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Our latest Ofsted
Report....
Inspection
report for early years provision
Unique Reference Number 321475
Inspection date 27 February 2007
Inspector Jacqueline Patricia Walter
Setting Address James Backhouse Place, Holgate, York, North
Yorkshire, YO24 4NS
Telephone number 01904 780277
E-mail
Registered person York Childcare Ltd
Type of inspection Integrated
Type of care Full day care
About this inspection
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 key inspection judgements and what they mean
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.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory.
The registered person meets the National Standards for under
8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
WHAT SORT OF SETTING IS IT?
Heather's Day Nursery is a charity run provision run by
York Childcare. It offers full day care. It opened in 1995
and operates from two rooms within a purpose built building.
The nursery is situated in the suburb of Acomb, which is
in York, in North Yorkshire. A maximum of thirty-six children
may attend the nursery at any one time. The nursery is open
each week day from 08.00 to 18.00 hours all year round,
with exception of Bank holidays. The children have access
to a secure enclosed outdoor area.
There are currently fifty-seven children aged from four
months to four years on roll. Of these sixteen children
receive funding for nursery education. Children attend from
the surrounding areas. The nursery currently supports children
with learning difficulties.
The nursery employs thirteen staff. Twelve staff, including
the manager hold appropriate early years qualifications.
The nursery is a member of the National Day Nursery Association
(NDNA) and the Pre School Learning Alliance (PLA).
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is satisfactory. Overall, children stay healthy
because practitioners are active in following some current
and appropriate environmental health and hygiene guidelines,
policies and procedures. For example, they follow good procedures,
such as wiping tables after children used them for messy
activities, but in the under two room tables are not always
wiped before meals are undertaken. In addition to this,
parents are offered copies of all accident records and a
first aid kit is appropriately stocked and regularly checked
by designated staff. As a result of all staff completing
relevant training a qualified first aid person is available
at all times. Children are also able to receive medication
very safely as a result of detailed medication records being
shared appropriately with parents. This means that children
have good access to emergency treatment at all times and
continuity of health care is promoted well.
Children are developing some awareness and understanding
of simple good hygiene practice. For example, children in
the over two year room are familiar with routines, such
as washing hands after outdoor play and before meals. However,
in the younger room the babies and young children's hands
are not always being wiped before they eat their food and
staff do not always talk to the older children explaining
the importance of good practice. This means that children
do not have opportunities to fully understand why they need
to follow good routines.
Children are well nourished through staff providing healthy
and nutritious meals and snacks. For example, children have
opportunities to enjoy breakfasts that include porridge,
lunches, such as vegetable pasties or potato wedges with
fish fingers and light teas, such as ravioli and cheese
scones. Food hygiene regarding preparation of food is promoted
and carried out well and special dietary requirements are
very successfully met, which means children can enjoy and
eat their meals safely. Older children know they can have
a drink if they want one and can access them independently
and younger children are able to see their beakers within
their play room. This in turn, encourages lots of drinking
to stay healthy.
Children have good opportunities to enjoy and develop physical
skills both inside and outside the setting. Three and four-year-old
children are developing good movement skills. For example,
they learn to adjust their speed through team activities,
such as collectively shaking a parachute to make a ball
go higher and move faster. Children are developing a good
understanding about healthy living through posters and information
displayed within the setting and through activities that
are linked to themes and topics. For example, they discuss
different healthy foods as they cut up their fruit. As a
result, older children know what is healthy food, and some
three-year-olds know that exercise, such as football games
can keep you healthy.
Protecting children from harm or neglect and helping them
stay safe
The provision is satisfactory. Children are able to develop
a good sense of belonging through the bright and welcoming
accommodation. Space and resources are safely and effectively
organised. For example, equipment and activities are set
out in the baby room before children arrive and areas, which
are defined using furniture, have labelled resources easily
available on low level shelves. This allows children to
safely and easily access the areas of play and resources
and helps to develop choice and decision making skills.
Children are cared for well in a secure and safe environment.
Staff implement very good risks assessments. For example,
in addition to conducting written risk assessments and daily
checks on everyday hazards both inside and outside the setting,
they conduct further written assessments identifying any
temporary issues. For example, when a external gate was
broken staff devised, recorded and implemented safety actions
until this could be permanently fixed. Children are kept
very safe on outings as a result of staff implementing positive
steps to help out in emergencies. For example, they ensure
children wear labels on the back of their coats that detail
the name of nursery and a contact number. Staff encourage
a good understand with the children in learning to keep
themselves safe. They welcome visitors into the setting,
such as the Fire Authority to help to develop understanding
about the dangers of fire. They also talk to the older children
about road safety and as a result, children know not to
run away and to hold hands when crossing the road.
Staff have a satisfactory knowledge and understanding of
child protection and as a result children's welfare is appropriately
safeguarded. They are fully aware of signs and symptoms
of child abuse. For example, they are aware they need to
note unusual bruising and if children become withdrawn or
their behaviour drastically changes. They are familiar with
the procedures to follow if concerns are raised and know
to contact line management and their designated child protection
person for advice and support. They are also aware of the
need to record any incidents of concern. However, although
staff are aware of the ending of concerns with the children,
the records regarding concerns do not always detail the
conclusions.
Helping children achieve well and enjoy what they do
The provision is satisfactory. There are trusting, friendly
relationships between children and staff. Children are confident
in approaching staff for help and discussion. For example,
older children ask for help when dealing with role play
props, such as ruck-sacks and happily inform them of what
they intend to do. Whilst younger children sit on the knees
of staff during circle time and enjoy snuggling up as they
observe what is going on. Staff listen to and value, what
the children are saying. For example, when children express
they don’t want any porridge, staff encourage them
to try and taste a little, but respects their wishes when
they say "no more".
Children are acquiring new knowledge and skills through
staff planning and providing a wide and stimulating range
of toys and equipment, that reflect all areas of play and
meet the needs of the children attending. For example, babies
have access to musical toys, sand and a mirror fitted low
on the wall, which allows them to explore using their senses
and recognise that they are separate and different from
others. Older children have good opportunities to independently
access resources, such as construction equipment, art and
craft resources and baking activities, where they make things,
such as 'Holi' biscuits. As a result, they are interested
in the activities and equipment available and use them to
extend their play and learning. There are, however, weaknesses
in the planning and assessment systems. For example, the
continuous planning regarding the environment and resources
for the under three's is very basic, with only a four weekly
rota listing what toys and activities are to be set out
each day, and knowledge of what a child can do or understand
is not shared effectively with other staff. In addition
to this, formal observations are not always fully completed
and this in turn, limits children from reaching their full
potential.
There is some quality interaction from some staff. For example,
staff sing and talk to babies and provide good opportunities
for older children to sit and make conversation. For example,
at meal times they are encouraged to talk around the table
and a cosy sofa allows them to sit and share books with
friends and adults. Children are developing confidence and
self-esteem through the staffs good use of verbal praise
for both effort and achievement. As a result, they use their
initiative well, are able to independently select resources
and older confident children approach adults with questions.
For example, they approach visitors and question why they
are in the setting.
Nursery Education
The quality of teaching and learning is satisfactory and
children are making satisfactory progress towards the early
learning goals. However, staff have only had access to limited
opportunities to develop understanding regarding the Foundation
Stage and do not have confidence and full understanding
in effectively planning and assessing children's learning.
For example, plans that identifies guidance for practitioners,
on occasion, do not always reflect the learning intentions
of the activities. There are also weaknesses in some of
the implementation of the assessment system. For example,
the records that identify 'at what stage the children are
at', is not always supported by evidence and on rare occasions,
when evidence is provided, the stage the children are at
is identified several months later. This in turn, limits
the staff in supporting the children's development. For
example, staff miss opportunities to extend the more able
children's learning in focussed activities, and younger
children quickly loose interest in some large group activities.
Experiences and activities cover all areas of learning and
mostly meet the individual needs of the children. However,
teaching is not particularly innovative or stimulating.
For example, in a focussed baking activity no additional
resources are used and in role play areas, such as the Florist
shop, resources are not effectively used and are limited
to two bunches of flowers, some written words and books
that reflect plants and vegetables, and a telephone and
blank paper with writing implements.
Almost all children confidently separate from their carers
and link up with others. They show good care and concern
for both themselves and others. For example, three-year-olds
notice that others as well as themselves are coughing and
then ask for tissues. They operate confidently and independently
within the setting, for example, in selecting activities
from various areas and in relating and making attachments
and older children seek out younger children, hold their
hands and help them to participate in activities. Children
enjoy books independently and when in small groups they
listen and sustain concentration, and eagerly join in with
familiar refrains. Four-year-olds are able to confidently
sound letters in their name and link them to the letters.
They also are confident in talking about their home and
experiences during impromptu conversations. Children are
beginning to know that information can be relayed in the
form of print. For example, they know where to sit at meal
times by finding their name on their chairs and older children
know that writing on their tee-shirts are saying words.
Staff make some use of children's play and practical activities
to help them use numbers and develop some counting skills.
For example, they encourage them to count how many children
are present at registration time. Children can count up
to five confidently and some far beyond this. Children are
beginning to use some numerical and positional language
in their play. For example, when playing in the role play
area they ask other children to have the 'big' bunch of
flowers and they shout out with pride how they can crawl
under and over the parachute material. Children are able
to use their senses to investigate a variety of materials.
For example, they enjoy exploring the textures of 'Gloop'
and Pasta play. They are developing good skills in using
a range of tools and techniques safely. For example, they
tell about using templates to successfully draw around shapes
and then use scissors to cut them out. They know how to
operate simple equipment, such as role play telephones and
computers and enjoy finding out about living things through
activities, such as going for walks in their environment,
observing flowers and recording what they see. Some three
and four-year-olds are beginning to play cooperatively in
acting out a narrative. For example, when playing in the
florist shop they role play the ordering of flowers.
Helping children make a positive contribution
The provision is satisfactory. Children's spiritual, moral,
social and cultural development is fostered. They are gaining
a suitable understanding of the diversity of the wider world
through an appropriate selection of resources and activities
that promote positive images. For example, there are cultural
dolls, dressing up clothes and some books. Children are
able to develop a good sense of belonging and good awareness
of their local environment through stimulating trips and
strong links with other provisions. For example, they visit
places of interest, such as the Big Wheel in York, they
visit their local library and they enjoy regular visits
to the local pet shop, whose owner brings out additional
and unusual pets for them to study.
Children are developing a sound understanding of responsible
behaviour. They are supported appropriately by staff who
are consistent in using age-appropriate methods, such as
lots of verbal praise for behaviour, effort and achievement.
Older children can take turns and share work in large and
small groups and are developing respect for others. For
example, by helping the younger children in their routines
and play. As a result, children behave well and older children
are beginning to become self-disciplined rather than being
told what to do.
The partnership with parents is satisfactory. There are
professional, friendly relationships in place and as a result
children's overall care benefits. Staff share information
on the setting and the children's development appropriately.
For example, in addition to the notice boards for each room,
where menus and plans are displayed, there are notices in
the foyer gives advice to parents about current health and
safety issues. Staff ensure consistency in care is promoted
appropriately. For example, a written record for all children
within the setting is shared with parents on a day to day
basis. However, opportunities, such as parents evenings,
are on occasion not held. Systems for parents to gather
information on how their children are developing and the
Foundation Stage are also appropriate. Profiles are available
at all times and information of the Foundation Stage and
what children learn through the continuous provision is
displayed in areas around the over two's room. Parents are
given a leaflet explaining the Foundation Stage and are
welcomed into visiting the preschool room. Staff recognise
children as individuals. They successfully promote development
for children with learning difficulties through individual
education plans and effective partnerships with outside
agencies, such as Portage workers. They respect and value
parents' views and expertise and actively encourage them
to help children's learning at home. The also ask parents
to share their knowledge of the children by welcoming their
views through a parents forum. For example, when parents
expressed a view requesting more detail on the activities
that children participate in, staff adapted the daily information
sheets to reflect this.
Organisation
The organisation is satisfactory. Robust recruitment and
vetting procedures are in place. For example, written references
are taken up and qualifications certificates are checked
and photocopies made of the originals and then held on file.
A detailed induction procedure is undertaken by all new
staff to ensure they have sufficient knowledge and understanding
of their responsibilities. For example, in addition to discussing
the policies and procedures with the manager, all staff
receive a handbook and they sign records to say they have
read and understood the information. The nursery's overall
ratios regarding qualifications is good. For example, all
but one of the thirteen staff currently employed have, at
the least, a level two qualification in early years childcare.
As a result, children are protected and supported appropriately
in developing to their full potential.
Staff have a suitable regard for the well-being of all children.
They demonstrate some commitment to improving the quality
of the provision and as a result children's care and learning
benefit. For example, they have completed training courses,
which include Basic Food Hygiene, An Introduction to the
'Birth to three matters' framework, Every Child Matters,
as well as in-house training for the Quality Assurance Scheme
known as 'Steps to Quality'. They also ask parents to participate
in a parents forum and value and implement their suggestions
and ideas.
The quality of leadership and management is satisfactory.
There are some systems in place for reviewing the educational
practice and monitoring of children's progress. For example,
staff evaluate activities as part of their reflective planning.
In addition to this, the manager and team leaders observe
and discuss good practice or weaknesses as they work alongside
the staff. Development ideas, as a result of previous inspection
recommendations, are discussed and implemented to improve
the quality of care and education, and staff appraisals,
regular staff meetings, and regular one-to-one supervisions,
are used appropriately to monitor and review the effectiveness
of what staff do. This ensures staff are appropriately encouraged
to work together and help children make progress towards
the early learning goals. Staff have a clear understanding
of the provision's mission statement and overall work well
as a team using their time appropriately. For example, they
spend time actively playing with children, changeovers in
activities are smooth and in the baby room they communicate
well through the use of a daily diary.
All policies and procedures work in practise to promote
children’s health, safety, enjoyment, achievement
and ability to make a positive contribution. Most documentation
is maintained appropriately, stored securely, easily accessible
and reviewed and retained for the recommended periods.
Overall, the provision meets the needs of the range of the
children for whom it provides.
Improvements since the last inspection
At the last inspection it was recommended that the staff
ensure all areas provided for children's outdoor play are
well-maintained, and that there are effective systems in
place to monitor the use of the children's toilet area in
order to maintain a good standard of cleanliness. As a result
of this, staff have improved children's health and safety
by fitting a soft play surface in the outdoor area and by
introducing an effective system where staff check and clean
the toilet area on a regular basis.
Staff were also asked to improve the nursery education by
improving the use of the pre school room to ensure children
have sufficient time and opportunities to access activities
and develop and refine their ideas particularly when using
the computer. They were also asked to improve the organisation
of some group activities, to ensure three-year-olds and
four-year-olds are not distracted by younger children at
these times, and to develop the range of resources in the
outdoor area to support children's climbing and balancing
skills. As a result of this, staff have improved the nursery
education by now leaving the preschool room open for children
to access this area as wished. They have obtained another
computer, which is placed in the main play room and allows
children opportunities to practise and refine skills. They
have also tried several ways to improve the organisation
of group activities to enable three and four year olds to
focus. For example, through the use of furniture to create
an area for younger children. However, they feel they have
had little success with this and are currently discussing
alternative methods to successfully improve this. Staff
have also obtained a new climbing frame, slide and bikes,
which successfully helps to develop the children's climbing
and balancing skills.
Complaints since the last inspection
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 complaint
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:
The quality and standards of the care are satisfactory.
The registered person meets the National Standards for under
8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
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):
extend procedures to promote hygiene within the under two
area of the setting, and provide opportunities for all children
to develop understanding of the importance of good hygiene
further develop the staffs understanding of the 'Birth to
three matter' framework regarding planning and assessment,
to promote the outcomes for children under three years.
The quality and standards of the nursery education
To improve the quality and standards of nursery education
further the registered person should take account of the
following recommendation(s):
further develop the staffs understanding of the Foundation
Stage regarding planning and assessment, to promote nursery
education for children over three years.
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 (HMI ref no 2599) which is available
from Ofsted's website: www.ofsted.gov.uk
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