Well Place Day Nursery Ltd

Well Place Day Nursery Penshurst, Tonbridge, Kent, TN11 8BH

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Inspection date

Previous inspection date 21/05/2014 04/09/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The key person system is highly effective because staff are fully aware of their children's needs and interests, and act on these at all times.  Staff plan learning that is led by the child and their interests. This ensures children are fully engaged in their learning and making good progress.  Staff make excellent use of the local environment and utilise this to enhance children's learning in all areas.  Children feel safe in their surroundings and in the care of their key person. This enables them to take safe risks which they assess by themselves.

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It is not yet outstanding because

 Staff do not communicate effectively with other settings children may attend to ensure a consistent approach in children's progress and next steps in learning.  The use of open-ended questions is at times inconsistent, which reduces opportunities for children to fully develop their language and critical thinking skills.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector took part in a joint observation with the manager.

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Inspection activities

 The inspector observed interactions between staff and children both indoors and outdoors.

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Inspection activities

 The inspector viewed a sample of the children's records and planning documentation.  The inspector talked to parents to gauge their views.  The inspector held discussions with the manager and talked with staff and children.

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Information about the setting

Well Place Day Nursery opened in 2003 and is registered on the Early Years Register. The nursery operates from a two storey building, with baby care situated on the first floor. The setting is located in a rural location near Tunbridge Wells in Kent. The nursery is accessible and all children share equal access to an enclosed outdoor play area. The setting is open each weekday from 7am to 7pm for 51 weeks of the year. There are currently 53 children aged from three months to under five years on roll. Children come from the local and wider community with some speaking English as an additional language. The provider employs nine staff. Of these, all nine hold relevant early years qualifications, seven hold a recognised paediatric first aid qualification and the manager has a degree in early years. The setting also employs a qualified cook. The nursery receives support from early years advisory teachers and the Day Nursery Association. The

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Information about the setting

group provides funded nursery education for three and four-year-old children.

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

 strengthen opportunities for liaising with other settings children may attend to ensure children's next steps in learning are consistent

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

 increase the use of open-ended questions to further develop children's language development and critical thinking.

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who attend

Staff have a good knowledge of the Early Years Foundation Stage. They use this knowledge to plan and provide a variety of opportunities for children to work towards their next steps in learning. The key person system is highly effective and staff show they are fully aware of their child's needs and interests through the activities they provide. Most of the activities are child led which allows the children to remain engaged whilst learning using their interests as a starting point. Staff praise individual children for their achievements and this motivates children to try harder, and contribute to activities. Staff also use stickers as a reward and encourage children to take ownership of successfully achieved tasks.

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who attend

Staff, during story time, animate the characters of sea creatures. This entices the children towards the activity, engages their interest in books and makes reading fun and exciting. Staff encourage the children to ask questions about the story and respond to their queries, helping children's knowledge and understanding of sea creatures. However there are fewer open-ended questions to encourage the children's thought process and further extend their language development. Children play independently from staff and are confident in their surroundings, but are equally confident in seeking out their key person for support and guidance. For example, to help clothe a doll they are playing with. Staff approach children and offer support but encourage them to complete tasks independently, offering praise for their achievements. This helps to develop children's confidence and self-esteem.

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who attend

During a walk in the local area, children show high levels of confidence and self control, whilst also managing risks. Children understand that when they hear a whistle they are to return immediately to a member of staff, showing they have an understanding of rules and boundaries. Staff utilise the available learning opportunities extremely well. A hay baler is in the field so they stop and encourage the children to watch what is happening. The children show excitement at what they see - 'That's so cool' and 'It's spitting out hay!' Staff extend children's knowledge by asking what they think the hay maybe used for. The children all contribute to the discussion, suggesting different ideas. This develops their language development, critical thinking skills and imagination. Children are enthused by the activities, making up stories using well known monster characters, for example, as they seek out the characters behind trees. The quality of teaching is of an exceptional

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who attend

standard because staff show they can teach children through the children's interests, ensuring they are fully engaged.

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who attend

Staff engage in children's play and allow them to take ideas forward in the direction of their choice. An activity of catching magnetic fish leads to a child's interest in sharks' teeth, for example. Staff use computer technology to support children's inquisitive natures, for instance, by researching sharks, encouraging children's ideas to draw sharks and through linked discussions around this interest. Staff provide resources so that children can explore their ideas independently while answering their questions as they work. Discussions around 'what is the name of this shark?' and 'Tthis shark is called a Hammerhead because its head is the shape of a hammer', demonstrates that staff allow children to take ownership of their learning and that the quality of their teaching is consistently good in meeting children's ability and interests.

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

All children are cared for exceptionally and the bond between them and their key person is evident in all aspects of the day. Children leave their parent with ease and show a real attachment to their key person. Staff make time to talk to each parent individually about their child and acknowledge any requests or messages about the child. Parents comment that their child 'loves their key person and talks about them fondly at home' This emotional confidence allows the children to explore their environment freely and therefore learn actively.

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

The provider oversees the relatively new and improved planning system which includes a colour coded tracking system. This shows children's starting points on entry to the setting and their progress whilst they are attending. Children who are due to attend school this year have the opportunity to participate in role play, borrow books to take home, visit their local school and have their teacher come and visit them in the setting. This begins the child's transition to school whilst in a familiar setting, and on their terms.

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

Staff encourage children to be kind and caring as they take responsibility for the setting's guinea pigs. Children help transfer the animals to their outdoor run and then discuss what foods they can give them stating; 'they eat lettuce and carrots because they are healthy'. Staff remind children of the importance of hand washing after touching the animals and before meal times. Children independently wash their hands in the sink and younger children use individual bowls of warm soapy water. Older children choose when they want to play outside. This arrangement gives them constant opportunity for physical exercise and allows them to practise their skills and try out new ones in the well-resourced area.

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

Babies' individual routines are followed according to parents' wishes. Staff are fully aware of when the babies need to sleep and accommodate their individual care routines. When a baby becomes un-settled a staff member gently soothes the baby giving comfort through cuddles and gentle singing. Children behave well, play cooperatively together and the setting is calm. Children are happy playing independently and with their peers. This shows they feel confident and safe in their surroundings. Children seek out staff if they need support and the bond between staff and children is evident throughout all of the activities.

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provision

Leaders demonstrate a good understanding of the welfare and safeguarding and learning and development requirements and implement them well. Staff understand their roles and responsibilities and all appropriate policies and procedures are in place to support the safe running of the setting. Risk assessment, which are robust and regularly reviewed ensure children can play in a safe environment. Recruitment procedures are clear and help ensure all staff are suitable to work with children. The manager and staff fully understand how to respond to any concerns they may have about the children in their care. All staff receive regular and updated training in child protection to ensure all are aware of procedures. This further helps to protect children from harm.

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provision

The manager oversees the planning of activities for children and is fully aware of children's development, progress and appropriate next steps. The team have made their own programme to visually track children's development so they can see any gaps in development and plan accordingly in order to close these gaps. The progress summary for children aged between two and three years old ensures staff and parents and any other professionals can see children's progress at this time and offer support is required. The manager understands the importance of monitoring staff's practice and involves the entire staff team in completing their self-evaluation during monthly staff meetings. Staff have regular supervision meetings with the manager. This is so that training needs are identified to ensure the best possible care and learning opportunities are provided to the children. Systems in place to share information with other settings that children may

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provision

attend are not fully established at present, to ensure children's continuity of care and learning. The manager and staff work very effectively with all parents and include them in their child's learning by offering regular parents evenings, an open door policy and daily handovers with all parents. This means learning is a continual experience from home to the setting.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY260557 Local authority Kent Inspection number 837249 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 44 Number of children on roll 53 Name of provider Well Place Day Nursery Limited Date of previous inspection 04/09/2009 Telephone number 01892 870118

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Setting details

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

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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Type of provision

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

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