Little Giggles Day Nursery - PDF document

Little Giggles Day Nursery Three Crowns, 7 Fletcher Street, Little Lever, BOLTON, BL3 1HW Inspection date Previous inspection date 04/07/2013 Not Applicable The quality and standards of the early years provision This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend 2 The contribution of the early years provision to the well - being of children 2 The effectiveness of the leadership and management of the early years provision 2 The quality and standards of the early years provision This provision is good  Children have access to a warm, welcoming and stimulating learning environment. They take an active interest in their surroundings and display high levels of independence as they engage happily in their chosen activities.  The successful implementation of the key person system ensures that children receive relevant support and consistency of care. Practitioners are loving, sensitive and attentive to children's individual needs. Therefore, children form secure attachments wit h all practitioners and display high levels of confidence and a strong sense of belonging.  Self - evaluation systems are thorough and take into account the views of practitioners, children and their parents. The drive for improvement is demonstrate d through clear and successful implementation plans, which fully support children's achievements and welfare over time.  Every practitioner has a good awareness of how young children learn and make the most of opportunities to promote their learning by means of reflecting children's interests through play, discussions and group activities. It is not yet outstanding because  babies and young children are unable to freely access the outdoor play area, so there are missed opportunities to extend their learning through more effective use of the outdoor environment. Inspection report: Little Giggles Day Nursery, 04/07/2013 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 th e 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. Insp ection activities  The inspector observed activities presented in the three playrooms and the outdoor play area.  The inspector met with the manager and provider of the provision and checked evidence of suitability and qualifications of practitioners working with the children, and discussed the self - evaluation and improvement plan.  The inspector looked at ch ildren's assessment records and planning documentation and discussed these with practitioners.  The inspector also took account of the views of parents and carers spoken to on the day and in information obtained from parents' questionnaires. Inspector Marina Anna Howarth Inspection report: Little Giggles Day Nursery, 04/07/2013 3 of 11 Full Report Information about the setting Little Giggles Private Day Nursery was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from a detached two - storey building situated in Little Lever town centre near Bolton, Lancas hire. The nursery is accessible to all children and there is an enclosed area available for outdoor play. The nursery opens Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year, with the exception of bank holidays. There are currently 57 child ren on roll. The nursery provides funded early education for two - , three - and four - year - old children. There are a total of 13 members of childcare staff; of these nine hold appropriate early years qualifications. The remaining four members are working tow ards a level 2 and 3 early years qualification. The nursery currently receives support from the local authority. What the setting needs to do to improve further To further improve the quality of the early years provision the provider should:  extend opportunities for babies and very young children to extend their learning across a range of environments, for example, by enabling them to freely access outdoor play. Inspection judgements How well the early years provision meets the needs of the range of children who attend Practitioners have a secure knowledge and understanding of how to promote the learning and development of children. Daily discussions with children's parents enable pr actitioners to build on children's home based knowledge and experiences. For example, children enjoy playing with sand in large floor trays, and search for hidden shells, following their holiday experiences to the seaside. They are encouraged to take home a 'special' box which they fill with their personal items of interest and mementoes. This is then shared with their peers during group time, which is used to promote conversation and foster a strong sense of belonging. All children are provided with a rang e of interesting and challenging experiences that meet their needs, as all practitioners demonstrate a very good understanding of how to engage and capture their interests. For example, as a result of curiosity expressed in caterpillars observed on a tree, children were provided with the opportunity to observe the caterpillars more closely using magnifying glasses and learn about life cycles, through reference books and stories. The children also enjoy creating a Inspection report: Little Giggles Day Nursery, 04/07/2013 4 of 11 habitat for tadpoles as they discover the li fe cycle of frogs by observing changes, then help to release them at the local nature reserve. Assessment on entry and detailed information gathered from parents provide a secure base line for practitioners to identify children's starting points and meet individual needs effectively. Transitions across the provision are secure as children are sensitively supported, resulting in them being confident learners ready to embrace new challenges and experiences. Parents receive regular feedback on their child's p rogress and are actively encouraged to share their observations. They attend parent meetings, where they are able to discuss their child's progress in depth with their child's key person. Individual targets are shared and discussed with parents along with a wide variety of photographs illustrating the children engaged in a broad range of activities, which are linked to the areas of learning in the Early Years Foundation Stage. This enables parents to understand how to support their children's learning at ho me. Sensitive support is provided by practitioners to ensure that pre - school children are effectively prepared for their progression onto school. For example, they are provided with opportunities to meet their new teachers, who are encouraged to visit the nursery to observe children in their familiar environment. In addition, practitioners engage children in discussions and role play activities, enabling children to feel more confident in the transition process. Children have access to a stimulating envir onment. They make independent choices and are provided with opportunities to instigate their own play. For example, pre - school children plan their own imaginative play by working together in pairs, as they participate in a sand activity. They introduce mod el dinosaurs and create their own game where they bury dinosaurs in the sand and then negotiate ways of digging them up by using a variety of different tools. They use available resources, such as vehicles and construction bricks, to support their role pla y whilst playing with the garage. They are effectively supported by practitioners who take interest in what they are doing and ask open - ended questions and encourage them to problem solve. While all children benefit from daily opportunities to play outside , free access to outdoor play varies across the nursery. At present, babies and young children are unable to freely access the outdoor play area, so opportunities to extend outdoor learning experiences are slightly limited and not fully explored. However, when outdoors, practitioners skilfully support babies' self - chosen play. For example, they respond to children's enthusiasm in the compost and exploring dens and different weather conditions, such as snow. Children's early writing skills are developing w ell. The environment is rich in print and areas are well resourced with a variety of writing materials to promote and encourage emergent writing both indoors and outdoors. Pre - school children self register as they are encouraged to write their names on the ir own register when they arrive. They label their own work and the letters they write, which they proudly identify correctly, are clearly recognisable. Young infants and babies are provided with opportunities to mark make and use chunky chalks, paintbrush es and their fingers to make patterns and marks in a variety of media, such as, sand, shaving foam and dried food. All children are secure and confident in communicating their needs. Babies and young infants make sounds in response when practitioners talk to them and they demonstrate their understanding by following simple instructions. Pre - school children are particularly skilled in using language for negotiating. They use expressions, such as, 'may I', 'excuse me please' and take turns Inspection report: Little Giggles Day Nursery, 04/07/2013 5 of 11 to speak. Teaching techniques are consistently strong across the provision resulting in all children being effectively supported to acquire the skills and capacity to learn and develop effectively. Practitioners skilfully encourage children to explore using first - hand exper iences. For example, whilst participating in baking activities, toddlers are encouraged to touch and taste the ingredients and assist with measuring quantities by using cups and scales. Space and time is used effectively for all children to contribute whic h results in each child exploring in their own way. Some children eagerly taste the various items, whilst others enjoy the sensation of using their hands to touch and feel. They eagerly observe changes of ingredients as they are mixed together and sit thro ugh the whole activity totally absorbed. The contribution of the early years provision to the well - being of children Children are welcomed into a stimulating, nurturing environment which supports their well - being and development. Low - level storage units contain a wide selection of good quality toys and resources, which are suitable for their age and stage of development. These are attractively displayed and labelled and easily accessible. This enables children to make independent choices, use their imagination and play an active role in their learning. Children of all ages enjoy exploring their surroundings. They demonstr ate high levels of curiosity and express themselves creatively. For example, young infants enjoy rolling balls along the floor and eagerly crawl after them. They hold their hands together in eager anticipation as practitioners engage in a game of catch, an d squeal with delight when they succeed in catching the ball. Older children engage in a variety of role play activities. They scoop up compost with diggers and dress - up as princesses and admire their reflection in the mirror. All children show a strong s ense of belonging within the nursery. They are greeted warmly on arrival by friendly attentive practitioners. An established key person system ensures that all children form secure emotional attachments. Effective settling - in procedures and close liaison w ith parents ensure that every child's care is tailored to meet their individual needs. A key person is assigned during the induction period, providing every child and family with the opportunity to have a 'special' relationship with one practitioner. This provides parents with a familiar person with whom they can discuss their child's care. As a result, consistency of care is maintained and newly settled children receive reassurance and comfort, developing their confidence and future skills for learning. Sensitive care provides a strong foundation for children who have recently started at the nursery. Children are sensitively supported during the induction process and transitions into the different rooms and key person groups are based on what each child c an do. Younger children and older children are provided with regular opportunities throughout the day to play together in different rooms. As a result, all children are familiar and confident with their surroundings and enjoy the companionship and stimulat ion of being together. This also results in every practitioner and child developing relationships, providing familiarity and children being confident learners. Inspection report: Little Giggles Day Nursery, 04/07/2013 6 of 11 Older children are encouraged to be independent as they are provided with opportunities to prep are their own snacks. They help to set the table at mealtimes and serve their own food. Young infants are encouraged and gently supported to feed themselves during mealtimes and are provided with healthy choices at snack time, where they are encouraged to self - select. Practitioners are especially vigilant to ensure that individual dietary needs are sensitively catered for and work closely with parents to promote children's health and well - being. Daily opportunities to play outside, develop children's unders tanding of healthy lifestyles. They enjoy engaging in a variety of physical activities. For example, pre - school children attend weekly swimming sessions at the local leisure centre and an external agency visits the nursery on a weekly basis and engages the children in a variety of physical games. This enables children to develop their coordination skills where they move their bodies in a variety of ways and explore wide open spaces and climbing apparatus. The effectiveness of the leadership and management of the early years provision Leadership of the setting is good because all practitioners are motivated by the drive for improvement and are committed to ensure that high quality of care, and positive outcomes for children remain paramount. The drive for improvement is demonstrated through the identification of clear strengths and weaknesses. Planned actions to overcome weaknesses are effective. For example, planning and assessment are monitored rigorously to ensure they are consistent, precise and display an accurate understanding of all children's skills, abilities and progress. This has been further enhanced through the implementation of a tracking system. This enables practitioners to identify any groups of children falling below their expected achievem ents, resulting in appropriate interventions being sought at the earliest stage, to support and enhance children's development. Robust recruitment, selection and induction procedures are in place to ensure the suitability of practitioners to work with chi ldren. In addition, management monitor practitioners' performance effectively through appraisals, team meetings and regular observation of practice. This enables practitioners to reflect on any identified weaknesses and build on their individual skills and strengths. Relevant support systems show that practitioners feel valued, which enables the whole team to work effectively together, resulting in high quality outcomes for children. All practitioners have a secure knowledge and understanding of how to pr otect children in their care. They have all attended recent safeguarding training, ensuring that they are well aware of the relevant procedures to follow, in event of any child protection concerns arising. Practitioners are committed to providing an enviro nment that is welcoming, safe and stimulating where children enjoy their learning and develop their confidence. Every child is fully included and receives a happy and enjoyable experience that secures their future learning. Practitioners carefully assess p ossible risks and take effective steps to prevent accidents and the risk of cross infection. For example, daily checks of resources and the premises are conducted and cleanliness is maintained, along with the exclusion of children who have an infectious il lness. Inspection report: Little Giggles Day Nursery, 04/07/2013 7 of 11 Partnership working with parents, external agencies and other providers are well established and contribute to meeting children's needs. Effective communication systems ensure that parents are kept fully informed of their children's progress. Paren ts' views are sought through discussions, written comments and questionnaires. Photographs are also readily available to illustrate the breadth of activities that children are actively involved in throughout their time at the setting. Liaison with local sc hools and sensitive support provided by practitioners ensure that children are prepared for their transitions, both within the setting and on to school. The Childcare Register The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met Inspection report: Little Giggles Day Nursery, 04/07/2013 8 of 11 What inspection judgements mean Registered early years provision Grade Judgement Description Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of ea rly years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection. Met The provision has no children on roll. The inspectio n judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration. Inspection report: Little Giggles Day Nursery, 04/07/2013 9 of 11 Inspection 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. Setting details Unique reference number EY458933 Local authority Bolton Inspection number 900819 Type of provision Full - time provision Registration category Childcare - Non - Domestic Age range of children 0 - 17 Total number of places 55 Number of children on roll 57 Name of provider Kimberley Wells Date of previous inspection not applicable Telephone number 07983865446 Any complaints about the inspection or the report should be made following the procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’ , which is available from Ofsted’s website: www.ofs ted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. Type of provision For the purposes of this inspection the following definitions apply: Full - time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre - schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the high er fee for registration. Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre - schools, kindergartens or nursery schools Inspection report: Little Giggles Day Nursery, 04/07/2013 10 of 11 and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which a re usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Out of school provision may be sessional or full - time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development req uirements in full but should complement the experiences children receive in school. Inspection report: Little Giggles Day Nursery, 04/07/2013 11 of 11 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. 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