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Inspection date
Inspector
Setting Address
Telephone number
Registered person
Type of inspection
Type of care
EY308969
13 February 2006
Karen Ann Byfleet
19 Broad Pavement, Chesterfield, Derbyshire, S40 1RP
None yet
helen@littleleprechauns.com
Little Leprechauns Day Nurseries Limited
Integrated
Full day care
ABOUT THIS INSPECTION The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later. The key inspection judgements and what they mean Outstanding: this aspect of the provision is of exceptionally
high quality For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On
the basis of the evidence collected on this inspection:
WHAT SORT OF SETTING IS IT? Little Leprechauns
Day Nursery was registered in July 2005. It is situated in
Chesterfield town centre and provides full
day care for children under 8
years. There are currently 15 children on register and of these, 2 are in
receipt of funded education. The setting provides support
for children with English
as an additional language. There are currently no children attending with
special needs.
THE EFFECTIVENESS OF THE PROVISION Helping children to be healthy - The provision is good. Through good procedures, children are able to develop their understanding of personal hygiene. Older children know about the importance of washing their hands. They do this independently before eating, after using the toilet and when involved in baking activities and after lunch they brush their teeth. Babies and toddlers are given individual wipes for their hands before eating, helping to develop their understanding of hygiene procedures. Staff are pro-active in the nappy changing procedure. They wear gloves and dispose of soiled nappies hygienically, helping to protect babies and young children from the spread of infection. Children's health is further maintained as staff hold relevant first aid certificates. A sick children's policy is in place and all accidents and the administration of medication is recorded. However, this is not confidential. Outside visitors and parents wear overshoes on entry to the setting, helping to protect all play areas from any outside germs. Children enjoy a balanced and nutritious diet as they are provided with a healthy menu of fresh fruit and vegetables, meat and fish. It is the nursery's policy to use organic products for all snacks and lunches wherever possible. Staff gather all dietary information from parents to ensure they are able to provide foods which meet with children's individual requirements. Regular drinks of fresh water and milk are provided throughout the day, both at children's requests and at snack and meal times. Children are able to participate in a good range physical activities which enhance their development. They have access to an enclosed outdoor play space where they play ball games and use a range of large equipment for climbing and balancing. Indoors they enjoy physical activities such as music and movement. Children and babies are also able to enjoy the fresh air as staff regularly take them for walks into the local community, for example, to buy fresh fruit for snack time. The use of small tools such as, cutlery, scissors, paint brushes and writing equipment, enhances children's small motor development. Protecting children from harm or neglect and helping them stay safe - The provision is good. Children are cared for in a bright, warm, welcoming environment. Staff ensure children have access to suitable, safe toys and equipment, as they carry out thorough daily risk assessments. Broken toys are removed and replaced. Children's safety is further maintained through the regular emergency evacuation drills which they practise regularly, ensuring they develop a good understanding of staying safe. Space is well organised, enabling children to move around in comfort and safety. Within the baby area staff have screened of an area for the very young babies. This enables the toddlers to walk around in confidence and ensures the babies are safe. Good security of the premises ensures staff are alerted to visitors by the door bell and all visitors are required to sign in and out of the building. Children welfare is further maintained as all staff have attended training and demonstrate a good understanding of child protection. They know and understand the settings policy and how to implement it and they are aware of the local Child Protection Committee procedures. Helping children achieve well and enjoy what they do - The provision is good. Children form good positive relationships with staff and are happy and content within the environment. Staff plan a full range of activities using the 'Birth to three matters' framework which ensures babies and toddlers have access to stimulating activities. This helps them to progress and develop in their learning. Group singing and stories encourages children's ability to share and listen. Staff incorporate outdoor activities into the planning to ensure babies and toddlers gain from outdoor experiences. For example, visiting the local shops and playing in the outdoor play area. Children's work is attractively displayed within the setting, giving them a sense of belonging. Nursery Education Children are making good progress towards the early learning goals. They form good relationships with their peers, the adults caring for them and with visitors to the setting. They are actively involved in a broad range of activities and are independent in their choices, freely selecting equipment for themselves and taking responsibility for their personal care. Children have good access to a range of books which they enjoy reading alone and together in a group at story time. They are able to recognize their own name and enjoy writing for purpose in the role play area. Through a variety of activities, children use and understand a good range of mathematical concepts. For example, when they are weighing out ingredients for a baking activity and timing how long it will take for their biscuits to cook. They count with confidence and are able to match, compare and sort sizes and shapes. Children use their imagination well in the role play area, acting out familiar roles and through their use of a good variety of materials and mediums, children are able to express their creativity. For example, they mix their own paint colours and join materials to represent other objects. They use the computer independently and with growing confidence. Through well planned topics, children are developing their knowledge and understanding of the wider world as they look at different cultures and celebrations. Visits to the local shops and library, enhances children's knowledge of their local community. The quality of teaching and learning is good. Staff have good knowledge and understanding of the early learning goals and all are involved in the planning of varied activities for the children using the stepping stones. Planning highlights clear learning objectives for focussed activities. However, differentiation is not incorporated and written assessments of children's progress has not commenced due to the small number of funded education children currently attending. Staff form good relationships with the children. They ask open ended questions which require children to think and enhance their learning. Space is organised well with staff being well deployed as they interact in the children's play and learning. Helping children make a positive contribution - The provision is good. Children are well behaved and staff have a good policy in place which they all understand and implement with consistency, ensuring all children are treated equally. Children have equal access to the full range of age appropriate toys and resources and are able to make independent choices. Children are developing a sound understanding of the wider world as they learn about different cultural celebrations and talk about countries around the world. An effective special needs policy is in place. Staff have a good understanding of how to seek advice and support from other professionals with regard to the care of any children with special needs or those who have English as an additional language. The partnership with parents and carers for funded children is good. They receive written and verbal information which provides them with relevant information about the setting and their children's progress. Appropriate communication between staff and parents support children's learning in both the setting and home. Parents are kept up to date with their children's progress on a daily basis. The setting has a good complaints procedure in place. Any concerns or complaints they may receive from parents is adequately dealt with and recorded to ensure children continue to be cared for in line with parental wishes. Positive comments from parents are received about the friendly, approachable, professional staff and how they are kept informed of their children's day in the nursery. Children's social, moral, spiritual and cultural development is fostered. They benefit from access to a quiet area where they are able to spend time alone with books. Local culture and society is well promoted through visits which the children make and their cultural development is fostered through topics which staff plan around world celebrations. Organisation - The organisation is good. Children are relaxed and happy within the organised environment. Staff have a good understanding of the provision's policies and they share information with parents regularly. However, although most documentation is in place and children are well cared for, the medication and accident records are not confidential. The Leadership and management of nursery education is good. The management and staff recognise the provision's strengths and weaknesses and show commitment to address these areas for improvement to ensure children's progress continues. All staff are fully committed to ensuring children's needs are met. Staff hold monthly meetings, which include evaluating activities overall. Equality of opportunity is promoted, ensuring all children are making good progress. All staff communicate well with parents and seek guidance and assistance from other professionals when required. Staff working in the setting are vetted to ensure children are cared for by adults who are suitable to do so. Until all checks are clear, staff are not left alone with children, ensuring their safety and well being is promoted. The provision meets the needs of the range of children for whom it provides.
Complaints since the last inspection
On the basis of the evidence collected on this inspection:
The quality and standards of the care To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
The quality and standards of the nursery education To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk
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