The Old Barn Day Nursery - ?· The Old Barn Day Nursery 6 ... starting points as they use a suitable…
Post on 30-Aug-2018
Embed Size (px)
The Old Barn Day Nursery 6 Woodmansterne Lane, Banstead, Surrey, SM7 3ES
Inspection date Previous inspection date
The quality and standards of the early years provision
This inspection: 3
Previous inspection: 2
How well the early years provision meets the needs of the range of children who attend
The contribution of the early years provision to the well-being of children 3
The effectiveness of the leadership and management of the early years provision 3
The quality and standards of the early years provision
This provision requires improvement
Children are safeguarded well. There are sound procedures in place for staff
recruitment, induction and performance management. This helps to ensure that children are safe and protected from harm.
Children benefit from being able to move freely between the indoor and outdoor learning environment. This helps to support their physical development and a healthy lifestyle.
The key person system is well established and means children settle quickly and are happy and confident to explore.
It is not yet good because
The quality of teaching across the nursery is variable, which has an impact on children's
progress in their learning and development.
Staff do not always ensure that all children have access to fresh drinking water at all times to support their health which is a breach of requirement.
Babies lack good opportunities to explore natural materials and sensory play resources to actively learn.
Staff do not consistently identify children's next steps across all ages to support their planning. This limits the progress children make in their learning and development.
Inspection report: The Old Barn Day Nursery, 18/03/2014 2 of 11
Information about this inspection
Inspections of registered early years provision are:
scheduled at least once in every inspection cycle the current cycle ends on 31 July 2016
scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate
brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection
prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe
scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.
The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register. Inspection activities
The inspector observed activities in all playrooms and the outside play area.
The inspector held meetings with the manager and owner of the nursery and undertook joint observations with her in the outside play area and at lunchtime.
The inspector looked at a sample of children's assessment records, planning documentation and a selection of policies.
The inspector reviewed the suitability checks for staff working with children.
The inspector took account of the views of parents spoken to on the day.
Inspection report: The Old Barn Day Nursery, 18/03/2014 3 of 11
Full report Information about the setting
The Old Barn Day Nursery registered in 1990 and operates from six rooms in a converted house and barn. It is located in Banstead, Surrey. The nursery is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 108 children on roll in the early years age group. The nursery receives funding to provide free early education for children aged three years. All children share access to an enclosed outdoor play area. The nursery currently supports children with special educational needs and/or disabilities. It is open each weekday from 8am to 6pm all year round with the exception of Christmas and bank holidays. The nursery employs 25 members of staff including a cook. All staff hold appropriate early years qualifications. What the setting needs to do to improve further To meet the requirements of the Early Years Foundation Stage the provider must: improve the quality of teaching across the nursery, to ensure that all children are
sufficiently challenged, in order to provide opportunities for each child to reach their full potential
ensure all children have access to fresh drinking water at all times.
To further improve the quality of the early years provision the provider should: consistently identify children's next steps and include them into the planning of
future activities, in order to strongly improve achievement for all children
increase the range of natural materials and sensory play resources accessible to
babies to create further opportunities for them to explore, investigate and actively learn.
How well the early years provision meets the needs of the range of children who attend
Most staff demonstrate a sound understanding of how children learn and develop. However, some are not as confident in their ability to know how to help children progress in their learning and development. Consequently the quality of teaching is variable and this has an impact on the progress children make. Staff establish children's individual starting points as they use a suitable system to obtain information about children's
Inspection report: The Old Barn Day Nursery, 18/03/2014 4 of 11
abilities, preferences and interests from parents. They use this information well to help children settle and to provide toys and plan activities which link to their interests. However, although staff regularly observe the children they do not consistently use this information across all age ranges to identify children's next steps. Therefore even though activities may be of interest to the children they are not clearly focused and targeted on their next steps in learning and development. This limits the progress children make. Staff provide an enabling environment where children are able to independently select from a wide selection of toys and resources. However, some staff do not interact purposefully to provide good levels of challenge for children. Therefore, they miss opportunities to promote the children's learning and development, especially with regard to their communication and language skills. For example, whilst outside staff sit supervising children playing in the sand with limited interaction. Children are not encouraged to think why the wet sand would not go through sieves and funnels, or discuss the texture of the sand. On other occasions activities are too adult led, limiting children's time and opportunities to think and use their own imagination and experiment for themselves. For instance, during a painting activity staff paint stampers for the children to print with; children are then told the names of the different insects on the stampers, rather than giving them the time or opportunity to think for themselves. Although children enjoy these activities, they do not benefit from opportunities to extend their learning or inquisitive nature further. In contrast, other staff engage in purposeful learning experiences such as talking about the different colours young children choose to paint with and discussing emotions and feelings as children water paint faces on walls outside. Opportunities for outdoor play are good as children have free flow access to the outdoor area for the majority of the day. Staff provide many opportunities to promote children's physical development. The children run and climb using a range of equipment to support this. Children enjoy using the slide and trampoline, under the watchful eye of staff, who encourage them to share and take turns. They enjoy digging and being creative as they use the outdoor garden area to dig and hunt for mini bugs and then observe them through microscopes. Others concentrate as they write and draw with chalk on the ground and staff mark out a 'hop scotch' game helping children develop their mathematical skills counting and recognising numbers. Staff provide plastic bags filled with paint as another way of encouraging children's mark making and early writing skills. Children hunt for hidden insects around the garden, count them and then use their fingers to make the impression of the number in the paint. In addition to the outdoor play area, there is also a planting and growing area. Staff and children enjoy digging and preparing the soil together ready to sow and tend vegetables and fruit plants. Staff promote babies and very young children's personal, social and emotional development well. They are calm, caring and responsive to their changing emotions and needs. This helps the babies settle and feel confident to explore and seek out toys and activities. Staff remain close by offering reassurance and a comforting cuddle when necessary. However, staff do not provide regular opportunities for the babies to explore and investigate concepts through a wide variety of natural resources and sensory play. For example, on the day of the inspection this was limited to just play dough. Staff complete a summary of children's development for parents in time for the progress
Inspection report: The Old Barn Day Nursery, 18/03/2014 5 of 11
check at age two so they are aware of the progress their child is making. The nursery supports children who have special educational needs and/or disabilities and works with parents and other professionals to help promote continuity in the children's learning and development.
The contribution of the early years provision to the well-being of children
The strong key person system helps staff to promote the emotional well-being of all children so that they feel safe and secure in the nursery. Before children start in the nursery, staff arrange settling-in sessions so children can begin to feel at home. During these sessions, managers identify whether the child is forming an attachment with a particular member of staff who will then become the key person for that child. This helps children feel secure and comfortable in the nursery. Parents are encouraged to provide the nursery with photographs of the children's families and staff use these to support the settling-in process and children's emotional well-being. The children behave well, showing that they feel safe in the nursery and this further supports their emotional well-being. Staff regularly play games with the children helping them learn to take turns and share toys and resources. However, because the quality of teaching is variable, opportunities to extend children's communication and language by encouraging them to say 'please' and 'thank you' are sometimes missed. The youngest children regularly spend time with older children and this helps to create a caring and homely environment for them to learn and develop in. The children are gaining an understanding of risk as they explore the nursery, knowing that the staff are there to support them. Children learn to keep themselves and others safe. For example, they help to tidy away toys during the day, take part in fire drills so that they understand what to do in an emergency and learn about road safety when they go on walks to a local park. Staff deploy themselves well so they are able to meet the needs of the children and maintain their safety. For example, staff support children as they climb up the steps and go down the slide and bounce on the trampoline. Staff have training in first aid and implement suitable hygiene practices, such as when changing nappies or serving food. This safeguards children's health and well-being. Children benefit from eating a varied diet of nutritious snacks and healthy meals, which the nursery cook prepares. Staff make sure the individual dietary needs of all children are met, which helps them promote equal opportunities. However not all children are able to freely access fresh drinking water at all times. This is a breach of requirement of the Statutory Framework for the Early Years Foundation Stage and has an impact on their healthy development. The staff share and display information appropriately regarding the care of children when ill and in managing cross-infection at the nursery. Children are cared for appropriately following any accidents and staff deal sensitively with any injuries they have to promote their well-being. The nursery keeps records of any accidents, of medicines given and these are shared with parents so they are aware of the care their children receive.
Inspection report: The Old Barn Day Nursery, 18/03/2014 6 of 11
Staff support children's understanding of the world in a range of activities. They incorporate various cultural celebrations into the planning, such as sampling food from different countries. They also make sure that there are resources, books and visual images that represent difference and diversity throughout the nursery. There are suitable arrangements for children when they move to a new room in the nursery. The staff plan settling in visits, which help the children become familiar with the new staff and children. Parents are informed so they can also help to support their children moving within the nursery. Links are developing with local schools as the manager invites teachers to visit the children at the nursery. Staff send a summary progress report to the child's next setting, providing them with information on the child's starting points for learning. This helps children to make a smooth transition when they move up to school.
The effectiveness of the leadership and management of the early years provision
The inspection was brought forward due to a concern received by Ofsted regarding how the nursery safeguards children and implements its safeguarding policy, including supervising children. Concerns were raised about how the nursery deploys staff and uses risk assessment appropriately to ensure the children are safe. Concerns were raised about the provision of food and drink and how the nursery promotes equal opportunities. At the inspection it was observed that not all children have access to fresh drinking water at all times, which is a breach of a requirement of the Statutory Framework for the Early Years Foundation Stage. There is not a significant impact on children's welfare because they do have drinking water at times during the day. Children are safeguarded because the manager and staff have robust policies and procedures embedded within their practice. These are shared with staff on induction and with parents upon registration. This ensu...