The Malvern Kindergarten

The Malvern Kindergarten 10 Pound Bank Road, Malvern, WR14 2DD

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Inspection date

Previous inspection date 4 August 2016 28 January 2016

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Leaders, managers and staff are passionate about delivering high quality care and learning for children. They have taken rapid and effective action to address the significant weaknesses found at the last inspection, particularly those regarding safeguarding, staff suitability, premises and teaching. Children are no longer placed at risk.  Managers have effective systems to monitor the quality of the provision, teaching and children's progress. They have a clear understanding of the progress children are making. They ensure those children who require additional support receive the help they need quickly so they are not disadvantaged in their learning.  Regular and thorough supervision of staff is having a positive impact on improving the quality of teaching. Consequently, children make at least the progress expected for their age. Younger children make particularly good progress, especially in their

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This provision is good

communication and language skills.  Partnerships with parents are good. Parents are now well-informed of the progress their children are making and how to support their children's learning at home.  Babies and children are happy, settled and well cared for by their key person. Members of staff are good role models who successfully promote positive behaviour. Children learn how to be safe and healthy, and to behave well.

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It is not yet outstanding because:

 The quality of children’s learning and development is not high enough when playing outdoors.  Children do not have enough well-developed opportunities to learn about people and communities beyond their immediate experience.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 ensure children make consistently good progress in all areas of learning and development by enhancing the opportunities for them to learn outdoors in a high- quality learning environment  continue to support staff's professional development to ensure they have the skills to enable children to learn more fully about people and communities beyond their immediate experience.

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Inspection activities

 This inspection was carried out by one of Her Majesty's Inspectors.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed two joint observations of activities in the pre-school and toddler room with the manager.  The inspector held meetings with the Chief Executive Officer, the manager and both deputy managers. The inspector spoke to staff and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as the setting's self-evaluation, policies and procedures, evidence of the suitability of staff working in the setting, and children's assessment records.  The inspector viewed written feedback and spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Leaders and managers have an accurate understanding of the setting's strengths and weaknesses. Safeguarding is effective. Staff have a secure understanding of the action to take should they have a concern regarding a child or the actions of another professional. Recruitment and induction procedures are robust. Staff ensure children are safe through the effective implementation of risk assessments, good deployment of staff and accurate record keeping. Effective supervision arrangements and access to good quality professional development mean that staff feel supported and valued. Staff promote equality, diversity and British values through clear policies and generally effective practice.

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Quality of teaching, learning and assessment is good

Teaching has improved as a result of the high priority leaders have placed on recruitment, professional development and resources. Staff's effective use of the new assessment system means they have an accurate view of children's progress so they are able to plan for their next steps in learning. Any gaps in individual or groups of children's learning are quickly identified and acted on to ensure gaps close and children make good progress. While there are shortcomings in provision for outdoor learning, rooms are well equipped to support children's learning and to meet their needs. For example, in the pre-school area, the 'travel agent' role play area engages children, particularly boys, to talk about where they are going on holiday and why a passport is needed. They are then ready to fly on in their imaginary plane. Babies and toddlers join in enthusiastically with songs and explore textures and colours as they enjoy, for example, the deep blue sea activity. Partnerships

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Quality of teaching, learning and assessment is good

with other settings and schools are improving. Transition reports and visits from teachers prepare children well for their move on to school. Children’s communication skills, including those who have a speech delay, are well supported.

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Personal development, behaviour and welfare are good

Children who have special educational needs or disability are skilfully supported. Staff take advice from specialist services to ensure all children make the best possible progress. Staff use sign language and pictures to enable children to make their needs known. Parents report positively about recent improvements to the provision and communication about their children's learning. Comments such as 'I am really happy, the atmosphere is much nicer, staff have tried hard' is true recognition for the staff team’s efforts to improve. Babies and toddlers are secure and explore the environment independently. Children learn about healthy lifestyles and are provided with healthy and freshly prepared meals.

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Outcomes for children are good

Children of all abilities make good progress. Most pre-school children recognise and can write their names and count to 20 confidently. They know their colours and happily initiate conversations with adults. As younger children sing rhymes, staff count with them, helping them hear the sequence of number. Staff model clear speech during everyday tasks and activities; they liaise with parents and other professionals to ensure children with communication and language delay are well supported and make good progress. Children develop a good range of skills that prepares them well for their next stage in learning.

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Setting details

Unique reference number EY485749 Local authority Worcestershire Inspection number 1047860 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 41 Number of children on roll 26 Name of provider Malvern Nurseries Limited Date of previous inspection 28 January 2016 Telephone number 01684 893213

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Setting details

The Malvern Kindergarten was registered in 2015. The setting employs 12 members of childcare staff. All staff hold appropriate early years qualifications at level 2, 3, 4 or 6. One member of staff holds Qualified Teacher Status. The setting opens from Monday to Friday all year round, except for one week at Christmas. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children. Support is provided for children who have special educational needs and/or disabilities.

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Setting details

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

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

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Setting details

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Setting details

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Setting details

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

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