Nottingham Women's Centre Daycare

Transcription

1 Nottingham Women's Centre Daycare Nottingham Womens Centre, 30 Chaucer Street, NOTTINGHAM, Nottinghamshire, NG1 5LP Inspection date Previous inspection date 12/11/ /12/2009 The quality and standards of the early years provision This inspection: 3 Previous inspection: 3 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 3 This provision requires improvement Children's language development is given high priority. Staff use effective techniques to ensure all children, including those with English as an additional language, are developing good language skills. Effective partnerships are in place between parents and staff. Children relate well to the kind, caring staff team. Consequently, children settle and form secure emotional attachments, which enables them to feel confident in their surroundings. Children's behaviour is good because staff are good role models. They are deployed well and provide clear guidance for children about what is acceptable behaviour. It is not yet good because Staff do not provide parents with a written summary for the progress check at age two. The monitoring systems that are used to assess the effectiveness of teaching to ensure that children experience consistency in their teaching and learning are not fully robust. Children's independence skills are not always extended during routine activities. The key worker system does not always ensure all children are formally allocated a key worker within their first few weeks of starting at the daycare.

2 Inspection report: Nottingham Women's Centre Daycare, 12/11/ 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 children during activities indoors and outdoors. The inspector held a joint observation with the manager. The inspector looked at children's assessment records and a range of other documentation. The inspector spoke with the manager, staff and the centre manager at appropriate times throughout the inspection. The inspector took into account the views of parents and carers spoken to on the day. Inspector Dawn Larkin

3 Inspection report: Nottingham Women's Centre Daycare, 12/11/ of 11 Full report Information about the setting The Nottingham Women's Centre Daycare was registered in 1994 (formally Nottingham Women's Creche and Playscheme) and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from The Nottingham Women's Centre in Nottingham City Centre and there is an enclosed area available for outdoor play and learning. The daycare serves the families and children across Nottingham City. The daycare employs four members of childcare staff. Of these, all hold appropriate early years qualifications; two at level 3 and two at level 2. The daycare operates from 9am to 5pm, Monday to Friday for 50 weeks of the year. Children attend for a variety of sessions. There are currently 29 children attending, who are in the early years age group. The daycare provides funded early education for two-year-old children. It supports a number of children with English as an additional language. What the setting needs to do to improve further To meet the requirements of the Early Years Foundation Stage the provider must: review children's progress when children are aged between two and three years and provide parents with a short written summary of their child's development in the prime areas improve the timeliness of when children are allocated a key worker in order to maximise the effectiveness of the key worker system. To further improve the quality of the early years provision the provider should: monitor staff performance by observing all staff in practice to assess the effectiveness of their teaching and to provide the necessary support needed to strengthen the quality of teaching and learning promote children's independence further, for example, by allowing them to serve themselves and pour their own drinks at snack time. Inspection judgements How well the early years provision meets the needs of the range of children who attend

4 Inspection report: Nottingham Women's Centre Daycare, 12/11/ of 11 Children make steady progress in their learning and development and are developing the skills they need to help with the next steps of their learning. Staff have an appropriate knowledge of the Statutory framework for the Early Years Foundation Stage in order to guide the development of children's capabilities. The staff have an awareness of the ways in which children learn best and provide them with opportunities to explore, investigate and learn through first hand experiences. Consequently, children thoroughly enjoy attending the daycare and are engaged in learning through playing and exploring. For example, children use bug catchers to investigate the mini beasts that live under the logs in the garden. When children join the daycare parents are asked to share relevant information about their children's welfare and interests. This ensures that staff know the individual needs of each child and a good partnership is established with families. Parents are aware if their child requires more support in the prime areas of learning, which encourages parents to support children's learning at home. Staff undertake regular observations to identify the next steps in children's development across the seven areas of learning. Children's progress is tracked and this helps staff to have a suitable knowledge of children's development in all seven areas of learning. This also allows staff to plan accordingly, taking account of the children's individual needs. Consequently, staff provide children with a broad range of activities, ensuring they make steady progress towards the early learning goals. Children benefit greatly from the staffs' effective teaching of communication and language. When singing songs staff pause to give children the opportunity to join in with the words. Children and babies join in with actions in songs, for example, all make the action for stars in 'Twinkle, Twinkle, Little Star'. Hand gestures and simple sign language is used to aid communication, such as the action for sit down is used when reminding a child not to stand on a chair. Staff get down to children's eye level so the children can see how words are said and encourage eye contact. They also repeat words back to children so they are learning how to pronounce them correctly. Children with English as an additional language have confidence to learn English because they have their home languages valued in the daycare. For example, staff have learnt some key words in the children's home language. Staff actively encourage children's personal, social and emotional development, constantly giving appropriate praise, for example, they say 'that was good listening'. They take time to support them to share, to work together and to think of others. They explain clearly, which helps the children to understand the possible impact of their actions on others. For example, when children snatch cars they are encouraged to share them and this is modelled well by the staff. Children are given many opportunities to develop their physical skills inside and outside; pushing and using wheeled toys, negotiating steps, balancing, jumping and throwing and catching balls. Staff join in children's play and offer good support and encouragement in most cases. However, there is some inconsistency in the quality of teaching as not all staff are always sufficiently focussed on how children need to learn and the best way of supporting children with this. Children are not always encouraged to solve problems in their play and to talk about what they are doing or trying to achieve. Children are not fully challenged through questions that encourage them to think creatively and critically or given opportunity to choose their own resources during craft activities. As a result, there are fewer opportunities to develop children's individual and independent interests into something meaningful that children can learn from. Consequently, some children lose

5 Inspection report: Nottingham Women's Centre Daycare, 12/11/ of 11 motivation and interest in some activities. Children's readiness for school is supported because staff give them the opportunity to engage in early reading skills. For example, at snack time each child is encouraged to identify their drink bottle using their photograph and name, providing the children with an awareness that letters and words have meaning. Staff share stories with the children giving them time to look carefully at the illustrations and encourage the children to join in with the actions in the story, 'Quick sit on your fingers so Sid can't eat them' fostering an interest in books and stories. The contribution of the early years provision to the well-being of children Staff welcome children warmly on arrival. Children are very settled and secure and they enjoy trusting relationships with staff. In turn, staff are caring towards children and treat them with respect and affection. This results in the warm, happy atmosphere that is clearly evident and means that children's emotional well-being is well fostered. The generally good key person system contributes towards children's feelings of security and well-being. Attachments are strong because staff listen closely to parents and children during drop off and pick up times, the children happily say goodbye to their parents before independently engaging in activities. Parental involvement in this process is tremendously valued, as a result, children are settled and this has a great impact on their move from home into the daycare. However, children are not allocated a key worker when they start the daycare to allow the child to choose whom they may form a bond with. The length of time before a key worker is assigned a child on rare occasions is too long and this may begin to have an impact on the child's well-being and confidence. The move to school is supported by documents that are passed onto school sharing the child's progress and interests. Due to the high number of schools the children attend it has been difficult to establish links, but there are plans to forge links with some of the schools. Children have good behaviour because staff are good role models and use age appropriate strategies to support this. They are given clear boundaries and staff explain to children why their behaviour is unacceptable and the impact it could have. Parents comment that their children's behaviour is dealt with appropriately at the daycare and is improving. Staff offer lots of positive praise and recognition for children's efforts and achievements. For example, when a child is using the rolling pin with the play dough, the member of staff comments, 'that is good rolling, well done'. The child smiles to herself. This gives children a sense of belonging and achievement, raising their self-esteem. Staff are attentive to the children as they listen to their requests and are aware of their individual needs. Children's safety is promoted well. They learn how to keep themselves safe, such as by handling scissors correctly, and negotiating hazards on their walk to the outdoor area. The children have to walk through a car park to reach the garden and the staff support them in following the rules. Children know and understand them, stopping, listening and looking for moving cars. Complying with these expectations means children have some emerging skills to underpin their eventual move to school. A parent commented how their older child had made an easy move to school because the daycare has prepared him, 'I see lots of other children at my son's school crying but not my son because he has been here and understands what it is all about'. This indicates that the children are emotionally prepared for the move to school. Snacks are healthy and together with children's regular access to

6 Inspection report: Nottingham Women's Centre Daycare, 12/11/ of 11 exercise and outdoor play, promote a healthy lifestyle. Parents comment that their children eat more fruit since starting the daycare. During meal times babies and children are encouraged to feed themselves and staff support this effectively. However, snack routines do not fully support children to further develop their independence. For example, staff serve drinks and chopped fruit, resulting in fewer opportunities to promote children's independence. Children are learning good hygiene routines and know they must wash their hands after using the toilet and before eating. The effectiveness of the leadership and management of the early years provision All staff are fully aware of children's individual needs and family backgrounds to ensure they are fully supported. Robust strategies are in place to safeguard children, strengthened by secure partnerships with families and other agencies. The staff understand the policies and procedures for safeguarding children and are clear regarding their roles and responsibilities to ensure children are protected and kept safe. Children are cared for in a safe and secure environment as staff complete suitable risk assessments and daily checks. The staff are vigilant to risks throughout the day. For example, clearing scattered toys and making children aware of tripping hazards when walking to the outdoor area. When rooms in the daycare are not being used they are locked to ensure other people in the building are unable to enter. All members of staff and visitors to the main building are required to sign in at Reception ensuring children's safety. As it is a women's only centre any male carers and parents are escorted around the building resulting in all service users feeling safe and secure. Accidents are monitored and there are clear procedures in place for the recording of these and the sharing of this information with parents. Robust recruitment procedures for vetting and assessing the suitability of staff are implemented and in place. For example, the managers and committee request two references for each new member of staff and Disclosure and Barring Service checks are in place prior to them starting work. All new staff are monitored and assessed for a six month probation period. Staff have appraisals, supervision and are encouraged to reflect on their own practice. Training needs are identified through supervision and identifying gaps. As a result, staff receive a variety of training and continue with their professional development to enhance the provision for the children. Thorough induction procedures ensure staff and volunteers are clear about their roles and responsibilities and the general running of the daycare. Staff have a satisfactory knowledge of how children learn and they plan appropriate experiences for the children. The manager and staff monitor the progress of the children and the educational programmes. This is completed with the use of regular staff meetings, observations, next steps for learning and tracking the children's achievements. As a result, the children are progressing well in their expected levels of learning. However, the monitoring of the effectiveness of the quality of teaching is not fully robust. Consequently, learning opportunities sometimes lack challenge and resources are not always provided to support children's learning and development. For example, staff do not consistently involve the children in planning and choosing materials when making a collage of themselves. This results in fewer learning opportunities for children to become active learners.

7 Inspection report: Nottingham Women's Centre Daycare, 12/11/ of 11 The manager and staff are not aware of the requirement to complete the progress check at age two. This means that a review of children's progress is not completed, in order to help identify any gaps in their learning and development in the prime areas. In addition, parents are not provided with a written summary about their children's development at this stage. However, staff do make regular assessments of children's progress and share this with parents verbally. Effective partnerships with parents means there is a united approach to meeting individual children's needs, ensuring that children are supported to make suitable progress. Parents speak positively about their relationships with staff and are pleased with the care that their children receive. A parent commented, 'really caring staff and it feels like a family environment'. Parents are asked to contribute their ideas for improving the daycare by completing regular questionnaires. To aid all children, good links have been established with outside agencies, such as the local authority and other agencies. This also ensures that children's specific needs are assessed and that appropriate support is given over time. The Childcare Register The requirements for the compulsory part of the Childcare Register are The requirements for the voluntary part of the Childcare Register are Met Met

8 Inspection report: Nottingham Women's Centre Daycare, 12/11/ 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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 early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met Not met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

9 Inspection report: Nottingham Women's Centre Daycare, 12/11/ 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 Local authority Nottingham City Inspection number Type of provision Registration category Childcare - Non-Domestic Age range of children 0-17 Total number of places 44 Number of children on roll 29 Name of provider Nottingham Women's Centre Committee Date of previous inspection 11/12/2009 Telephone number 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: If you would like Ofsted to send you a copy of the guidance, please telephone , or 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 higher 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

10 Inspection report: Nottingham Women's Centre Daycare, 12/11/ 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 are 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 requirements in full but should complement the experiences children receive in school.

11 Inspection report: Nottingham Women's Centre Daycare, 12/11/ 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. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: Textphone: E: enquiries@ofsted.gov.uk W: Crown copyright 2012