Danesfield Manor School Rydens Avenue, Walton-on-Thames, Surrey, KT12 3JB
Inspection date Previous inspection date The quality and standards of the early years provision
18/03/2013 21/06/2006 This inspection:
2
Previous inspection:
2
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
The newly appointed manager provides staff with guidance and support that enables them to make on-going improvements to the provision.
The provision establishes good communication with other agencies and provides good support for children with special educational needs and/or disabilities.
Children make good progress in relation to their developmental starting points because staff are observant of their achievements and promote the next steps for learning.
Children benefit from a smooth transition between the nursery and pre-school due to the good opportunities they have to join in with school events. It is not yet outstanding because
The provision has not successfully developed strategies that encourage parents to
regularly contribute their observations of children's developmental achievements at home, to strengthen their involvement in the assessment of children's learning
Staff have not extended the opportunities for children to play with materials before using them in planned tasks, to promote their focus on things that interest them.
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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.
Inspection activities
The inspector observed activities in the main play area, and an adjacent classroom.
The inspector held meetings with the manager of the provision, the head teacher and deputy head teacher of the school.
The inspector looked at children's assessment records and planning documentation.
The inspector checked suitability and qualifications of practitioners and discussed the provider's self-evaluation processes and improvement plans.
The inspector took account of the views of parents spoken to on the day. Inspector Catherine Greenwood
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Full Report Information about the setting Danesfield Manor School Early Years Centre registered in 2006. It is part of the CFBT Education Trust. The premises is within the grounds of Danesfield Manor School. It operates from a classroom within a large Victorian House in Walton-on Thames, Surrey. Facilities include a kitchen, toilets, hall, indoor swimming pool, playground and other areas specifically for children in the early years. Children attend for a variety of sessions. The nursery opens five days a week for 48 weeks of the year. It offers places for children aged from two to three years. There are fifteen children on roll in this age group. Sessions are from 8am to 6.00pm all year round, excluding two weeks in August, Christmas and Bank Holidays. Some children attend part-time. The provision supports children with special educational needs and/or disabilities. Three members of staff work with the children in the nursery, all of whom have recognised early years qualifications to level 3. What the setting needs to do to improve further To further improve the quality of the early years provision the provider should:
ď Ž strengthen the opportunities for parents to regularly contribute information about their children's developmental achievements at home, to support their involvement in children's progress
ď Ž extend opportunities for children to play with materials before using them in planned tasks, to promote their focus on things that interest them.
Inspection judgements How well the early years provision meets the needs of the range of children who attend Children make good progress in relation to their developmental starting points. Staff are observant of their achievements and promote the next steps for learning with success. They give children guidance and support that helps them learn how to use the resources appropriately. Consequently, children engage in activities and are beginning to concentrate for short periods of time. Children show a strong exploratory approach and find resources around the play room that capture their interest. They particularly enjoy playing in the sand tray, as they repeatedly fill and empty containers. Children are provided with a good range of activities and experiences that promote their learning. For example, they enjoy learning how to use buttons and zips on clothes and laugh as staff measure their height and take photographs. Staff talk aloud and provide a running commentary during their play. This helps children develop an understanding of simple
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concepts and to think and control what they do. Staff invite children to take part in some adult-led activities on a turn taking basis. These activities relate to themes, such as transport and growth. For example, children use small trowels to transfer compost into pots and plant runner bean seeds. Some children show an interest in repeating the activity as they attempt to empty the compost back into the container. However, staff do not always build in opportunities for children to play with materials before using them in planned tasks. This restricts the time and freedom children have to become deeply involved in activities and maintain their focus on things that interest them. Parents are well informed about their children's progress. However, the introduction of parent communication books has not been successful in obtaining information about children's achievements at home. This reduces parents involvement in assessments of their children's learning. Children develop the skills they need to be ready for their future and starting school. They gain good control of their movements as they independently use slides and enjoy throwing and kicking balls. They are beginning to extend their physical abilities, as they watch and copy other children, for example, when using climbing equipment in the school hall. Staff provide support, encouragement and praise, when children attempt to use resources that stretch their abilities and help them discover new ways of moving. For example, as they slide down a pole in the playground. They develop good hand and eye co-ordination through mark making activities and using puzzles. Children are beginning to develop selfcare skills, as staff encourage them to put on their shoes and coats. They use a range of vocabulary during their play, particularly as they play imaginatively with the role play resources. Staff provide activities to promote children's language development, as together they look at books and talk about what clothes people wear in winter.
The contribution of the early years provision to the well-being of children Children form good friendships with others and show confidence and independence as they play together. They form close bonds with staff and are happy to approach them for cuddles and reassurance. Children are happy and settled. Some are very sociable and show confidence, as they talk with unfamiliar people that come into the main play room. They often initiate and share ideas, as they play in the role play area. Staff are well deployed and provide children with positive role models, as they give them clear guidance about what is expected. Children are generally well behaved. Staff help them learn to share the resources and overcome any frustrations when they find it difficult to express themselves. Staff establish routines with predictable sequences and events, which help children adapt their behaviour to different situations. For example, when they join older children in the pre-school group. Children's good health is well promoted. They are provided with nutritious food at snack time, which includes a variety of fresh fruit and raw vegetables. Children benefit from a calm, well resourced environment, both indoors and outdoors, that promotes their motivation during play. This is demonstrated clearly when they independently tip out boxes of construction bricks, and concentrate well as they join them together to make their own designs. Children are beginning to learn about their own safety. They take part
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in fire evacuation practices, use zebra crossings in the playground and paint pictures of traffic lights. Staff encourage children's awareness of diversity as they encourage children to make pictures for Diwali and try spring rolls and noodles at lunchtime, in recognition of Chinese New Year. Opportunities to learn about the wider community occur through visits to the local park for picnics. Children often take part in large group story times and discussions that include older children in the pre-school group. This helps them become familiar with what is expected and promotes a smooth transition between the nursery, pre-school and school.
The effectiveness of the leadership and management of the early years provision Staff demonstrate a good understanding of the learning and development and welfare requirements. The head teacher within the school is the designated child protection officer. She regularly attends training updates and has recently provided training for all staff. Consequently, they have a good knowledge and understanding of the procedures to safeguard children's welfare. In addition, the school have appointed a governor with child protection qualifications, to provide support and guidance if needed. Particularly in relation to any allegations that may be made about the provision. All staff are suitable to work with children and have Criminal Record Bureau checks completed. Children are safe and secure in the premises and are well supervised at all times. Staff complete daily checks, take action to reduce hazards and report any repairs needed to the school maintenance officer. The small staff team work together well to meet children's individual needs. Their good communication means children are provided with good role models. The newly appointed manager works closely with staff. She uses her teaching expertise to monitor staff practice, including their approach to managing children's behaviour and provides them with regular guidance and support. This enables all staff to implement improvements, particularly in relation to activity planning. Consequently, children benefit from a range of activities and experiences that have sufficient depth, breadth and challenge, and reflect their needs, aptitudes and interests. The manager ensures staff work closely with parents and other agencies involved with children and their families, to identify and narrow gaps in children's learning. Children with special educational needs and/or disabilities benefit from the one to one support they receive from an additional member of staff. This enables them to make good progress. All recommendations made at the last inspection have been met. The provision makes effective use of self-evaluation processes to make on-going improvements that include contributions from staff and parents. Parents have good opportunities to share their views about the provision through meetings, questionnaires and a parent council who feedback information to the school. During the inspection, parents made positive comments about the provision. The staff attend weekly meetings with the manager, which are used to identify and share ideas for improvement. This includes plans to improve children's access to the garden and provide a covered area so they can play outdoors all year round. Staff establish effective communication with other providers and professionals in order to identify all children's
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needs and help them to make progress. For example, they attend review meetings in special provision that children have recently started to attend. Consequently, children's individual needs are well met and they receive continuity in their care and learning.
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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 early 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 inspection 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.
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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
EY320976
Local authority
Surrey
Inspection number
905234
Type of provision Registration category
Childcare - Non-Domestic
Age range of children
2-3
Total number of places
15
Number of children on roll
15
Name of provider
CFBT EducationTrust
Date of previous inspection
21/06/2006
Telephone number
01932 220930
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.ofsted.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 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
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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.
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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 0300 123 4234, or email 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 email 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: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk © Crown copyright 2012