The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later. The provider must give a copy of this report to all parents with children at the setting where reasonably practicable. The provider must give a copy of the report to any other person who asks for one, but may charge a fee for this service (The Day Care and Childmrnding (inspection) (England) Regulations 2005 No 2300 Regulations 5 and 6).
Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk
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The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good. |
What sort of setting is it ?
Maidenbower Infant School Nursery opened in 2004. There are currently 82 children on roll, of whom 81 are educationally funded. The nursery is accommodated in a large semi-open plan area with a separate outside area. The nursery serves the children from the local area and opens five days a week during school term times.
Sessions are from 08:30 to 15:00 and children can attend for a variety of sessions.
The nursery has procedures in place to support children with learning difficulties or physical disabilities, and children who speak English as an additional language. There are six members of staff and two bank staff working with the children. Four of the staff have early years qualifications to NVQ level 2 or 3 and two are working towards a childcare qualification. The setting receives support from a mentor from the local authority .
The effectiveness of the provision ?
Helping children to be healthy
The provision is good.
Staff plan many exciting and worthwhile activities to help children understand the importance of following good hygiene procedures. Their good health is promoted very effectively as staff encourage them to wash their hands regularly, for example, before the cooking activity and after using the toilet.
The provision is good.
Staff plan many exciting and worthwhile activities to help children understand the importance of following good hygiene procedures. Their good health is promoted very effectively as staff encourage them to wash their hands regularly, for example, before the cooking activity and after using the toilet.
Staff use antibacterial cleaners on all surfaces including the toilets and basins. They wear gloves when dealing with bodily fluids, for example, after a child suffered an injury to her toe.
All members of staff hold first aid certificates and these are displayed on the notice board. Clear arrangements are in place for the administration of medication, for example, written permission from parents, records and storage. Staff will administer only medication prescribed by a doctor.
Children enjoy healthy snacks provided by the setting, including fruit, soup, breadsticks, toast and sandwiches that they make themselves, milk and water. Staff plan interesting activities which help children learn about healthy eating and
nutritious foods. Snack times are used as purposeful periods and time is planned for children to enjoy their food and drinks as social occasions. Parents provide lunch boxes for children who have their midday meal at the provision and these are stored appropriately.
Children develop an extremely positive attitude to physical exercise and benefit from the very well planned play in the provision and the fully enclosed garden. Staff create many opportunities for children to enjoy a wide range of physical equipment, such as sit-and-ride toys and balancing equipment. All children are developing a good sense
of spatial awareness, both inside and outside, as they move around the setting with confidence. Staff have a sound understanding of how young children develop, which contributes to their good health and physical development.
All members of staff hold first aid certificates and these are displayed on the notice board. Clear arrangements are in place for the administration of medication, for example, written permission from parents, records and storage. Staff will administer only medication prescribed by a doctor.
Children enjoy healthy snacks provided by the setting, including fruit, soup, breadsticks, toast and sandwiches that they make themselves, milk and water. Staff plan interesting activities which help children learn about healthy eating and
nutritious foods. Snack times are used as purposeful periods and time is planned for children to enjoy their food and drinks as social occasions. Parents provide lunch boxes for children who have their midday meal at the provision and these are stored appropriately.
Children develop an extremely positive attitude to physical exercise and benefit from the very well planned play in the provision and the fully enclosed garden. Staff create many opportunities for children to enjoy a wide range of physical equipment, such as sit-and-ride toys and balancing equipment. All children are developing a good sense
of spatial awareness, both inside and outside, as they move around the setting with confidence. Staff have a sound understanding of how young children develop, which contributes to their good health and physical development.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
Children feel very welcome in the provision as staff greet them and their parents at the entrance to the premises. Children enter the provision happily, greet their friends excitedly and settle quickly into their chosen activities. They feel valued as their artwork and photographs of them enjoying their activities are attractively displayed the nursery.
The premises have good safety features, such as locked and alarmed doors, and a secure, fully enclosed garden area for outside play. This ensures that children are unable to leave the premises unsupervised. The good deployment of staff and the well laid out room ensure that children can be seen at all times. All visitors are signed in and out of the visitor's book to ensure that children are protected from strangers. The premises provide plenty of space to offer a range of activities, and promote the children's development. They are maintained to a high standard and the temperature is appropriate.
Children move very confidently and safely around the premises, including the outside areas. Suitable child-sized tables and chairs allow children to be comfortable and to eat and play together. Children are able to access their own resources with ease and in safety, as most toys and equipment are stored in low-level units. However, there are few facilities available for children to rest and relax in comfort. Children are sufficiently challenged as staff ensure that they have access to extensive range of stimulating and exciting activities and resources.
The staff have ensured that children are kept safe at all times. A health and safety officer has been appointed who ensures that issues are raised with the management team. Hazards to children are reduced as staff carry out regular comprehensive risk assessments of the premises. Staff ensure that all toys and equipment are suitable for the age and stage of development and adapt activities so that all children are able to be involved.
Children learn to keep themselves safe as staff discuss the provision's rules with them. Children are discovering that the provision has boundaries and limits, including not running when playing inside. Clearly defined procedures for emergency
evacuation of the building are in place and are understood by staff, who carry out regular fire drills.
Children are protected because staff understand their role and responsibilities in safeguarding children. Appropriate procedures and policies, which staff put into practice when necessary, are available to parents. One of the two supervisors is the designated person and staff fully understand the importance of confidentiality.
Children feel very welcome in the provision as staff greet them and their parents at the entrance to the premises. Children enter the provision happily, greet their friends excitedly and settle quickly into their chosen activities. They feel valued as their artwork and photographs of them enjoying their activities are attractively displayed the nursery.
The premises have good safety features, such as locked and alarmed doors, and a secure, fully enclosed garden area for outside play. This ensures that children are unable to leave the premises unsupervised. The good deployment of staff and the well laid out room ensure that children can be seen at all times. All visitors are signed in and out of the visitor's book to ensure that children are protected from strangers. The premises provide plenty of space to offer a range of activities, and promote the children's development. They are maintained to a high standard and the temperature is appropriate.
Children move very confidently and safely around the premises, including the outside areas. Suitable child-sized tables and chairs allow children to be comfortable and to eat and play together. Children are able to access their own resources with ease and in safety, as most toys and equipment are stored in low-level units. However, there are few facilities available for children to rest and relax in comfort. Children are sufficiently challenged as staff ensure that they have access to extensive range of stimulating and exciting activities and resources.
The staff have ensured that children are kept safe at all times. A health and safety officer has been appointed who ensures that issues are raised with the management team. Hazards to children are reduced as staff carry out regular comprehensive risk assessments of the premises. Staff ensure that all toys and equipment are suitable for the age and stage of development and adapt activities so that all children are able to be involved.
Children learn to keep themselves safe as staff discuss the provision's rules with them. Children are discovering that the provision has boundaries and limits, including not running when playing inside. Clearly defined procedures for emergency
evacuation of the building are in place and are understood by staff, who carry out regular fire drills.
Children are protected because staff understand their role and responsibilities in safeguarding children. Appropriate procedures and policies, which staff put into practice when necessary, are available to parents. One of the two supervisors is the designated person and staff fully understand the importance of confidentiality.
Helping children achieve well and enjoy what they do
The provision is good.
Children enjoy the extremely stimulating range of resources and experiences provided by staff. They plan activities very well, which enhances the quality of experiences offered to all children in their care. Staff observe and record what children are able to do which helps staff identify significant steps of achievement and shows what a child understands and is able to achieve. Activities are evaluated to ensure the individual needs of all children are met and their welfare promoted.
Children benefit from staff working closely with parents and outside agencies, including Portage staff, a mentor from the local authority and teachers from local infant school.
Children build warm relationships with all staff, who know them well, and offer them praise and encouragement when appropriate. Staff help children to develop positive relationships with their peers and respect their opinions. They meet the children's needs through appropriate interactions which help to promote their self-esteem, including good eye contact, conversation, listening and cuddles. Staff provide a warm and secure environment in which children are able to develop their confidence and independence.
Children receive many worthwhile opportunities to use all of their senses to explore a wide range of textures and media, such as sand, water, cooking and dough. They benefit from consistent routines between home and nursery, which helps to secure children's sense of belonging and emotional well-being. Staff plan many opportunities for all children to use their imagination, for example, the hairdressers set out in the home corner.
Nursery Education
The quality of teaching and learning is good. Children make very good progress towards the early
learning goals and engage in a wide range of experiences and activities covering all areas of learning. This is recorded in photographs, children's work and written observations. The nursery staff are very experienced, and use their extensive knowledge of the Foundation Stage to plan a very stimulating curriculum.The quality of teaching and learning is good. Children make very good progress towards the early
As a result, children are well motivated and make many good links in their learning.
Staff monitor children's progress and planning and extend activities naturally, for example, discussing with children what they might see when looking at ants through a magnifying glass. Good procedures are in place for children with learning
difficulties, enabling them to make very good progress towards individual targets. However, planning does not show how activities would be extended for children who are more able.
Children are becoming increasingly self-assured and are confident enough to speak in a familiar group. They are very comfortable in the provision and have a very positive attitude to learning. They play well together, develop very good relationships with staff and their peers, and are sensitive to the needs of others. They take turns during play and negotiate which equipment they wish to use. Staff actively
encourage children to work together in groups, such as playing dominoes and skittles, to help them relate to their peers. Children are encouraged by staff to be polite and behave well.
Children are extremely interested in their activities and show very good levels of perseverance and concentration, for example, when a child is making a wristwatch out of paper. He spends a long time drawing it and cutting it out. He then uses tape to stick it together on his wrist.
Staff act as positive role models through their own enthusiasm for learning and encourage children to talk about their home and community life. Activities and resources are easily accessible to children, which enables them to easily make
choices about their play and develop their independence. For example, during the craft activity a three-year-old chooses his own resources from low-level storage units. Children are learning to dress and undress independently and enjoy dressing in school uniforms. They are able to put on their boots before digging in the garden.
Children interact very well with their peers and staff and take turns in conversation. Children practise early reading and writing skills and are beginning to link sounds to letters. Staff encourage them to mark-make and the more able children use
recognisable letters when writing their own name. Most children are able to use a pencil and hold it effectively to form recognisable letters.
Good visual aids are available to children, including name labels, pictorial timelines, photographs with captions, and the use of sign language by staff. They encourage children to explain what they are trying to achieve and to reflect on past events and experiences. Children have very good access to a range of books and listen avidly to stories read by staff. Staff extend children's vocabulary, which results in children exploring the meaning and sound of words.
Children count independently with confidence during daily routines and everyday activities. Theysay and use number in order in familiar contexts. They show an interest in numbers and enjoy singing simple number rhymes and songs. Most
children are beginning to use one number name for each item they count and some select the correct numeral to represent a number of objects. Good use of number lines and friezes ensure that children see numbers as labels. Staff support children and encourage them to compare and calculate during everyday activities. Children use appropriate language such as 'more than', 'less than' and 'heavier than' when filling containers with water. They recognise simple shapes, such as circles, triangles and squares.
Children receive many well-planned opportunities to investigate materials and objects by using all of their senses. They find out about some features of living things, for example, growing and caring for plants, such as carrots, strawberries, peas and herbs. Children are beginning to use questions to discover and gather information about how things work. They are able to describe their own observations, for example, a three-year-old explains her drawing to the inspector. Children have sufficient time and appropriate materials to explore different methods of designing and building using a range of materials and techniques. They have good access to computers and programmable toys. Photographs and planning show opportunities for children to develop their understanding of the local community and people who help us.
Children enjoy a wide range of planned, challenging physical play opportunities both inside and outside. Most children are able to adjust speed and change direction to avoid obstacles, and mount steps and climbing equipment using alternate feet.
Children's manipulative skills are well developed and they successfully use a wide range of tools, such as trowels, scissors and pencils, and craft materials in the many creative activities offered.
Helping children make a positive contribution
The provision is outstanding.
Staff provide an extensive range of resources and activities to promote a positive view of the wider world, for example, visits from the police, a litter warden, a librarian, the fire brigade, the Blue Cross, and a coach from Chelsea Football Club.
Planning and photographs show activities which help children value diversity, including the celebration of Eid, Christmas and Chinese New Year. All children in the nursery are valued and respected as individuals by staff, who take great care to
ensure that they are included. Children benefit from the very well planned activities and close links with the local infant school. These include visits to the school with the staff and visits from the reception teacher.
The provision has excellent procedures in place to offer support to children with learning difficulties, physical disabilities and children who speak English as an
additional language. Staff are very proactive in supporting children with individual needs, which develops their sense of belonging and their self-esteem. Staff work closely with parents and carers to ensure that children's needs are met.
Children's behaviour is very good and they recognise the difference between right and wrong. Staff help children to understand why some behaviour is not appropriate and talk to them about how it makes others feel. As a result, children know what is expected of them and show high levels of confidence and self-esteem. Children show care and concern for each other and play together cooperatively, sharing, taking
turns and assisting one another. Staff praise and reaffirm their achievements, guiding their social and moral values.
The partnership with parents and carers is outstanding. Parents actively contribute towards their children's learning and development because they are fully informed of the daily activities and are invited to share their skills, for example, a parent teaches children simple rhymes in sign language. The supervisors implement highly effective induction sessions, home visits and offers parents well written information which
includes the policies and procedures.
Parents and staff regularly discuss the progress of all children at parents' sessions, using the children's assessment records. They also share information informally on a daily basis as staff make time to talk to parents. Parents are encouraged to
contribute to their child's learning, for example, through the book lending scheme and sharing their knowledge of the children. Systems are in place to ensure that parents' comments and concerns are noted. Comprehensive records are kept, including the findings of their investigations and actions that have been taken.
Children's spiritual, moral, social and cultural development is fostered.
contribute to their child's learning, for example, through the book lending scheme and sharing their knowledge of the children. Systems are in place to ensure that parents' comments and concerns are noted. Comprehensive records are kept, including the findings of their investigations and actions that have been taken.
Children's spiritual, moral, social and cultural development is fostered.
Organisation
The organisation is good.
The staff offer high quality opportunities, which are rooted in their good knowledge of childcare and development. Staff deployment is excellent and they have a very clear understanding of what is expected of them on a daily basis, helping to promote positive outcomes for children. Four of the staff hold appropriate childcare and teaching qualifications, and all have experience of caring for children. They see self-development as very important and are very keen to attend further training. Systems such as staff appraisals are in place and regular team meetings are held to ensure that the needs of the children and staff are met.
The ongoing training, for example, around the Early Years Foundation Stage, the quality assurance scheme, first aid, safeguarding children and NVQ training, contribute to the children's development, health, safety and well-being. Children
benefit and make good progress in their learning due to the good knowledge of the staff who extend activities naturally. All legally required documentation is in place and shared with parents, including children's and staff records, a register, and
accident and medication records.
The leadership and management of the nursery education is good. The supervisors have ensured that all those working with children in receipt of funding for nursery education have good knowledge of the curriculum guidance. They offer strong
support to parents and staff on a regular basis and observe and monitor the quality of teaching. All aspects of children's well-being and learning are evaluated and areas for improvement are identified and acted on. The management team and staff are committed to the improvement of the provision.
The setting meets the needs of the range of the children for whom it provides.
The staff offer high quality opportunities, which are rooted in their good knowledge of childcare and development. Staff deployment is excellent and they have a very clear understanding of what is expected of them on a daily basis, helping to promote positive outcomes for children. Four of the staff hold appropriate childcare and teaching qualifications, and all have experience of caring for children. They see self-development as very important and are very keen to attend further training. Systems such as staff appraisals are in place and regular team meetings are held to ensure that the needs of the children and staff are met.
The ongoing training, for example, around the Early Years Foundation Stage, the quality assurance scheme, first aid, safeguarding children and NVQ training, contribute to the children's development, health, safety and well-being. Children
benefit and make good progress in their learning due to the good knowledge of the staff who extend activities naturally. All legally required documentation is in place and shared with parents, including children's and staff records, a register, and
accident and medication records.
The leadership and management of the nursery education is good. The supervisors have ensured that all those working with children in receipt of funding for nursery education have good knowledge of the curriculum guidance. They offer strong
support to parents and staff on a regular basis and observe and monitor the quality of teaching. All aspects of children's well-being and learning are evaluated and areas for improvement are identified and acted on. The management team and staff are committed to the improvement of the provision.
The setting meets the needs of the range of the children for whom it provides.
Improvements since the last inspection
At the last inspection, the provision was asked to address two recommendations. An action plan was put in place and the procedure for recording accidents has been reviewed to ensure that all details remain confidential. Further opportunities are offered within the nursery environment for children to use and see large numbers.
Complaints about the childcare provision
Since the last inspection, there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
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The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are good. |
What must be done to secure future improvement ?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
- Develop a comfortable area within the nursery where children are able to relax and rest.
The quality and standards of nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
- Develop planning to show how activities will be extended for children who are more able.
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Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMIref no 2473) which is available from Ofsted's website:http://www.ofsted.gov.uk
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