Care service inspection report

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1 Care service inspection report Full inspection Building Blocks Dunfermline Nursery Day Care of Children 1 Innova Way Rosyth Europarc Rosyth Dunfermline Inspection completed on 28 January 2016

2 Service provided by: Building Blocks Flexible Child Care Limited Service provider number: SP Care service number: CS Inspection Visit Type: Unannounced Care services in Scotland cannot operate unless they are registered with the Care Inspectorate. We inspect, award grades and set out improvements that must be made. We also investigate complaints about care services and take action when things aren't good enough. Please get in touch with us if you would like more information or have any concerns about a care service. Contact Us Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY Inspection report page 2 of 27

3 Summary This report and grades represent our assessment of the quality of the areas of performance which were examined during this inspection. Grades for this care service may change after this inspection following other regulatory activity. For example, if we have to take enforcement action to make the service improve, or if we investigate and agree with a complaint someone makes about the service. We gave the service these grades Quality of care and support 5 Very Good Quality of environment 5 Very Good Quality of staffing 5 Very Good Quality of management and leadership 5 Very Good What the service does well The nursery continues to provide a quality service. Staff are highly valued by parents and children benefit from a very good range of learning experiences indoors and outdoors. Children are independent and confident. The staff team were warm and welcoming, creating a positive ethos. What the service could do better The staff team could be given further responsibility across all aspects of the nursery to enhance leadership skills. Some further suggestions to enhance practice across the service are made throughout the body of the report. What the service has done since the last inspection The nursery have invested in their environment since the last inspection. Redecoration throughout provides a calm, neutral space. A number of new resources and furniture have been purchased which has greatly enhanced children's play. This respectful environment values children and staff. Staff are very involved in the life of the nursery contributing to a shared ethos. page 3 of 27

4 Conclusion Inspection report The nursery has continued to provide very good experiences for all children. page 4 of 27

5 1 About the service we inspected Inspection report Building Blocks Nursery is registered to provide a day care of children service. The service may be provided to children aged from 6 weeks to not yet attending primary school. A maximum of 70 children may be accommodated in total with no more than 12 children aged from 6 weeks to 2 years accommodated in the baby room. The remaining open plan area may be utilised for children aged from one year to those not attending primary school on the proviso that appropriate partitioning is in place proportionately to the ages and number of children in attendance, bearing in mind the minimum space standards and adult/child ratios specified in Annex A of the National Care Standards for early education and childcare up to the age of 16. The quiet room may be utilised by children in any age group subject to an appropriate risk assessment being undertaken. The service may operate Monday to Friday between the hours of 7am and 7pm. Recommendations A recommendation is a statement that sets out actions that a care service provider should take to improve or develop the quality of the service, but where failure to do so would not directly result in enforcement. Recommendations are based on the National Care Standards, SSSC codes of practice and recognised good practice. These must also be outcomes-based and if the provider meets the recommendation this would improve outcomes for people receiving the service. Requirements A requirement is a statement which sets out what a care service must do to improve outcomes for people who use services and must be linked to a breach in the Public Services Reform (Scotland) Act 2010 (the "Act"), its regulations, or orders made under the Act, or a condition of registration. Requirements are enforceable in law. page 5 of 27

6 We make requirements where (a) there is evidence of poor outcomes for people using the service or (b) there is the potential for poor outcomes which would affect people's health, safety or welfare. Based on the findings of this inspection this service has been awarded the following grades: Quality of care and support - Grade 5 - Very Good Quality of environment - Grade 5 - Very Good Quality of staffing - Grade 5 - Very Good Quality of management and leadership - Grade 5 - Very Good This report and grades represent our assessment of the quality of the areas of performance which were examined during this inspection. Grades for this care service may change following other regulatory activity. You can find the most up-to-date grades for this service by visiting our website or by calling us on or visiting one of our offices. page 6 of 27

7 2 How we inspected this service The level of inspection we carried out In this service we carried out a low intensity inspection. We carry out these inspections when we are satisfied that services are working hard to provide consistently high standards of care. What we did during the inspection We wrote this report following an unannounced inspection. This was carried out by an Early Years Care Inspector. The inspection took place on Thursday 28th January 2016 from 9.00am to 5.30pm. We gave feedback to the owner on the same day. As part of the inspection, we took account of the completed annual return and self-assessment forms that we asked the provider to complete and submit to us. We sent 24 care standards questionnaires to the service to distribute to parents. Parents returned 16 completed questionnaires before the inspection. During the inspection process, we gathered evidence from various sources, including the following: We spoke with: -The owner -The staff -Children -Parents We looked at: -Staff interactions with children -Opportunities available to children -Staff relationships with parents -The completed self-assessment -Policies and procedures -Staff recruitment information page 7 of 27

8 -Annual improvement plan -The resources available to children -The indoor environment and furnishings -Planning and children's records of development -Care plans -Staff files The Care Inspectorate is committed to improving the health and wellbeing of all children receiving a care service. We want to ensure they have the best start in life, are ready to succeed and live longer, healthier lives. We check services are meeting the principles of Getting It Right For Every Child (also known as GIRFEC). Set up by Scottish Government, GIRFEC is a national approach to working in a consistent way with all children and young people. It is underpinned by the principles of prevention and early intervention. The approach helps services focus on what makes a positive difference for children and young people - and what they can do to improve. Getting it right for every child is being woven into all policy, practice, strategy and legislation that affect children, young people and their families. There are eight wellbeing indicators at the heart of Getting It Right For Every Child. They are: safe, healthy, achieving, nurtured, active, respected, responsible, and included. They are often referred to as the SHANARRI indicators. We use these indicators at inspection, to assess how services are making a positive difference for children. Grading the service against quality themes and statements We inspect and grade elements of care that we call 'quality themes'. For example, one of the quality themes we might look at is 'Quality of care and support'. Under each quality theme are 'quality statements' which describe what a service should be doing well for that theme. We grade how the service performs against the quality themes and statements. Details of what we found are in Section 3: The inspection page 8 of 27

9 Inspection Focus Areas (IFAs) Inspection report In any year we may decide on specific aspects of care to focus on during our inspections. These are extra checks we make on top of all the normal ones we make during inspection. We do this to gather information about the quality of these aspects of care on a national basis. Where we have examined an inspection focus area we will clearly identify it under the relevant quality statement. Fire safety issues We do not regulate fire safety. Local fire and rescue services are responsible for checking services. However, where significant fire safety issues become apparent, we will alert the relevant fire and rescue services so they may consider what action to take. You can find out more about care services' responsibilities for fire safety at page 9 of 27

10 The annual return Every year all care services must complete an 'annual return' form to make sure the information we hold is up to date. We also use annual returns to decide how we will inspect the service. Annual Return Received: Yes - Electronic Comments on Self Assessment Every year all care services must complete a 'self assessment' form telling us how their service is performing. We check to make sure this assessment is accurate. The Care Inspectorate received a fully completed self assessment document from the service provider. We were satisfied with the way the service provider had completed this and with the relevant information they had given us for each heading that we grade them under. We validated this information during the inspection to ensure accuracy. Taking the views of people using the care service into account We spoke with a few children throughout their play. Children were very confident and relaxed in their surroundings. They confidently approached the inspector to ask her name and what she was doing there. They spoke positively about their play during the inspection and were able to tell the inspector what they were learning. Younger children were observed and found to be happy with positive relationships developed with their keyworkers. Taking carers' views into account We received 16 completed care standards questionnaires nine of which had added additional comments. These demonstrated a high level of satisfaction with the service. All parents either 'strongly agreed' or 'agreed' that 'overall, they were happy with the quality of care their child received in this service'. We also spoke directly to two parent/carers during the course of the inspection. Both were satisfied with the quality of care provided. Some of the additional comments are noted below and within the body of the report. page 10 of 27

11 'Our child is only x months old and for us some of the questions do not apply yet. We are very happy with the care our child is being provided'. 'Having used this nursery for all three of our children we are delighted to have found such a stimulating, nurturing environment with staff who are extremely dedicated and seen to genuinely care about the children. A super nursery!' 'My child is very happy at Building Blocks. He goes in happily and comes home with lots of stories about the staff, who he likes very much, and his best friends. The best thing about the nursery are the staff, who are brilliant and the garden and the amount of time that the children spend in it (lots!). The management are very involved with the children, which is great. The open plan makes the nursery seem very big plus the children get to know the older and younger children and their nursery nurses, which is very positive.' 'My child loves playing outdoors and I am so pleased that he is able to use the garden so often. The staff in the infant area are very approachable. The new equipment looks great and I'm sure the children enjoy using it.' 'I have received a lot of help and support from all staff at Building Blocks when dealing with my child.' 'When completing the questionnaire there were three questions I was unsure how to respond to because I simply do not know the answer. It may be an idea to have an online nursery handbook available to parents/carers, which would cover items such as data protection, health and safety, staff qualifications, ongoing staff training. There is a paper guide to health and safety available to users in the foyer but time is usually a premium to all at drop off and pick ups.' 'My child happily goes into nursery in the morning. He has become more confident and mixes well with other children. I love getting the learning journal home to look through. The staff are kind and welcoming to my child and I.' 'I am very happy with the care my child received at nursery. It took my child a little while to settle in but it really helped seeing the caring way staff handled it. I appreciated their honesty in telling me when my child was unsettled. Now my page 11 of 27

12 child is much happier and developing in confidence which I am sure is down to the staff and the time they spend with my child.' 'The nursery is fantastic and we have a strong relationship with them. I would only suggest the nursery spoke a little more about the child's day and any learning which was especially good or the child should work on. More verbal than PLP alone. That being said I would like to reiterate how brilliant the staff, facilities and general atmosphere is and I would thoroughly recommend this nursery.' 'My child hasn't been here long but absolutely loves it. The staff are brilliant. They get outside loads and my child eats much better here. It's a brilliant nursery.' page 12 of 27

13 3 The inspection We looked at how the service performs against the following quality themes and statements. Here are the details of what we found. Quality Theme 1: Quality of Care and Support Grade awarded for this theme: 5 - Very Good Statement 2 We enable service users to make individual choices and ensure that every service user can be supported to achieve their potential. Service Strengths We found this service was performing to a very good standard in the areas covered by this statement. Children used the toilet and hand wash facilities with minimum adult support before they sat for their snack. We were told by staff that snack had been developed to enable children to be independent, in response to a parent request. Older children ate full pieces of fruit and were encouraged to peel these themselves. This was in preparation for managing themselves during playtime once they move to school. Staff sat with children and there was pleasant and sociable conversation going on while children ate. Children chose and poured their drink and once finished put any leftover fruit in the compost bin and washed and dried their own dishes at another table where staff had left a bowl and cloths ready. These experiences supported children's independence and sense of responsibility. Children had opportunities for freely chosen and self-directed play because a range of themed and free-play activities were provided. We saw a very good balance of resources and activities, which supported a breadth of learning. Children confidently chose from a range of activities openly available and page 13 of 27

14 accessible to them such as construction toys and role-play. We observed children playing together cooperatively and separately, following their own imagination. Children were able to access opportunities to learn, follow interests and develop skills indoors and outside because staff planned activities that confirmed and extended children's interests. Discussion with staff showed that planning included seasonal themed work and activities along with children's own interests. Recent themes have included 'Burns day', and 'fire'. Staff supported children's emotional wellbeing. We saw one child who was still having difficulty settling in provided with her blanket. Staff gave cuddles when she needed them and other comforters were provided at points when other methods of distraction failed. Staff confirmed they were continuing to work with parents and the child to ensure minimum distress. Children enjoyed a valuable learning experience at snack time, which allowed them to experience handling real money, basic addition, recognition of numbers and reading signs. Children could act as the shopkeeper to sell the fruit to the children and take the money. Most children enjoyed this experience and some were able to find the 'right' money from the coins available. However, our observations showed that some review of the process would improve this experience further. For example, the length of time one child acted as shopkeeper whilst sitting alone and the timing of hand washing and handling money. We discussed this with management who agreed to look at it further. A few children were confident with early writing. An inviting writing area with post box supported children to mark make. We saw children's writing displayed throughout the nursery for example, the snack menu and other signs. We found that children were enjoying 'writing' and posting letters. This enhanced children's achievement in literacy. Open-ended resources outside were supporting children to develop imaginative and creativity skills. For example, plastic milk crates and tarpaulin were being used to create a bird 'hide'. Children's individual achievements were observed, recorded, and shared with page 14 of 27

15 their parents through the PLP's. These captured children's progress and identified possible progressions in learning. All children and their parents had easy access to these, which supported shared reflection and revisiting of learning experiences. Children were included and respected through the opportunities to provide their views. This included consultation over snack items, the story of the week, song box toys for younger children and observations of children. Children were achieving as staff supported their skills of assessing their own learning. One child was able to tell the inspector what he was currently learning and told us "I'm learning how to cut and I'm learning how to colour in and build things, how to read stories and I brought a book in." Children regularly assessed their book of the week and other aspects of their learning. Some plp's (personal learning plans) showed a few children identifying their own next steps. Children were mostly happy and played well together. Some small behaviour issues were managed positively by staff. Staff got down to children's level and discussed feelings before finding a resolution. This was done in a restorative and inclusive manner, which supported children's self-esteem and dignity. We found that the rhythm of the day was supportive and responsive to the child. Sleep times for younger children were led by their care plans and ongoing discussions with parents. For example, one child who slept after morning snack had moved to sleeping after lunch but discussion with parents about how the child was coping resulted in a return to a morning sleep. This approach was respectful of the child's needs and meant the child was more able to benefit fully from the experiences on offer. Other children were able to play with the resources available if they chose not to sleep. This approach respected children as individuals. Areas for improvement Developing understanding of schematic play would further support staff skills in interpreting young children's actions and planning for children's experiences. Staff should now familiarise themselves with this theory and apply it in practice. Some children would benefit from additional challenge and responsibility. For page 15 of 27

16 example, ECO monitor roles and learning groups. This would promote more opportunity to achieve. Staff should continue to develop planning to capture the learning and support a responsive approach. We discussed further development of learning walls, this would make children's learning visible and support children to revisit and extend on learning. Some observations of children within plp's should be monitored to ensure that they consistently capture the learning. Grade 5 - Very Good Number of requirements - 0 Number of recommendations - 0 Inspection report page 16 of 27

17 Quality Theme 2: Quality of Environment Grade awarded for this theme: 5 - Very Good Statement 3 The environment allows service users to have as positive a quality of life as possible. Service Strengths We found this service was performing to a very good standard in the areas covered by this statement. The nursery had recently invested in the furniture and redecoration of the environment. This had a positive effect in providing a respectful space for children. For example, a 'nurture nest' was available for babies. Equipment was suitable to children's needs and supported the provision of engaging, calm spaces. Parents and carers can be confident that the nursery was bright, clean, warm, stimulating and uplifting. Children benefitted from a provision that was enjoyable and offered a wide choice of activities. We saw that core provision was available at all times. This included heuristic play and treasure basket materials for the younger children. Throughout the inspection, the children were busy and occupied in small and large group activities, including arts and crafts, table top games, construction, floor games, and choice of outdoor play. We saw regular evaluations of the environment and resources were completed. Recent reviews highlighted the lack of ICT resources and plans to purchase equipment, which would support the development of science, technology and maths. For example, plans to purchase a digital microscope. The development of opportunities to use ICT throughout the nursery will enrich learning experiences across all areas of play. They should ensure ICT is available across all age ranges. page 17 of 27

18 The layout of spaces allowed children to play alone or in small groups and supported choice. Clear pathways through the room supported flow and easy access. Drawers were labelled clearly, which supported access to resources. We observed children exercising choice during the inspection, moving freely between activities, which interested them, either independently or with the support of adults. For example, most children chose to join in circle time at the end of the session in the small room. However, others were able to continue with their play in the main room. This respected children's choice. Children were actively engaged in their learning through the interactive displays used to extend children's knowledge and understanding of the world. For example, a display about fire with a fire engine, people and book and another about 'Scotland'. Children using the service benefitted from experiencing recognition, value, attachment and belonging. This was because throughout the building, we saw respectful displays of the children's own artwork, their writing and photographs of them engaged in activities. Children also had their own spaces for their belongings in nursery. Children benefitted from regular physical activity, which promoted good health. Older children enjoyed free flow access to the garden throughout the whole session. Younger children enjoyed daily access both morning and afternoon. Some children enjoyed regular Forest Kindergarten experiences. Staff were aware of the importance of providing opportunities for fresh air, exercise and active play. We saw that when outdoors staff engaged children in physical play, which supported their co-ordination. For example, playing football. Children also had access to a selection physical play resources. Indoors, staff promoted physical activity through climbing apparatus and action games and rhymes. ECO school work was very well developed and the nursery was ready to apply for their second green flag award. We saw that children were involved in recycling and composting. This raised children's awareness of wider ecological issues and developed respect for their environment. page 18 of 27

19 Areas for improvement Story corners provided space for children to rest and relax although we discussed how these spaces could be further developed and softened to create a sense of privacy and calm. We were made aware that there were children with English as an additional language within the setting. This could be supported and reflected in the provision to support a sense of belonging and respect for the diversity of the nursery community. For example, through key words in other home language, dual language stories and welcome signs. Artwork and photographs displayed in the baby room were at adult height. We discussed reviewing the display space to a lower level to allow babies to view and enjoy these. Grade 5 - Very Good Number of requirements - 0 Number of recommendations - 0 Inspection report page 19 of 27

20 Quality Theme 3: Quality of Staffing Grade awarded for this theme: 5 - Very Good Statement 2 We are confident that our staff have been recruited, and inducted, in a safe and robust manner to protect service users and staff. Service Strengths We found this service was performing to a very good standard in the areas covered by this statement. We audited a sample of staff files to check that they had been recruited safely. We found that the recruitment procedure had been completed fully in each case before the staff members began employment in the nursery. We looked at the following factors: - Systems for assessing staff were physically and mentally fit for work - References - PVG (protection of vulnerable groups) checks - Start dates - Position held - Records of skills, experience and qualifications - Contracts - Application forms - SSSC register check. In addition to the above, the service also ensured that staff completed an induction, for which a checklist was in place. This included a child protection and infection control activity. This meant they could be confident that all relevant information was shared prior to taking up duties. All new staff were also issued with an employee handbook which included all page 20 of 27

21 policies. Staff signed to confirm they had made themselves familiar with these. This supported them to carry out their role effectively and in line with current legislation and best practice guidance. Staff confirmed that the manager then followed up a few weeks later regarding progress and any other support required. This allowed core training needs to be discussed and planned for. Staff told us they enjoyed a three-day induction which included one day where they were shown around the nursery. This visit included practical information. For example, the location of the first aid box, introduction to staff team, cleaning schedules and safety checks. New staff were also given a mentor who was usually the room senior. This person monitored their early weeks and provided practical support. Areas for improvement We reminded the service to review the system for re-checking/having staff confirm they are still mentally and physically fit for work. This would ensure that any issues are quickly identified and appropriate support given. We suggested that good practice would be to put in place a system for the three yearly checks of staff PVG's. This would enhance children's safety as there would be confirmation staff were fit to practice. Grade 5 - Very Good Number of requirements - 0 Number of recommendations - 0 Inspection report page 21 of 27

22 Quality Theme 4: Quality of Management and Leadership Grade awarded for this theme: 5 - Very Good Statement 3 To encourage good quality care, we promote leadership values throughout the workforce. Service Strengths We found this service was performing to a very good standard in the areas covered by this statement. Within the setting, there is opportunity to become a team leader within each area. Responsibilities included supporting the staff in your area, sharing routines and procedures during inductions, visually checking the plp's, leading on planning and general support to the other staff. This provided staff with scope for further career development within the service. We looked at and discussed the opportunities for responsibility for all staff and confirmed a range of opportunities in place. Where appropriate staff had accessed specific training to support them to lead in specific areas. These opportunities included; - Taking the lead in an aspect of the planning - Mentoring of students - Working alongside other visitors to nursery - Monitoring of their environments and resources - Speaking with keyworker parents daily, during open events and at plp sharing sessions - Contributing at staff meetings including providing feedback from training accessed. - Leading on specific tasks including - setting up the home link book bags page 22 of 27

23 -eco schools, -fund raising, -quality of resources -forest school. These opportunities fostered skills to support inspiration in others, think creatively and have a problem solving approach to difficulties. We were aware that peer evaluation had previously been completed with success relating to policy development and plp's. However, due to a number of changes in the staff this is now an area identified for further development once team relationships are fully established. This practice would support staff to challenge each other's practice for the continued improvement of the service and positive outcomes for children. Staff spoken to were motivated, keen and capable of taking on further responsibility. They felt confident in their abilities as leaders. This confidence within the team supports a 'can do' culture which drives continuous improvement. Areas for improvement Further opportunities could be developed for staff to take responsibility and improve their leadership skills. This includes taking responsibility for aspects of the improvement plan and curriculum areas. These further opportunities will allow staff to grow and develop as leaders with a commitment to partnership working supporting the delivery of a quality curriculum to children. See recommendation one. Staff were not aware of step into leadership pathway resource available to them through the SSSC (Scottish Social Services Council) website. Staff should now familiarise themselves with this resource to support improved outcomes for children and their own professional practice. More information can be found at page 23 of 27

24 Grade 5 - Very Good Number of requirements - 0 Recommendations Number of recommendations The provider should further develop opportunities for distributed leadership throughout the team. These should be linked to specific aspects of learning or development for the service. This would enhance staff responsibility and support improved outcomes for children. National Care Standards Early Education and Childcare up to the age of 16. Standard 12 - Confidence in staff. page 24 of 27

25 4 What the service has done to meet any requirements we made at our last inspection Previous requirements There are no outstanding requirements. 5 What the service has done to meet any recommendations we made at our last inspection Previous recommendations There are no outstanding recommendations. 6 Complaints not upheld 7 Enforcements We have taken no enforcement action against this care service since the last inspection. page 25 of 27

26 8 Additional Information There is no additional information. Inspection report 9 Inspection and grading history Date Type Gradings 27 Jan 2014 Unannounced Care and support 5 - Very Good Environment 5 - Very Good Staffing 5 - Very Good Management and Leadership 5 - Very Good 13 Aug 2012 Unannounced Care and support 5 - Very Good Environment 5 - Very Good Staffing 5 - Very Good Management and Leadership 4 - Good 13 Apr 2011 Unannounced Care and support 4 - Good Environment 4 - Good Staffing 4 - Good Management and Leadership 4 - Good 16 Dec 2010 Unannounced Care and support 4 - Good Environment 4 - Good Staffing 4 - Good Management and Leadership 4 - Good 7 Jul 2010 Unannounced Care and support 4 - Good Environment 4 - Good Staffing 4 - Good Management and Leadership 4 - Good 18 Jul 2008 Unannounced Care and support 4 - Good Environment 5 - Very Good Staffing 4 - Good Management and Leadership 4 - Good page 26 of 27

27 To find out more This inspection report is published by the Care Inspectorate. You can download this report and others from our website. You can also read more about our work online. Contact Us Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY Other languages and formats This report is available in other languages and formats on request. Inspection report Tha am foillseachadh seo ri fhaighinn ann an cruthannan is c?nain eile ma nithear iarrtas. page 27 of 27

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