Willow Tree Kindergarten

Willow Tree Kindergarten St Werburghs Hall, Jack Brimble Centre Lynmouth Road, Bristol, Avon, BS2 9YH

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Inspection date

Previous inspection date 15/09/2014 05/05/2011

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff act as good role models and provide consistent expectations of children, which effectively promotes their good behaviour.  Staff create a calm, purposeful environment, where children naturally learn through exploration and discovery.  Children enjoy a good range of wholesome and nutritious snacks, which effectively promotes their awareness of healthy eating.  Staff form very positive partnerships with parents, which actively help them in meeting children's individual needs.

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It is not yet outstanding because

 Staff have not yet fully established effective systems for sharing information with other providers children attend.  Staff do not consistently support children in developing their awareness of possible risk to themselves and others.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities indoors and outdoors.

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Inspection activities

 The inspector sampled documentation, such as operational policies and procedures and the self-evaluation form.  The inspector took into account the views of parents spoken with at the visit.

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Inspection activities

 The inspector offered the opportunity to complete a joint observation of children's play.  The inspector sampled children's learning journals.

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Information about the setting

Willow Tree Kindergarten registered in 2009. The kindergarten is a parent-led initiative and operates from a community hall at the Jack Brimble Centre in St Werburghs, Bristol. The kindergarten is a member of the Steiner-Waldorf fellowship and follows this philosophy for early years. Children have use of a main hall and integral toilet facilities. There is an outside play area available at the side of the premises.

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Information about the setting

The kindergarten is registered with Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The kindergarten operates during term time only and is open each week on Monday, Wednesday and Thursday from 8.30am to 3.30pm, and on Tuesday and Friday from 8.30am to 12.30pm. There are currently 19 children on roll; of these, 15 are in the early years age group. The kindergarten is in receipt of funding to provide early years education for children aged three and four years. There are five members of staff employed, the majority of whom hold relevant child care qualifications, which include Steiner-Waldorf training. There is one member of staff with a qualification at level 6, one with a qualification at level 4 and one with a qualification at level 3.

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

 develop further systems for sharing information with other settings children attend to fully support a consistent approach to all their care and learning needs

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

 provide more opportunities for children to develop their awareness of keeping safe and take a positive responsibility for their own safety and that of others.

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who attend

Children are happy and settled. Staff support children very well in developing a positive sense of discovery in their play, which effectively encourages their ongoing progress. Staff observe children's play and identify their stages of development, which informs how they support children within the planned activities. For example, staff understand children's levels of ability and within a sewing activity they allowed older children to try threading the needle themselves. Staff offered to help when they needed it. Staff gently support children's creative ideas, for instance as they decide to sew surprise birthday presents for their teddies. This actively encourages children to develop their fine motor and coordination abilities and their imagination within practical life skills. The setting follows the Steiner-Waldorf approach to child development and has some exemptions from the learning and development requirements in relation to the early

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who attend

learning goals. However, staff provide a good range of positive learning opportunities for children through a wide variety of natural resources and meaningful activities. For example, they plan activities to link with the seasons. In the autumn months, children enjoy painting their pictures using yellow and red paints. At this visit they talked about the colours and how these were merging together to make orange. Children confidently expressed their ideas as they described their pictures and told staff they had painted a rainbow or a dragon. When children were later taken for a walk they noticed how some leaves were changing colour on the trees to yellow and red. In addition, they found some spinning leaves and experimented with these as they threw them in the air. Children were fascinated as they watched how the leaves spun around in different ways. These activities effectively encourage children's understanding of the natural world. They also captured

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who attend

children's interest and curiosity as they develop a well-balanced approach to their play. Consequently, children gain the necessary skills and capacity to learn effectively and be ready for the next stages in their learning.

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who attend

Staff talk quietly to children using carefully considered open-ended questions to help them think about their activities. This effectively extends children's learning. In addition, this actively supports children in developing a good knowledge of language and how to express their ideas. For instance, they attempted to put on some dressing-up clothes. They told staff 'this is a bit tricky' to indicate they needed some help. Staff talk very clearly and calmly to children, which also encourages them in learning to listen well and follow simple instructions. As a result, staff support children very well with developing their communication and language skills. They start using a wide range of vocabulary to describe their thoughts. Children worked together collaboratively in building a house for their game using the large wooden bricks. They lifted and balanced the bricks, which helped to develop their strength and coordination skills. Children used numbers

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who attend

spontaneously as they counted their friends and decided how many rooms they would need. This supports children in developing their understanding of numbers and their purpose within their everyday play. In addition, staff asked children to carry their pictures on their wooden painting boards to the drying racks where they carefully slot the board onto a shelf. Consequently, staff support children very well in starting to solve simple practical problems through the daily routine activities.

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who attend

Children enjoy their ring times songs and rhymes and sit attentively to listen. They begin to join in with the related actions. For example, they made large arm movements to represent the sun and moon in the song. Staff make good use of familiar stories that have repetitive phrases. For instance, they told children a story about a little hen making bread. They talked about the wind blowing the sails of the windmill round and making a clickety clackety sound. Children began to join in with these repeated refrains. Children recognised their goodbye song and started to finish the sentences saying 'late or gate'. Consequently, staff effectively help children in starting to link sounds and words, which helps them develop their early reading skills.

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who attend

Parents spoke very positively about staff and the provision offered to their children. They said they felt their child was very happy at the kindergarten and staff supported them very well to settle in. Staff liaise well with parents to gather clear information about children's routines and abilities when they first attend. As a result, they are able to effectively support children's individual care and learning needs. Staff are aware of the importance of sharing information on children's development with any other settings children attend. They have made initial attempts to do so, but have not fully established effective systems of liaison with these settings. This has some impact on how a continuous approach to children's learning is maintained. Staff have implemented systems of completing the progress check for two-year-old children. They complete a summary of children's achievements in liaison with their parents and identify any areas to provide further

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who attend

support. This helps to monitor children's development from an early age.

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

Children are very much welcomed and valued at this friendly kindergarten. Staff recognise children as individuals and support them very well in developing a positive sense of self. For example, staff listened carefully as children talked about their family life and sensitively responded to their comments. This also helps children to effectively gain an understanding of emotions and feelings. In addition, children develop a clear sense of belonging as they join in their Hello song at ring time. They recognise their names and those of their friends. Staff plan activities to link with the clear rhythmical routine of each day. This gives children reassurance as they know what will happen next and what is expected of them. Consequently, children feel secure and settle easily.

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

Staff actively promote children's independence skills. For instance, they involve children in laying the table for lunch and older children pour drinks for their friends. This actively helps children to start taking small responsibilities within their kindergarten. Staff provide a good range of nutritious foods for children's snacks. For example, they offer rice and carrots, rye cake or vegetable soup. Children help to grow their own potatoes and beans, which they then chop up to go in their soup. This effectively promotes children's understanding of foods, which help them grow strong and healthy. Staff promote children's good behaviour very well through a calm, consistent approach. They maintain clear boundaries so that children learn what is expected. For example, they encourage them to walk indoors, help others be happy and stay seated when eating their meals. In addition, staff act as positive role models and consequently children behave well. They are

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

encouraged very well to learn to be kind and helpful and naturally respect the needs of others. As a result, children develop skills that will promote their smooth transition to other settings and/or school.

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

Staff talk to children about crossing roads safely. On their outing children knew they needed to hold hands with a friend and they walked sensibly along the pathways. They learn how to use knives carefully to chop up the vegetables for their soup. Consequently, children develop some understanding of how to keep themselves safe from harm. However, staff do not consistently help children to assess some aspects of risk within their play. For example, to fully support children in learning where they can climb safely or how to hold scissors securely. This reduces some learning opportunities for children to develop their understanding and identify possible risks to themselves and others. Staff carefully organise the play room to provide a quiet, supportive environment where children move around freely in their play. Staff create exciting areas of discovery with wooden frames and soft materials for example, which children they turned into dens. Staff provide an

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

easily accessible range of natural resources to explore, such as baskets of fir cones, shells and knitted animals. Staff encourage children to respect their environment. They readily helped to sweep and tidy up in order to prepare the room for the next activity. This effectively encourages children to work as a team as they help each other to complete their particular tasks.

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

Staff give clear emphasis to supporting children's all round physical development. For example, they provide free-flow access to the garden area where children balance on small logs or have fun digging in the earth. Staff take children out on daily walks, which provides good opportunities for regular exercise. For instance, on the day of inspection children enjoyed their walk to a local community garden. They smiled with delight as they swung to and fro on the rope swing there. Children also help to knead and mould the dough for the bread they make with staff each week. This actively helps children develop their small and large muscles and they begin to gain control over their movements. In addition, they benefit from being outdoors frequently in the fresh air.

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provision

Staff demonstrate a good awareness of the safeguarding and welfare requirements of the Early Years Foundation Stage. Clear operational policies and procedures are in place. Staff use ongoing evaluation procedures, which include visits from outside agencies, to ensure they are regularly reviewed and updated. Staff suitability is clearly assessed through effective recruitment and induction procedures. For example, relevant references are processed and checks completed through the Disclosure and Barring service are regularly updated. Management actively support the continual professional development of staff through ongoing supervision and appraisal meetings. These include identifying goals for staff development, such as further training and all staff complete paediatric first aid and safeguarding courses. There is a very clearly detailed safeguarding policy in place, which includes whistle blowing procedures, management of any allegation made against a

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provision

member of staff and use of mobile phones on the setting. Staff show a secure recognition of possible signs and symptoms that may cause concern about a child's well-being. They understand suitable procedures to follow should a concern arise, which includes the importance of keeping detailed records, such as of any existing injuries. This helps to effectively promote children's welfare.

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provision

Staff actively promote positive partnerships with parents. They keep parents well-informed of their child's development at the kindergarten. For example, through daily discussions and termly meetings where staff and parents review children's progress within their learning journals. Parents are actively encouraged to contribute their knowledge of their child's abilities from home. This effectively promotes a continuous approach to supporting children's development. Staff complete risk assessments for the premises and outings and implement suitable safety measures. For instance, a portable gate is used to prevent children's unsupervised access to the kitchen area, when any cooking is in progress. This helps to minimise risks to children. Staff continually reflect on their practice. For example, they talk about the effectiveness of the daily experiences children are offered. Children's progress is tracked through assessment procedures, which enables staff to identify where

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provision

children achieve well and any areas they may need support. Management ask parents for feedback on staff practice and also consider children's views. This actively helps staff to continually evaluate, develop and improve the provision offered to children. As a result, outcomes for children are effectively promoted.

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The Childcare Register

The requirements for the compulsory 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. 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 EY403389 Local authority Bristol City Inspection number 844917

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 18 Number of children on roll 19 Name of provider Willow Tree Steiner School Ltd Date of previous inspection 05/05/2011 Telephone number 0117 9629555

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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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