Mary Seacole Day Nursery & Family Support Unit

Mary Seacole Day Nursery & Family Support Unit Mapp Community Centre, 22 Mount Pleasant, Reading, Berkshire, RG1 2TD

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Inspection date

Previous inspection date 09/12/2014 11/08/2009

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early years provision

This inspection: 1 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 1

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This provision is outstanding

 Staff provide excellent support for families, and their keen focus on nurturing children's personal, social, and emotional development underpins progress in all other areas of their learning and development.  Staff plan and provide children with a wonderful, rich and purposeful learning environment, which sparks children's interest and enthusiasm for learning.  Children's individual needs are quickly identified and exceptionally well met through highly effective partnership working.  Staff treat children with a great deal of respect and this results in a harmonious, caring environment for everyone, where every child is valued and every family welcomed.  The manager has high standards and encourages her team to evaluate and reflect on their practice across all areas of the nursery. Together they drive forward improvements which directly benefit outcomes for all children.

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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 observed a wide range of activities across all areas of the nursery, and talked with staff and children about what they were doing.

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Inspection activities

 The inspector reviewed documents and procedures relating to safeguarding, staffing, supervision, risk assessment, equal opportunities and health and safety, and checked a selection of other policies.

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Inspection activities

 The inspector sampled a range of children's records, the nursery's systems for planning, evaluation and exchanging information with parents and external professionals.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and reviewed written communication from parents.  The inspector met with, and conducted, a joint observation with the manager.

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Information about the setting

Mary Seacole Day Nursery and Family Support Unit first registered in 1991 and has been registered in the current premises since 2006. It is a registered charity which works in partnership with two other projects, PHAB and APPOLLO. The nursery and the other projects are housed in the same community centre. The nursery is registered on the Early Years Register. There are currently 51 children on roll in the early years age range. The nursery is open each week day from 8am to 5.45pm for 51 weeks a year. Children may attend for a variety of sessions or for the whole day. The nursery supports children with special educational needs and/or disabilities and those who are learning English as an additional language. It is in receipt of funding for the provision of free early education for children aged two, three, and four.

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Information about the setting

The nursery currently employs 16 staff. There are 10 core members of staff who work with the children on a daily basis. The manager holds relevant qualifications at level 6 and Qualified Teacher Status. Nine other members of staff hold appropriate early years qualifications at level 3 or above. The nursery also employs a cook, a bookkeeper and four apprentices. There nursery currently supports four students working towards level 2 qualifications.

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

 enhance pre-school children's confidence in using technology.

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who attend

Children make excellent progress in their learning and development at this vibrant and nurturing family focused day nursery. All staff work closely with parents to understand their hopes and concerns as their children settle into the nursery. Together, staff and parents establish children's current strengths and achievements, learn about their individual needs, and identify areas for further observation or support. These early sessions provide parents with a practical knowledge of how staff care for and teach their children, and how they may work in partnership with staff. Staff provide parents with a wealth of information they can scan or study along the central corridor of the centre. Parents match photographs of staff with their names and qualifications. They understand the role of the key person, and quickly get to know the team who work with their children. Bright displays of children activities link theory and practice, and show parents how staff

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who attend

foster all areas of their children's learning through play. Other display boards engage parents in decision making across the nursery. Staff summarise the choices the nursery needs to make, and asks parents for their opinions on the best way forward. Staff are highly accountable to parents in all aspect of their work. Parents say staff make them feel valued and supported from the start. They say they are comfortable to ask any questions, share any concerns, and work with staff to help their children. Highly successful strategies engage all parents in their children's activities from the beginning and provide the basis for good rates of progress in children's learning thereafter.

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who attend

Senior staff have very high expectations for themselves, and have steadily learnt how to raise standards across all aspects of the nursery in the years they have worked together. They are also highly supportive of junior staff and open to the challenges of new ideas and teaching strategies. As a result, children's activities across the nursery are exciting, varied, and enriching. Babies constantly use their senses to explore the world around them as staff introduce them to music and songs, and different types of sensory play. Staff carefully observe their skills in handling toys as they move from one exciting activity to another around their well-organised baby room. They plan and provide activities, which build on babies existing skills, and give them more opportunities to practise skills those have not yet mastered. A keen focus on babies' social skills, communication and physical development by the baby team provides the youngest children with very firm foundations

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who attend

Staff encourage toddlers to choose and investigate the activities that catch their attention and imaginations. They arrange a wealth of resources so that toddlers can see them, use them, and eventually tidy them away. For example, during the inspection, toddlers choose to immerse themselves in a book or two, while their friends persist with jigsaws and constructions. Additionally, the home corner is busy with children making up games and cooking food. Staff encourage children to talk about what they are doing, to share their thoughts and plans for their game. Staff take time to find out about the children's interests so they are in a better position to challenge their thinking, and teach new words and ideas. Children hear new vocabulary that helps them to explain themselves more clearly. They practise new words and ideas on other children as they tell them what they are doing, and why it matters. Children are well-motivated, keen to experiment, and are

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who attend

The nursery is in the heart of the city and attracts many children for whom English is an additional language. Where there are gaps or delays in children's learning, staff quickly provide additional help so children become confident, successful communicators in time for school entry. For example, staff provide and use books in different languages. They display and learn key words in home languages to help children settle in to routines and express their needs. Senior staff work closely with local health visitors, social services, and the women's refuge. They provide high levels of support and nurturing to many families in challenging circumstances. Given many of their starting points, children make very good levels of progress during their time at the nursery and family support unit. This is due to the quality, commitment, and experience of the core teaching team, and the high number of enthusiastic students and apprentices working alongside them.

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who attend

Staff are also highly skilled in identifying and working with children with special educational needs and/or disabilities. They record a range of detailed observations of children's progress and evaluate the impact of their teaching on closing gaps in children's learning. Staff share this evidence with parents and professionals who provide additional support for children. Where possible funding identified in children's statements of special educational needs and/or disabilities is sought. However, whether funding is available or not, the manager ensures staffing levels across the nursery are high, and conscientious staff offer flexible working hours, so the team can meet children's individual needs appropriately. All staff place a high priority on early identification and support to meet children's individual needs. They are highly effective in helping all children make the best possible progress towards the early learning goals, in readiness for school entry.

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

Staff show great sensitivity and understanding when settling new children and their families into the nursery. This is a community nursery and family support unit. Senior staff have extensive experience of supporting families with young children, from a wide range of backgrounds and cultures. Staff welcome parents to visit for as many sessions as they wish before their child starts at the nursery. Parents who do not understand the English education system, the language, or nursery routines greatly appreciate these opportunities to see and participate. Staff nurture children through their first weeks at nursery so they feel secure and confident to explore new activities. Each child has a key person who takes responsibility for preparing progress reports to share with parents. The key person also works well with other staff and local placements to ensure children move easily into different teaching groups, as they grow older.

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

A strong focus on developing children's personal, social, and emotional skills is evident across the nursery. Experienced staff use every day events to teach respect and care for each other. Children soon learn that they are part of a group and this involves taking turns, and sharing adult attention. Children are confident that staff will meet their individual needs, so they are more willing to wait a few moments for their turn. Staff rehearse rhymes and stories with children so they know them well. This increases children's self-confidence as they can predict what will happen next and join in with familiar phrases. Staff use many different ways to tell a familiar story which helps to sustain children's interest. For example, they use props and puppets, story maps, craft activities, and role-play to act out stories together. Younger children listen and attend as they watch children act out stories in their playroom. Older children gain confidence while

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

they practise plays and learn to speak in front of an audience of parents. Staff also welcome parents in to visit and share their knowledge and expertise. Parents share songs and recipes from different cultures, and help by drawing large pictures for children to paint and collage. This is a highly stimulating nursery where children thrive as they experience so many new opportunities in life.

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

Staff take the children on regular outings into the community to pursue children's interests at the library. They learn about different festivals, visit places of worship, and join other members out in the community as they celebrate Christmas pantomimes and parties. Staff also use these outings to teach children how to keep themselves safe and healthy. Children learn about road safety and keeping together as they walk into the town centre. They visit market stalls and learn about different fruits and vegetables. Staff draw children's attention as the emergency services rush past. Children stop to think about how other people in their community help them. Children develop a strong sense of their place in their community and the diversity of 'city' life. Some staff lack confidence in using the smart board technology, which they cover with children's artwork. Whereas in the past, the older children have displayed photographs of their outings, artwork, and memories on

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

the screen and used it to practice pre-literacy skills.

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

Children also gain plenty of fresh air and exercise as they play and investigate in their exciting outdoor garden. Staff are quick to apply for grants to provide the resources to challenge children's physical development and imaginations. Children learn to climb steps, run up and along bridges, and slide back down again. They bounce balls into low basketball nets and aim beanbags at numbered targets. Staff help children learn to balance on different types of equipment and pedal others. With encouragement from staff, children practise counting as they hop along a number ladder. They imagine the adventures they may have when they cross a bridge, and search the construction shed for useful props. Younger children experiment with sizes and capacity in their mud kitchen. Their friends choose different tools to chalk or paint on large chalkboards and clear plastic screens.

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provision

The manager and her senior team have an excellent understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Together they ensure that all staff diligently implement policies and daily procedures concerned with all aspects of safety and welfare across the nursery. Procedures for recruitment, induction, and training of staff, students, and volunteers are exemplary, and well documented. Staff training in safeguarding receives a high priority and staff are very clear and confident about how to address concerns. Senior staff work closely with colleagues from other agencies through child protection cases and 'team around the child' meetings. The manager is meticulous in her record keeping and knowledge of all the children in her care. Weekly staff meetings include updates on children's progress and provide staff with regular opportunities to follow through any concerns. These measures help to ensure children's safety within the

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provision

nursery, and contribute to a coordinated approach to meet their care and welfare needs across the community.

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provision

The nursery team work closely with a local college, and have considerable experience in nurturing and training young people entering the profession. Senior staff enjoy the vibrant enthusiasm and fresh ideas of trainees who are keen to follow their high standards of care and education. The manager, who is highly qualified, keeps up with research in early years education and welcomes new challenges. She works hard to coach, support, and supervise new members of the team, and encourages many to pursue higher levels of training. On occasion, where staff or trainees have proved unsuitable, or less willing to follow guidance, the manager has worked effectively to replace them. Her leadership, performance management, and regular supervisions ensure that her staff remain suitable to work with children and fulfil their responsibilities within the team. The drive to improve achievements for all children is evident in the dedication of the

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provision

manager and her core team of staff. Together they, and the parent committee, have developed this nursery from a primitive to an inspiring, high quality nursery for a diverse and often vulnerable range of families. Staff carry out all the mandatory procedures for the safe management of the nursery. Staff also meet all the learning and development requirements of the Early Years Foundation Stage. Children's individual needs are exceptionally well met by a team combining wisdom, experience, and enthusiasm. Staff are highly committed to raising standards in the education and care of all the children who attend the nursery. The manager ensures staff have numerous opportunities to reflect upon, evaluate, and develop their professional skills. Staff quickly identify children's needs and support them through excellent partnership working with parents and professionals. Consequently, children make very good progress given their starting points and are ready

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provision

for their moves to school and other activities in their community.

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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 EY297552 Local authority Reading Inspection number 833956 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 38 Number of children on roll 51 Name of provider Mary Seacole Day Nursery & Family Support Unit Committee Date of previous inspection 11/08/2009 Telephone number 01189 168418

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Setting details

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

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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