Redwood House Childrens Nursery

Redwood House Childrens Nursery 128 Orrell Road, Orrell, WIGAN, Lancashire, WN5 8HJ

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Inspection date

Previous inspection date 11/12/2014 11/06/2014

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early years provision

This inspection: 2 Previous inspection: 4 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

 Children's learning and development is effectively supported by the good quality of teaching used by the staff team. Staff use lots of language and praise, and as a result, children develop their communication and language skills well.  Staff establish good relationships with parents, which underpin an effective key-person system. They involve parents in their children's learning, which aids progress.  Safeguarding is good. The owner takes successful steps to ensure that all staff have a good understanding of child protection and the whistleblowing procedure. Therefore, children are protected well and kept safe from harm.  Leadership and management are strong. The owner drives improvement well through effective evaluation and ensures priorities for improvement are identified. This clearly shows the management's drive to raise the standard of the provision further.

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It is not yet outstanding because

 Staff do not effectively use the outdoor environment further in order to build on children's literacy and numeracy development.  At lunchtimes, there are missed opportunities for some children to be supported in developing their self-help skills. Consequently, children do not always have occasions to learn to become independent.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector toured the whole of the indoor area of the nursery. She observed activities in all the rooms, the conservatory, the garden and the interaction and learning between staff and children.

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Inspection activities

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

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Inspection activities

 The inspector sampled a range of documents which cover the learning and development requirements including observations and assessments. She also viewed emergency contact information, enrolment forms and written risk assessments.

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Inspection activities

 The inspector held a meeting with the owner and the Early Years Professional. Discussions took place between staff, children and the inspector at appropriate times during the inspection. The inspector took into account the verbal and written feedback of the parents.

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Information about the setting

Redwood House Children's Nursery was registered in 1992 and opened in 2011 as a limited company on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. It is a privately run company. It operates from two large adjoined properties in Wigan, Greater Manchester. Children have access to enclosed outdoor play areas. The nursery employs 33 members of childcare staff. Of these, one holds Early Years Professional status, one holds appropriate early years qualifications at level 5, four members hold level 4, 23 members hold level 3 and four members hold level 2. The nursery opens Monday to Friday from 7.30am until 6pm for 51 weeks of the year. There are currently 151 children on roll who are in the early years age group. Children attend for a variety of sessions. The nursery receives funding for the provision of early education for two-, three- and four-year-olds. It receives support from the local authority.

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

 enhance and build on children's literacy and numeracy development, for example, by providing print and numbers in the outdoor environment

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

 support children to become independent at lunchtimes, for example, by encouraging them to help themselves to the food provided and pour their own drinks.

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who attend

The nursery staff provide good experiences for children that cover the seven areas of learning. There is a deep understanding of how children develop because all staff have good knowledge of how children learn. Children are stimulated and motivated in their learning through good interaction with their key person. For example, in the pre-school room, children play games to develop their mathematical development. They sequence different coloured shapes of teddies in size order and match various patterns of sequences through visual stimulus. A member of staff asks children 'how many more or less?' to extend their knowledge and question their understanding. For young babies, different textures are investigated from treasure baskets laid out to allow children to become inquisitive. Staff members support children to build on their experiences and feel various textures using different parts of their bodies, for example, soft brushes tickled around

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who attend

their faces. This supports young children's emotional skills and develops an early understanding of feelings.

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who attend

The nursery uses effective teaching practices to encourage children's speech and language skills. The toddler room provides stimulating activities, for example, an indoor bird hide. This encourages children to use their visual skills and discuss their experiences with members of staff, looking out over fields with binoculars. Ice hotels creatively made using ice blocks encourage children to talk and differentiate between temperatures. Staff members support children's speech by using a range of questioning techniques to provoke children's thought process. They help children discuss their findings and use new words for children to learn. Good observational skills throughout the nursery build on staff's understanding of individual children. All key persons write informative assessments of individual children's successes and plan activities which have a good mixture of adult-led and child-initiated play. Good progress is made because staff quickly discover if children

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who attend

are not making progress in certain areas, and provide activities to support children to narrow any gaps in learning. Good information taken from parents, when children first start attending the nursery, provides a helpful background to key persons in order to baseline children's starting points effectively. As a result, children learn vital skills and make good progress towards their next stage of learning.

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who attend

The nursery is bright and airy. Children have lovely views over fields and the garden from most of the rooms. The nursery is laid out effectively in order for children to utilise the biggest space possible. In the tiny's area, children have a room dedicated to messy play. Toddlers can create masterpieces with paint and giant paintbrushes, or investigate capacity using water and sand, building on their expressive arts and design. They play in the ball pool which promotes physical skills, or sit and look at stories in the book corner, learning early skills for reading. The baby room is cosy and warm. Mood lighting encourages very young children to be calm and explore their early physical development. Staff build on their early walking skills using push along toys and create visual stimulations with materials and light ropes. The pre-school rooms have vibrant wall displays of children's artwork, which is supported by a local artist who comes in once a week.

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who attend

Children easily move between the different pre-school rooms, painting using natural tree branches, or discovering lost lands in the very cleverly laid out dinosaur pit. Children's imaginations are stimulated to encourage them to be inquisitive and make predictions before testing out their ideas. Children have opportunities to develop their literacy, making marks on Christmas cards and recognising simple letters in their names. However, this is limited in the outdoor area, as there is not enough print or numbers in the environment. Phonics programmes develop children's understanding ready for school. Consequently, children have a good level of teaching throughout the nursery in preparation for school.

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

The key-person system is effective. Parents know who their key person for their child is and look to them for support when necessary. All staff use successful nurturing skills to get the best from children. They offer cuddles when children feel sad or unsure, and use positive language to promote good behaviour. Members of staff talk in soothing and encouraging voices. Children sit on their laps when reading a story or nestle into their shoulders when they are tired and need cuddles. Children's self-esteem is promoted by the staff's eagerness to praise. Positive encouragement entices children to have a go, and older children support each other by taking turns and sharing. Children who are unsure are comforted and supported during the early settling-in sessions. Staff adjust the settling- in procedure to suit each individual child. This ensures children become used to the nursery in their own time and supports the move from home to nursery effectively.

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

Consequently, children learn how to develop their emotional skills, through their key person's support and nurturing, to positively move towards the early learning goals.

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

Children benefit from healthy lifestyles in the nursery. They have regular nutritious meals, made by the full time cook, which helps them grow. Young babies enjoy trying out fresh foods and flavours, developing tastes which are new. They are supported when developing personal skills, such as, holding cutlery and eating independently. All children enjoy meals which are home-made and have opportunities to be social together. Conversations take place that support healthy eating and preferences to food. However, there are missed opportunities in some of the rooms of the nursery to develop independence skills at lunch and snack time. Children are given meals already dished out on plates, missing out on experiences to help themselves to food and promote independence. Staff do not always give opportunities for children to develop pouring skills because jugs and cups are not given to children to teach them how to fill them up before

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

drinking. At snack time, in some rooms, children help themselves to fresh fruit if they are hungry. In other rooms, children are offered snack individually to ensure they remain safe when eating. There is water available in every room constantly throughout the day. Intimate care routines are very established, with dedicated areas for changing. Older children take themselves to the bathroom and support each other to wash their hands before meals and after going to the toilet. As a result, children develop new tastes when trying out food and learn vital personal skills in preparation for school.

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

There are plenty of opportunities for children to physically develop in the nursery. In the younger rooms, children are encouraged and fully supported to learn how to walk. The ball pool in the toddler room supports children's increased energy levels as they throw, kick and walk in them. All children are offered time in the outdoors. A new mud kitchen has been developed in the pre-school area to encourage children to be inquisitive in the outdoors. All children can ride bicycles, play with hula hoops, plant and grow, or just look at the trees in the surrounding area. Music can be made on the hung-up pots to encourage expressive arts, or making marks with chalk on the ground increases literacy skills. Number work is extended through games initiated by staff to ensure children continue their learning in the outdoor environment. Plans on the walls of the nursery show extensive change to the garden in the next year to give more opportunities to all children,

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

and parents feed into these plans by providing their ideas and opinions. Children take chances on the wooden balance beams and in the younger room; babies learn to climb over padded shapes developing their risk taking skills. Therefore, children have lots of opportunities to develop their physical skills in order to have healthy and safe lifestyles.

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provision

Safeguarding is good throughout the nursery. All staff have a good understanding of child protection and know what to do in the event of a disclosure or allegation made against them. There are good wall displays in every room informing both parents and staff of vital safeguarding information for the setting and how to report a child protection issue. The owner organises in-house safeguarding training for all her team and supports her staff in providing a safe learning environment for children. Regular fire evacuations ensure children understand what to do if there is a fire and appropriate recording of accidents allows parents to learn if their child has fallen over or hurt themselves. Risk assessments are rigorously filled in and daily checklists in each room make sure hazards are quickly identified and eliminated. Suitable safety equipment is appropriately placed throughout the nursery. For example, children cannot leave rooms unattended as all door handles are

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provision

now out of reach. Policies and procedures are well written and easily accessible by staff and parents. These reflect changes in legislation and guide both the staff and owner in their day to day practice. The owner has made significant changes in the nursery following the last inspection and monitoring visit to ensure the safeguarding and welfare requirements of the Early Years Foundation Stage are met. All requirements for the Childcare Register are also now met. As a result, children are protected from harm and play securely in the nursery.

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provision

The owner has employed an Early Years Professional to oversee the learning and development requirements of the Early Years Foundation Stage. This has improved the overall learning for children significantly throughout the nursery. All staff attend regular training and relay their learning back to appropriate staff members in their individual rooms. There are regular staff meetings where information is disseminated to ensure all staff understand their role within the nursery. Effective recruitment procedures are in place. The owner supports students from the local college with their learning and oversees supervisions for staff to ensure they continue their professional development. The early years professional has made a substantial difference to the monitoring of educational programmes since working with the local authority advisor. She has found correlations between children's learning and strong performance of staff, which reflects effective

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provision

teaching, and now uses appropriate staff to model good practice. This ensures all staff receive the support they require to improve their teaching methods and any gaps in children's learning are quickly narrowed.

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provision

The nursery works collaboratively with local health advisors who use the nursery to complete the progress check for children between the ages of two and three years. Parents attend these meetings alongside their child's key person to ensure these checks proceed smoothly and children make good progress in both their health and learning. The owner has good contacts with the teaching staff in schools in the local area to aid a smooth move for children to their next stage of learning. She contacts other settings regularly and various staff members visit other nurseries to exchange good practice. There is a highly detailed self-evaluation in place, which has been written in partnership with all staff and a local authority advisor. This highlights areas for improvement and the owner makes sure identified areas for development are achievable, guaranteeing they remain safe for children. This ensures the nursery moves forward with their provision and a high

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provision

standard of care and learning is maintained. Parents feed into the self-evaluation through verbal and written feedback expressing their feelings. Verbal discussions with parents show they are extremely happy with the nursery. They comment on how important it is to have a nursery on their doorstep that provides the care and learning they require for their children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. 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 EY421912 Local authority Wigan Inspection number 985133

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 123 Number of children on roll 151 Name of provider Redwood House Childrens Nursery Ltd Date of previous inspection 11/06/2014 Telephone number 01942620610

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Type of provision

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

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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Type of provision

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

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