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Inspection date: 08/10/2008
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Inspection Report: Noah’s Nursery, 08/10/2008
Description of the setting
Noah’s Nursery opened in 2008 and operates from purpose-built premises. The nursery is part of the Ha wich Connexions Community Trust. The setting has good access for disabled persons. It is situated in Harwich, Essex.
The nursery is registered on the Early Years Register and the Childcare Register. A maximum of 50 children from birth to under eight years may attend the nursery at any one time and there are currently 128 children on roll, all within the early years age group. The nursery is open each weekday from 08.00 to 18.00 all year round. All children share access to a secure, enclosed outdoor play area. The nursery employs 23 members of staff all of whom hold appropriate early years qualifications.
Overall effectiveness of the early years provision
Noah’s Nursery provides very effectively for children in the Early Years Foundation Stage (EYFS). Children’s unique qualities and individual circumstances are well understood by staff, enabling care to be tailored to their specific needs. Children are happy and have a sense of belonging: they enjoy very warm and friendly relationships with staff, helping them to develop well.
The nursery is generally well organised, however, some documentation needs to be updated to reflect current practice. Children enjoy a good range of indoor and outdoor play activities, however, at times their free movement between indoor and outdoor play areas is limited. Parents are very appreciative of the nursery’s flexible approach and the accessibility of key staff. This enables them to leave their children whilst they are at work, reassured that the children are well cared for.
What steps need to be taken to improve provision further?
To further improve the early years provision the registered person should:
- ensure all policies and procedures are up-to-date and reflect current practice
- continue to develop the educational programme to make full use of both the
outdoor and indoor environment to deliver a full range of learning
opportunities and maximise children’s free choice and independence.
The leadership and management of the early years provision
Children’s welfare, care and safety are very well promoted as the setting has a positive approach to keeping staff up-to-date with trends and developments in the childcare field. The EYFS has been successfully introduced
and staff are working well with help from outside professionals such as the advisory teacher and the area special educational needs co-ordinator.
Records policies and procedures to support children’s welfare and well-being are in place and generally to an adequate standard. Some paperwork and policies have not been updated and contain out-of-date information. Children’s developmental records are being developed in line with the EYFS guidance and are available to parents to see and contribute to at any time. They are supported with photographs and observations, giving a clear picture of children’s progress and achievements. Parents are able to follow themes and topics at home as staff make sure they know what is being planned at the nursery.
Children are very well protected from potential harm or neglect as staff are well informed regarding safeguarding. All staff and any adults with whom children have regular contact are checked and vetted to ensure their suitability. Children are only released to the care of a known adult and are kept safe and secure once inside the setting as the main entrance door is operated from the office. Risk assessments of the premises highlight any areas of maintenance requiredand any broken or damaged equipment is removed. Outings are thoroughly checked out in advance, to ensure children have a safe and enjoyable time.
The senior staff and manager actively monitor the quality of the provision and take steps to make improvements where these are seen to benefit children. Parents’ views are actively sought and any suggestions or criticisms acted upon.
Parents, grandparents and carers are extremely appreciative of the quality of the care and education their children receive.
The quality and standards of the early years provision
The setting very effectively promotes children’s care, learning and development.
Children are very safe and secure as rigorous procedures are followed and safeguarding is well understood throughout the setting. Children take part in emergency evacuation drills which are documented. Risk assessments are ongoing and minimise any potential hazards to children. Children are reminded to move about safely and have regard for others as they use equipment and facilities.
Children learn the basics of how to keep themselves healthy as they are supported in personal care routines and in thinking about what is good for them. For example, whether to wear a coat and boots when playing outside.
They have freshly prepared, high quality food in generous quantities, enabling them to decide how much they want to eat.
Meal and snack times are relaxed and a useful learning time for small group work with the older children, as staff sit with the children and encourage conversation and good social skills.
Children are highly valued as individuals: weekly activity plans are based on key person’s observations and build on what the child can already do.
This ensures that their progress is steady and they have sufficient challenge and stimulus to keep them interested and engaged as they play and learn. Resources are all stored to be easily accessible to the children, giving them ownership and enabling them to be involved in choosing what they do as well as helping to tidy up when it is time to do so. Children develop confidence as they understand daily routines and know what to expect at each time of the day. They are helped to develop communication skills, including listening and responding; staff always speak directly and clearly so children understand what is required of them. They are given time to respond and encouraged to express their feelings and talk about their interests. This enables them to make connections and explore themes that they are keen on.
Numeracy and problem solving skills are learned as children use the play equipment indoors and outside. For example, they learn how many logs they can transport in a wheelbarrow, and explore how different shapes can be used to create a picture. A pumpkin has to be carried carefully as it is unexpectedly heavy when picked up! Children learn about the world they live in through a well-planned programme of activities, including visits to local places of interest such as the lifeboat station. These are followed up with discussions, art and craft work and displays, including photographs to aid recall. Seasonal festivals are included, helping children learn about the wider world.
They enthusiastically show off their Diwali lanterns when mum comes to collect them.
Books play a part in children’s daily lives and they enjoy a story either alone or shared with a small group of friends and a staff member.
Babies listening skills are encouraged through delightfully lively music sessions where they enthusiastically beat out a rhythm using a variety of noise makers such as spoons and tin lids. Children become engrossed in role play and small world play, creating scenarios and discovering new ways of looking at the world, as well as making sense of their own lives, as they play with the dolls and buggies, woodwork tools and dressing-up clothes.
Children benefit from staffs very good understanding of the Early Years Foundation Stage and how children learn best. They provide a solid base of core activities and allow the children wide-ranging free choice, developing their independence and decision-making skills. All rooms have attached outdoor areas that are very well resourced, offering exciting opportunities for physical development and investigation of a multitude of materials and equipment. Children are given daily access at set times, and can enjoy the areas even in poor weather as covered sections allow them to play out and stay dry. There are also wet weather suits and boots for messy play in puddles and mud, and allowing for spontaneous play in rain or snow for those that want to.
Children’s behaviour is very good. They are happy and settled and respond well to the staffs consistent management and clear boundaries, helping them know what is expected of them and learning right from wrong. They clearly enjoy their time at nursery and some are reluctant to leave when it is time to go home.
Annex A: record of inspection judgements
| The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality |
Overall effectiveness
| How effective is the provision in meeting the needs of children in the Early Years Foundation Stage? |
Good |
| How well does the provision promote inclusive practice? | Good |
| The capacity of the provision to maintain continuous improvement. | Good |
Leadership and management
| How effectively is provision in the Early Years Foundation Stage led and managed? |
Good |
| How effective is the setting's self-evaluation, including the steps taken to promote improvement? |
Good |
| How well does the setting work in partnership with parents and others? | Good |
| How well are children safeguarded? | Good |
Quality and standards
| How effectively are children in the Early Years Foundation Stage helped to learn and develop? |
Good |
| How effectively is the welfare of children in the Early Years Foundation Stage promoted? |
Good |
| How well are children helped to stay safe? | Good |
| How well are children helped to be healthy? | Good |
| How well are children helped to enjoy and achieve? | Good |
| How well are children helped to make a positive contribution? | Outstanding |
|
How well are children helped to develop skills that will contribute to their |
Good |
Any complaints about this inspection or report should be made following the procedures set out in the guidance available from Ofsted's website:
www.ofsted.gov.uk