Spinney Day Nursery-Bell Meadow

Spinney Day Nursery-Bell Meadow Spinney Day Nursery, Handbridge House, Bell Meadow Business, Park Park Lane, Pulford, CHESTER, CH4 9EP

p.1

Inspection date

Previous inspection date 22/10/2014 19/03/2009

p.1

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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 High priority is given to securing children's welfare and safety by ensuring the safeguarding and welfare requirements are implemented, met and consistently monitored.  Staff are skilled and sensitive in supporting babies and children to form secure emotional attachments. This enables children to develop their independence and motivates them to explore.  Staff have a good knowledge of how children learn and provide a rich, varied and imaginative educational programme. As a result, children make good progress in their learning and development in relation to their starting points.  Excellent partnerships with parents and other professionals contribute to staff's knowledge of children's individual needs.  Management and staff continually reflect and review practice, driving improvements forward in pursuit of excellence, to enhance the outcomes for children.

p.1

It is not yet outstanding because

 Opportunities to involve children in open-ended discussions about healthy eating are not fully maximised.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector observed play and learning activities in the playrooms and spoke to staff and children in the indoor and outdoor environment.

p.2

Inspection activities

 The inspector looked at a selection of children's assessment files and progress tracking information and spoke to children's key persons.  The inspector took account of the views of parents spoken to on the day.

p.2

Inspection activities

 The inspector held a meeting with the management of the nursery and conducted a discussion regarding policies and procedures.  The inspector conducted joint observations with the manager.

p.2

Information about the setting

Spinney Day Nursery was registered in 2008 on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. It is privately owned and operates from Pulford in Chester. The nursery serves the immediate locality and the surrounding areas. The nursery opens Monday to Friday, from 7.30am to 6.30pm, all year round. Children attend the nursery for a variety of sessions. Children are cared for across three rooms and have access to an enclosed outdoor play area. There are currently 37 children on roll who are in the early years age range. The nursery receives funding for the provision of free early education for three- and four-year-old children. There are currently 12 staff working directly with children and a full-time cook. Of these, seven hold appropriate early years qualifications at level 3 to level 6. The nursery receives support from the local authority.

p.3

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

 make the most of opportunities during mealtimes for open-ended discussions about healthy food, so that children's understanding of healthy lifestyles is enhanced.

p.3

who attend

Children are motivated to learn in this well organised and extremely welcoming nursery. Staff have a good understanding and knowledge of the learning and development requirements of the Early Years Foundation Stage. The exciting, stimulating environment, both inside and outside, ensures that all children make good progress towards the early learning goals. Furthermore, the good quality of teaching ensures children are well prepared for their future learning and entry into school. Children are motivated, eager to learn and consistently demonstrate the characteristics of effective learning. Comprehensive and effective procedures are in place to observe, assess and plan for children's individual progress. All children have access to a motivating environment where staff ensure all seven areas of learning are well covered. There is an excellent focus on the prime areas of learning, with good regard given to the specific areas of learning. As a

p.3

who attend

result, all children make good progress given their starting points and capabilities. Comprehensive reports for parents, including the progress check for children between the ages of two and three years, make sure children's development is well recognised. Children's learning is enhanced as staff have a good level of understanding of promoting children's interests and ideas. All children have access to quality resources, which promotes children's learning through a wide range of learning experiences.

p.3

who attend

Children's language and communication is fostered well throughout the nursery. Staff are skilled in using open-ended questions with children, so that they are able to use their thinking skills. For example, staff in the baby room extend children's communication and reasoning skills as they ask questions and give children time to consider and think about their answers, such as by asking, 'Why will the door not shut?' For older children, staff are enthusiastic and expressive and they use props and extend activities well. During a group circle time, to link with a topic about seasons, staff use a weather board to promote the theme. From this, children embark on learning the days of the week and use their imagination as they act out how the wind makes trees swish and sway. This teaching strategy promotes children's memory, recall and extends their language skills. Children's skills in early reading and writing are fully enhanced, as there is extensive use of the

p.3

who attend

written word throughout the nursery. This is supported by photographs and pictures, which enable children to associate words with pictures. For example, in the toddler room children have produced beautiful artwork to display on the seaside board, which has corresponding labels. Staff provide opportunities for children to be creative in both planned and spontaneous activities. During planned activities, children freely express themselves as they use an extensive range of art and craft resources. In a spontaneous activity, staff support them to play skittles while discussing numbers, colours and model being a thinker by asking, 'What do I do now?' and 'Can you help me, please?'

p.4

who attend

Children learn about nature through activities and outings to the nearby pond. Staff provide guidance to all children, as they learn about growing plants and caring for them in their garden, and while children freely dig and investigate in the digging bay area. Children learn about mini-beasts when they visit their bug hotel and enjoy animals being brought into the nursery from a visiting zoo company. Staff support children to gain a love of books, for example, they have regular access to the mobile library and an extensive range of books in a comfortable quiet area. This successfully enhances their literacy skills. Children are well prepared for school as staff actively promote independence and group skills. For example, they learn to sit and listen attentively at circle time. The close links with the local schools ensures children are well prepared for entry. Staff and children discuss what to expect from school to reassure and prepare them. Therefore, good

p.4

who attend

transitions are assured. Children's learning at home and links with parents is very good. Parents are encouraged to share in their children's learning and development. This is enhanced further by open days and social events. Parents are extremely complimentary about the nursery commenting, 'I highly recommend the nursery' and 'I completely trust them'.

p.4

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

Babies and children are extremely happy and content to be in this stimulating and friendly nursery. This is evident from their interactions with each other and staff, and their confidence when talking to visitors. The highly effective settling-in procedure ensures that children are content and form secure attachments with key persons. Key persons collect detailed information from parents about their children's individual needs, so that staff are able to provide familiar routines for them as soon as they start. Staff are highly sensitive to the needs of children as they settle into the nursery, ensuring they provide children with activities they like and enjoy. Staff are excellent role models as they listen to what children have to say and respond sensitively. Staff remind them to use good manners and to be kind and considerate to each other. As a result, children's emotional well-being and self-esteem are well supported. Consequently, children behave exceedingly well and have

p.4

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

exceptional manners, for example, offering visitors a chair and asking them to share snack time. Parents are very happy about the care offered by the nursery and praise staff on their, 'professional, but friendly approach'.

p.5

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

Effective arrangements are in place when children move into another room in the nursery. Discussions with their parents take place and as a result, planned sessions are arranged, so that key persons can share information and jointly help to settle children into their new room. This promotes a highly effective and seamless transition process. Children independently use the bathroom and wash their hands, receiving support from staff if this is needed, and all children are encouraged to clean their teeth after meals. Younger children are cared for by staff who attend to their personal hygiene. Staff explain to children about why they need to wash their hands before snack and after toileting. The nursery has a cook who provides a well-balanced menu. Children enjoy nutritious, freshly prepared, home-cooked meals where their individual dietary requirements are carefully considered. However, occasionally, opportunities to engage children more fully in open-

p.5

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

ended discussions about healthy foods are not always maximised.

p.5

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

Staff encourage all children to engage with regular outdoor play and ensure they have daily access to fresh air and physical exercise. Physical development is further complimented by the excellent music and movement sessions. Children thoroughly enjoy this activity as they exercise to music using a variety of movements, such as bending and stretching as they touch parts of their body. As a result, children make good progress in their physical development. Staff consistently give the highest priority to the safety of children and effectively support them to develop their understanding of how to keep themselves safe. Risk assessments are regularly undertaken, ensuring that children are protected from any risks and respond readily to any changes in the environment. There are risk assessments in place for outings to ensure children remain safe, while developing an understanding of risk and of the world around them. Parents comment that they have

p.5

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

extremely good relationships with all staff and feel reassured that they know their children really well. Commenting that, 'staff are wonderful'. This care and attention enhances parents' sense of trust and security in the quality of their child's care.

p.5

provision

The providers' leadership and management of the nursery is very good. Staff receive regular updated training in safeguarding and have a thorough knowledge of the signs and symptoms of abuse and procedures to follow in the event of a child protection concern. Designated safeguarding officers ensure that all staff, whatever their role, are trained regarding their responsibility for safeguarding and promoting children's welfare. Comprehensive policies and procedures help ensure that parents understand the duty of staff to protect children. The nursery is secure and detailed risk assessments, in both the indoor and outdoor environments, confirm that staff carry out regular checks to eliminate risk. Visitor identification is obtained and details recorded in the visitor's book. The management team demonstrates a high level of commitment in promoting children's safety and well-being. For example, robust recruitment and vetting systems ensure all

p.5

provision

adults working with children are suitable to do so and there are highly effective systems in place to monitor staff's ongoing suitability. Staff turnover is very low, this reflects the contentment and pride of staff and the high value placed upon them by management.

p.6

provision

The management team has a secure understanding of the requirements of the Early Years Foundation Stage. The quality of monitoring practice and evaluating its impact on children ensures they all make good progress. For example, children's development files are audited to ensure assessments are accurate and planning for their next steps in learning is appropriate to their needs. In addition, the rigorous tracking procedures in place for monitoring all children's progress and the subsequent analysis of the data, ensures that any gaps in learning are quickly identified. The manager undertakes observations of all staff practice and discusses strengths and weaknesses during supervision discussions, which support staff in their continuous professional development.

p.6

provision

Rigorous risk assessments and consistent maintenance of the environment and equipment ensures that children can play and learn in safety. The providers' leadership is extremely good and the robust process of self-evaluation is highly effective in ensuring that the nursery continues to improve. Staff reflect on their practice on a daily basis and the environment and resources are continually adapted to ensure they meet the individual needs of children attending. Parents' views are clearly sought through detailed questionnaires. Feedback is thoroughly analysed by the owner and management team, who respond to each of the points made, identifying improvements and sharing the information with all parents. Parents are highly complimentary about the nursery and the care and education their children receive. They comment that they are well informed of children's progress and what they have been doing throughout the day, through daily

p.6

provision

verbal feedback. Parents say that children are happy and safe in the nursery because they are looked after by staff that nurture and genuinely care about them. They state that they are appreciative of the information they receive through email, newsletters and noticeboards, and thoroughly enjoy being actively involved in nursery life. The nursery has formed strong links with local schools and other providers, in order to share information and support children effectively when they attend more than one setting, or when the time comes to move on to school.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY380712 Local authority Cheshire West and Chester Inspection number 858616

p.8

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 37 Number of children on roll 37 Name of provider The Spinney Day Nursery Limited Date of previous inspection 19/03/2009 Telephone number 01244 577948

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10