to feel safe and secure to prepare them for the next stage in their learning. As a result, babies and children thrive and are well supported in the move from home to the nursery.

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

Children are learning about good hygiene and healthy practices because staff remind children of the importance of washing their hands to 'get rid of germs' after going to the toilet or playing outside. Children's intimate care needs are sensitively met. Staff give lots of support and praise when children are toilet training and begin using the toilet and older children are encouraged to independently use the toilet. Children enjoy a variety of snacks and meals including fresh fruit, salad and vegetables and staff talk to children about the importance of being healthy. As a result, children are developing an understanding of healthy eating. Children's social interactions are promoted at meal times because all children sit together with the staff to enjoy their meals. Children's dietary requirements are taken into account, these are fully discussed with parents and there are clear procedures in place to promote children's good health and well-being. Babies enjoy their

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

meal times as staff use calm voices to encourage them to eat. Babies are in high chairs and staff sit at their level, giving them lots of eye contact and praise when feeding them. As babies develop their physical skills, staff promote their independence by encouraging them to feed themselves with a spoon and introduce finger foods. However, older children are not always fully supported to be as independent as they could be during meal times. As a result, they are not able to take responsibility for serving themselves or consistently make their own choices to promote their independence to the highest level. Babies and children have a vast amount of opportunities to develop their physical skills both indoors and outdoors. Children have regular use of the indoor play structure, including slides, tunnels, step, ball bits and a large sensory area for babies. The older children who attend the holiday club use the play structure appropriate for their age. All children know how to

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

take sensible risks in their play because staff allow them to explore their environment and encourage their independence while supervising and reminding them how to keep themselves safe. For example, children go down the large slides and climb on the structure while staff supervise to ensure they are climbing safely.

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

Babies and children display a positive sense of self-esteem and a strong sense of belonging within the nursery because staff care for them in a stimulating, friendly and well-resourced environment. All resources are stored at low levels to encourage children's engagement. Children's behaviour is managed well. Staff get down to children's levels and explain the boundaries using age-appropriate explanations and hand signals. They consistently use positive language to promote good behaviour and praise children for their achievements. This supports and encourages children to feel confident and secure, with the motivation to learn. Staff encourage all children to share, take turns and to value and respect one another As a result, children understand boundaries and their behaviour is good. Children move around the nursery with confidence, both indoors and outdoors and staff regularly remind them of ways to keep themselves safe. Children routinely take part

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

in regular fire drills and learn to use tools and equipment, such as scissors and cutlery, safely. They are encouraged to tidy equipment away to prevent potential slipping hazards. When visiting the activity farm children are reminded to stay close, not to talk to strangers, always wear their high-visibility jackets and always follow the rules when near the animals. Consequently, children are developing a greater understanding of safety. Children are well prepared for their move on to school because staff encourage children to discuss their feelings about starting school. Staff use books and the role-play area to support children's emotional well-being as they adapt to changes.

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provision

The provider has a good knowledge of the safeguarding and welfare requirements and she places a high focus on the safety of all children. All staff understand their role in protecting children from harm and are aware of their responsibilities should they have any concerns regarding children's welfare. Recruitment and induction procedures are robust and ensure that all those working with children are suitable to do so. Risk assessments are thorough and ensure all areas used by children are suitable and safe, including the premises used for the holiday club and all areas of the farm. Policies and procedures are effective and all required documentation is in place to fully support children's safety and welfare.

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provision

Leadership and management are effective because the provider is extremely passionate. She works very closely with the deputy managers to support all staff. As a result, the staff team work very well together to provide a good quality learning experience for all children. The monitoring of children's progress has recently been strengthened by the tracker books. The manager uses the information gained from the tracker books to evaluate and analyse staff's assessments of children's learning. This ensures that gaps in individual or groups of children's learning are flagged up straight away. This allows staff to act quickly to close the gaps, so that all children continue to make good progress. The provider monitors the education programmes to ensure they cover the seven areas of learning and meet the individual learning needs of each child. She has identified that literacy and maths need more of a focus to enhance older children's learning to the highest level and, as a

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provision

result, is in the process of developing the education programmes ready for the new term. The provider monitors the quality of teaching through observations and appraisals. However, this has not been fully explored to share best practice, for example, through peer observations or buddy systems to further enrich practice so children make the best possible progress. Training undertaken by staff has had a positive impact on all members of the staff team. For example, both the deputy managers have benefited from leadership training as this has enabled them to become more reflective and given them more confidence to lead the staff team in the provider's absence and ensure consistency for all staff and children.

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provision

The provider is clear about her vision for the nursery and has recently updated her self- evaluation. She is reflective of her own and her staff's practice and has accurately identified some areas for improvement. These focus very much on the needs of children and the high quality of teaching and learning. She works together with the staff team using views from both staff and parents to make necessary changes to continually enhance the provision even further. Partnerships with parents and other professionals are strong and contribute to the good progress children make. These result in a combined approach to helping children reach their full potential. Feedback from parents is extremely positive. For example, they comment, 'I wouldn't change a thing' and 'I would recommend this nursery to anyone who is looking for childcare'. Overall, this is a warm, friendly nursery where children receive positive experiences, which support them in their future

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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 EY445266 Local authority Warwickshire Inspection number 885898

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 38 Number of children on roll 43 Name of provider Hopes and Dreams Day Nurseries Ltd Date of previous inspection not applicable Telephone number 01789470124

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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