Daisy Chain Nursery School

Daisy Chain Nursery School c/o CCW, Bellevue Road, Whitstable, Kent, CT5 1PX

p.1

Inspection date

Previous inspection date 18 July 2017 30 November 2016

p.1

3

Previous inspection: Requires Improvement

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Staff have not made good enough progress to ensure they use their observations and assessments accurately to assess children's development. They do not use these assessments well to plan challenging activities to enable children to make the best possible progress from their starting points.  Staff do not adequately support children's needs, particularly those children who speak English as an additional language.  At times, staff do not provide opportunities and experiences that encourage children, particularly younger children, to explore and develop their curiosity about the natural world and investigate using their senses.  Staff do not consistently use the same behaviour strategies to encourage children to understand good behaviour and the consequences of their actions.

p.1

It has the following strengths

 Partnerships with parents are positive. Parents appreciate the regular exchange of information about their children's achievements. They feel that staff listen to them and are interested in their children.  Staff support children's mathematical development well. They take every opportunity to encourage children to count and to understand sizes. For example, they talk about height and size when building with the building bricks.  The manager involves parents, staff and committee members in the evaluation of the nursery. She displays her action plans showing her ongoing improvements.

p.2

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.3

Due Date

 use observations and assessments to accurately assess children's development, monitor their progress and plan challenging activities to extend learning for the older and most able children 31/08/2017

p.3

Due Date

 ensure staff support children to ensure their needs are met, particularly children who speak English as an additional language. 31/08/2017

p.3

Due Date

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

p.3

Due Date

 provide children with more opportunities to use their senses and to explore and develop their curiosity and understanding of the natural world  improve consistent use of the behaviour strategies to support children to develop an awareness of good behaviour and manners.

p.3

Inspection activities

 The inspector observed activities and the quality of interactions and teaching indoors and outdoors.  The inspector sampled a range of documentation, including key policies and procedures such as safeguarding, and children's development records.  The inspector took account of parents' views through discussions.  The inspector spoke to staff, the committee members and children at appropriate times during the inspection.  The inspector and the manager observed and discussed a planned activity together. She held meetings with the manager in relation to observations of children's play and learning, and progress since the previous inspection.

p.3

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Staff are aware of the procedures to follow should they have concerns about a member of staff or a child's welfare. The manager has worked hard to make improvements since the previous inspection. However, these improvements have not been fully integrated into practice. Staff exchange information with other professionals where children attend other settings. This encourages some continuity of learning and care. Although staff use observations and assessments to help develop children's next steps in learning, these are not always accurate and staff do not use these to plan challenging activities to fully extend children's learning. The manager is not able to accurately and precisely monitor children's progress. She completes regular support meetings with staff and uses these, together with parent questionnaires, to develop her action plans. The manager has improved her monitoring of the areas of learning, and staff

p.4

Effectiveness of the leadership and management requires improvement

have completed training in early mathematics to develop their practice.

p.4

Quality of teaching, learning and assessment requires improvement

Teaching is inconsistent. Some staff use techniques to motivate and interest children in the activities available. However, other members of staff use the same vocabulary and questions with all children, regardless of their age and ability, and do not plan challenging activities to extend their curiosity and learning. Children develop their use of technology, such as independently and competently using the computers. Staff support children to develop their musical skills. For instance, they encourage children to play instruments loudly and softly. Staff help to develop children's early writing skills. For example, children use chalks, paper, clipboards and pens to make marks, and staff support the children to explain their pictures.

p.4

Personal development, behaviour and welfare require improvement

Staff build a bond with the children, who are comforted by their key person when they are tired or in need of support. However, staff do not ensure that there is support for all children's needs, such as for those children who speak English as an additional language. For example, staff do not clearly explain changes in the daily routine to help them understand the different snack routine that week and they are a little confused. Children mainly behave well. However, staff are not consistent in their guidance to support them to understand their behaviour. For instance, some staff ignore silly behaviour while other staff use the nursery rules to explain good behaviour expectations. Children develop their physical skills, for example, with regular access to the outdoor area and climbing equipment.

p.4

Outcomes for children require improvement

Overall, children make steady progress from their starting points. However, due to some inconsistent teaching and inaccurate assessments, not all children are supported to become ready for the next stage in their learning. Children show a sense of belonging and learn some skills that help prepare them for school. For example, the older children manage their personal care needs well.

p.4

Setting details

Unique reference number 127137 Local authority Kent Inspection number 1079915 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 18 Number of children on roll 28 Name of registered person Daisy Chain Nursery School Committee

p.5

reference number

Date of previous inspection 30 November 2016 Telephone number 07947819348

p.5

reference number

Daisy Chain Nursery School registered in 1993 and is managed by a committee. It operates within Whitstable Community College, Whitstable, Kent. The nursery is open each weekday from 8.30am to 3.30pm, during term time only. The provider receives funding to provide free early education for children aged two, three and four years. The nursery employs five staff, of whom three hold level 3 childcare qualifications and one holds a level 2 qualification.

p.5

reference number

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.5

reference number

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.

p.5

reference number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.6

reference number

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

p.6