COMBINED INSPECTION REPORT (Click Here to View Directly from the Ofsted website)
| Unique Reference Number | 143520 |
|---|---|
| Inspection date | 12 December 2007 |
| Inspector | Gill Moore |
| Setting Address | Union Street, Portsmouth, Hampshire, PO1 3BY |
|---|---|
| Telephone number | 02392 865355 |
| Registered person | Portsea Community Day Nursery Ltd |
| Type of inspection | Integrated |
| Type of care | Full day care |
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.
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.
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
Portsea Community Day Nursery is situated in the
Portsea area of Portsmouth and has been a registered provision since
1990. It is a registered charity and a limited company. The board of
directors ensure a secure management structure is in place, which
comprises nursery manager, finance manager and administration
officer. The nursery is based within the grounds of St. George's
Beneficial School and serves children from all surrounding areas.
Part of the nursery is accommodated within the Sure Start building
on the same site. A maximum of 72 children may attend the group at
any one time. The nursery currently supports children with learning
difficulties and/or disabilities and children who speak English as
an additional language. It is open 50 weeks a year, closing for two
weeks at Christmas, Monday to Friday from 08.00 until 18.00.
There are currently 75 children under eight years on roll. Of these,
22 receive funding for nursery education. The qualified nursery
manager is responsible for day-to-day organisation of the provision.
In addition, ten staff work directly with the children, all of whom
are qualified. The nursery uses the High Scope Method of teaching as
well as providing activities which reflect the requirements of the
curriculum for the Foundation Stage. The group receives support from
the Early Years Development Childcare Partnership and has received
the Investors In People award.
The provision is good. Children's health is well
promoted because practitioners implement extremely effective health
and hygiene procedures throughout the nursery, helping to minimise
the spread of germs. They wear disposable gloves and aprons when
changing children's nappies, clean changing stations after each
child is changed and use different coloured cloths for specific
cleaning routines. Children use soap from pump dispensers and
individual hand towels to wash and dry their hands, helping to
reduce the spread of infection. They talk about why it is important
to follow good personal hygiene routines before sitting down to eat
and younger children say 'hands' when practitioners advise it is
time for snack, showing an understanding of what to do. Much
detailed information is obtained from parents regarding children's
medical history and children's health is well promoted because
practitioners work alongside other professionals, including health
visitors, with parent consent. Secure procedures are in place to
respond to and record all accidents and the administration of
medication and information is shared effectively with parents,
ensuring they are well informed of any incidents that occur.
Children's understanding of the importance of looking after their
teeth is further promoted through visits from the dentist.
Practitioners have planned a visit from the oral health specialist,
which will increase children's awareness of how to clean their teeth
and why this is important. All children are to be provided with a
toothbrush and toothpaste, which they will use after breakfast at
nursery to clean their teeth. Their understanding of healthy eating
is promoted through the healthy snacks offered during the day. For
example, children try a wide range of different fruits, including
pineapple, mango and kiwi, and have cheese and crackers, peppers and
chopped vegetables. Practitioners make excellent use of snack times
to discuss different types of food with children, increasing their
awareness of where it comes from, how it is grown and how it helps
their bodies to grow. Suitable procedures are in place to store and
serve children's meals, which are all supplied by parents, and
practitioners sit with children at mealtimes, helping to promote
their social skills. Babies and younger children develop extremely
high levels of independence holding spoons and helping to feed
themselves. Practitioners promote parents' understanding about
healthy eating by suggesting items to be included in packed lunches
and arranging cookery classes, increasing their awareness of the
importance of a healthy balanced diet.
Babies' physical development is exceptionally well planned for and
practitioners use a range of equipment helping them to sit, crawl
and walk unaided. They increase in confidence climbing the steps to
the slide independently and older toddlers confidently ride a range
of cars and bicycles. All children have daily opportunities to
participate in physical activities and this is extremely well
planned, ensuring they use the full range of large and small
equipment. Children show very good spatial awareness riding in and
out of cones and walk confidently across the wooden bridge. They
develop their skills using balls, hoops and bean bags and benefit
from using more challenging apparatus in the school hall during
weekly physical activities. Music and dance sessions, such as
'Sticky Kids', encourage children to move their bodies in different
ways and explore how their bodies change after exercising.
Consequently, all children gain a very good understanding about the
importance of taking regular exercise as part of maintaining a
healthy lifestyle.
The provision is outstanding. Children benefit
enormously because they are cared for in an extremely safe and
secure nursery environment. The physical environment is vibrant and
exciting throughout and the nursery is exceptionally well organised
into three main units for babies, toddlers and pre-school children.
Excellent use is made of space to maximise play opportunities,
creating smaller areas within rooms using low level furniture and
temporary fencing. Consequently, children wander freely and safely
throughout the environment, both inside and out. Low level coat pegs
in individual classrooms help to promote children's sense of
belonging and they safely use toilets and wash their hands in
cloakrooms attached to each unit. Children's independence is
exceptionally high because the layout and presentation of all
furniture, equipment and resources is excellent. They independently
access the full range of equipment, enabling them to explore their
surroundings, express imagination and creativity and become
confident and autonomous learners. Children have access to an
extensive array of play resources and equipment and secure
procedures are in place to ensure this is clean and well maintained.
Daily checks are made on all equipment and stringent cleaning
procedures are implemented by practitioners, which are recorded and
monitored, to ensure children's health and safety is exceptionally
well promoted throughout the nursery.
Children's safety is of paramount importance to all practitioners.
They are vigilant and implement formal daily risk assessments on all
areas to ensure risks and hazards are minimised. Secure procedures
are in place to log and monitor all safety checks, safety of
sleeping children, working of fire alarms and registers of
attendance and a designated health and safety co-ordinator meets
regularly with management to evaluate the safety of the premises.
The use of security cameras and ensuring all doors to the nursery
are kept locked helps to monitor access to and from the premises and
keep children safe at all times. Children gain a very secure
awareness of how to keep themselves safe. For example, they talk
confidently about the procedure to follow in the event of a fire and
recognise they need to sit down at tables when handling tools, such
as scissors and knives. Children enjoy regular visits from the
community policeman talking to them about how to keep safe when
outdoors and begin to gain an awareness of the importance of not
talking to strangers. They remind each other to push their chairs in
when they have finished working at tables, recognising the potential
danger of someone tripping over them. Children have a fantastic time
playing outside, expressing their imagination pretending to be the
lollipop man and using road signs to stop the traffic. They talk
confidently about the best ways to cross the road, recognising the
many dangers as cars rush quickly past.
Children are exceptionally well protected whilst at nursery because
practitioners have an excellent knowledge of child protection issues
and fully recognise their role with regards to protecting children
in their care. They receive appropriate training and are fully aware
of nursery procedures to follow, for example if a child arrives to
nursery with an existing injury. Secure procedures are in place to
ensure children are collected by adults known to practitioners and
detailed information is obtained as part of the registration process
regarding who can and cannot collect or have contact with the child.
The use of passwords, and the need to produce appropriate
identification, helps to ensure children are well protected when
collected by someone in an emergency situation. Practitioners have
an in-depth understanding of how to implement Local Safeguarding
Children Procedures and are involved with social services and other
agencies regularly, helping to ensure children are fully protected.
The nursery shows an extremely strong commitment to supporting
families in order to protect children, working exceptionally well in
partnership with other agencies involved.
The provision is outstanding. All children relish
the time they spend at nursery and make rapid strides in their
development. They thrive in the superb, exciting and vibrant
learning environment, developing exceptionally high levels of
independence and a strong sense of self assurance. Interaction
between children and practitioners is truly wonderful. Practitioners
have a secure knowledge of child development and an exceptionally
good understanding about how young children learn most effectively.
Babies bounce up and down with excitement, as they roll balls from
the pool to practitioners and giggle as they play 'peek a boo'
looking through the cylinder shaped objects. They press their faces
against the mirror, responding to smiles from practitioners, and
snuggle in when they become tired. Babies' development is
significantly enhanced through the wonderful presentation of the
learning environment. This enables them to independently explore
their surroundings, accessing resources for themselves. They explore
a range of tactile experiences using their senses, such as different
materials, sponges and brushes, through the use of treasure baskets,
and examine sound and colour, rolling and shaking bottles filled
with coloured water or rice and beans.
Toddlers become skilful communicators playing with practitioners
using telephones and delight in expressing their imagined ideas
through play. The wonderful learning environment enables them to
express themselves freely through play, exploring a wide range of
media and materials and expressing wonderful imagination. Children
become competent learners using a range of tools and materials and
construct models from a variety of different equipment. They iron
the clothes, dress the dolls and use the washing machine to wash the
clothes in the role-play area. Practitioners make excellent use of
children's initiated play to extend their learning. For example,
they question children, encouraging them to develop their vocabulary
and communication skills, and children talk about how mummy washes
the clothes at home. They begin to learn about size and shape trying
to place the cars through the tunnel. Practitioners introduce
language explaining that it is 'too big' and support children in
finding a smaller car. They use these situations to develop
children's understanding of number, counting the cars and
encouraging them to compare the sizes.
Excellent systems are in place to plan and assess babies' and young
children's development. Practitioners make excellent use of the
Birth to three matters framework to help guide their planning. They
have an exceptional knowledge of individual children's abilities and
interests and use this, together with information gained from
assessment, to help guide their planning. Consequently, all
activities and experiences are pitched at the right level, enabling
every child to develop at their own rate. Children build on the
knowledge they have and have time to practise the skills introduced
by practitioners before moving on to the next stage in their
learning. The daily routine and implementation of the High Scope
philosophy really boosts children's learning. Children plan where
they want to play, ensuring they are fully engrossed in all aspects
of the session. They use extremely good language to talk about what
they have been doing during recall time and develop an excellent
awareness of time, using the arrow to help them move along the
visual time line. Children participate enthusiastically in group
activities, such as stories and singing sessions, developing
excellent relationships and high levels of confidence. Overall, they
receive a wonderful early years experience where they begin their
journey of self discovery in a secure and nurturing environment.
Nursery education
The quality of teaching and learning is good. Children play a
dynamic role in their learning, making rapid strides in their
development because practitioners working with them have an expert
knowledge of the Foundation Stage curriculum. They plan an
exceptionally well balanced programme of activities and experiences
matched to children's individual needs and abilities. Systems for
planning and assessment are robust and strong emphasis is placed on
evaluation, ensuring learning intentions are achieved. Practitioners
have an excellent knowledge of the children they work with and plan
exciting small group activities, where they support effectively and
provide sufficient challenge to the older and more able children.
Assessment records show a very clear picture of how children are
progressing towards the early learning goals, and this information
is used exceptionally well to plan the following week' s activities.
Consequently, children make very good individual progress because
secure links are established between planning and assessment.
Children develop exceptionally high levels of independence making
their own choices about what they want to do. They recognise their
names, confidently linking sounds to letters, and place these on the
planning board identifying where they want to play. Children's
understanding of space is exceptionally well developed as they count
the number of names on each section of the board and match this to
the identified numeral, to work out whether there is enough space
for them to play in their chosen area. They recognise the need to
wait their turn choosing other resources and sometimes decide to use
sand timers, negotiating with their peers when they will change and
allow each other to have a turn. The learning environment and
presentation of resources is absolutely wonderful and really
enhances children's individual development. They confidently select
resources, pour their own paints, choose their own paper, materials
and tools when they decide to play with dough, and pack everything
away when they have finished.
Children's curiosity and investigative skills are extremely well
promoted because they have independent access to a range of tools
and equipment in the finding out area. They use magnifying glasses
to examine bark and patterns on shells and investigate different
materials using magnets. Children rush excitedly inside to fetch
magnifying glasses as they decide to search for insects outside
during independent play. They use their knowledge about what they
have previously learnt to solve situations. For example, when a tub
of metal tacks fall on the floor, children suggest they use the
magnet to help pick them up, recalling how the magnet 'sticks to the
metal'. Children are encouraged to solve their own problems by
practitioners who use excellent questioning techniques encouraging
children to think through their own ideas. During small group time
children wrap presents for Christmas, write labels and tie ribbons
and tags on. Exceptional planning and skilful interaction from
practitioners enables children's understanding of shape and size to
be promoted. Children recognise and compare the different shapes of
boxes using very good mathematical language. They choose pieces of
wrapping paper and work out whether each piece is big enough to wrap
their present. Children confidently use scissors and Sellotape and
learn how to use hole punches in order to thread the ribbon through
the gift tags. When they realise their piece of paper is too small,
they work out what to do, supported by practitioners who ask
excellent open ended questions, enabling children to make
suggestions and try out their theories in a safe and supportive
environment.
Children practise emergent writing in a variety of situations,
chalking on slabs and blackboards outside and writing letters to
Father Christmas. They recognise letters and print displayed
everywhere and increase their understanding of sounds through the
introduction of 'boogie mites' and 'nursery narrative'. Children
confidently recall what they have been doing through their
independent play, learning to sit and listen to one another and
valuing what their peers have to say. They have marvellous
opportunities to express their imagination exploring creativity.
Children help themselves to the full range of media and materials,
including tools and paints, increasing their independence and
enabling them to express their imagination fully. They enjoy
dressing up, pretending to be the lollipop man and police ladies
when playing outside and using road signs to stop the traffic,
allowing their peers to cross the roads safely with their babies in
the pram.
Children recognise and compare different shapes, playing dominoes
with practitioners and sorting bears and objects into different
sets. Their understanding of mathematical concepts is really
enhanced because children independently access a wide range of
mathematical equipment and resources, increasing their awareness of
number, shape, size, weight and measure. Children use measuring
tapes to compare the length of the fire engines and to measure the
length of the giraffe's neck before they bury animals in the sand
for their peers to find. They describe the bucket of sand as 'heavy'
and make predictions about how it will feel if some is emptied out.
Practitioners effectively support younger children's understanding
of size, helping them to sequence the Russian dolls when they
struggle to pack these away.
Practitioners use an inspiring range of teaching methods, which
fully capture children's attention and maintain their interest.
Consequently, children show an extremely positive approach to
learning and are highly motivated. Separate plans are developed for
outdoor play, ensuring children have ample opportunities to extend
their learning across all six areas in the outdoor environment.
Older funded children benefit immensely because they wander freely
between the inside and outdoor learning environments throughout
their independent play, in addition to planned outdoor activities
daily. Younger funded children have regular access to the outdoor
area across the day, although opportunities for children to extend
their learning in the outside environment across their independent
play, like their older peers, have not been fully explored.
Procedures to assess children's starting points are extremely well
developed, using information gained from parents, together with
assessment records from practitioners working with them previously.
This enables practitioners to gain an early understanding about
children's abilities and ensure they tailor their teaching
effectively. Children flourish because they gain in rich experiences
and benefit immensely from the expertise of the practitioners who
work with them. Consequently, they have a truly wonderful time in
their early learning experiences and are provided with every
opportunity to achieve their individual potential during the time
they spend at nursery and in the Foundation Unit.
The provision is good. Children develop a real
sense of belonging and responsibility within the nursery and this is
promoted from a very early age. They hang their coats on named coat
pegs and place their personal belongings in individually labelled
trays. Children have name cards with their photographs on and
younger children's photographs of them with their families are
displayed within their individual rooms. This helps to promote their
sense of belonging and enables practitioners to use these to talk to
children about their families. Excellent relationships are
established between children and practitioners and this is
exceptionally well enhanced through the implementation of a highly
successful key worker system. Children flourish in the wonderful
stimulating and vibrant learning environment where they are each
valued as individuals by practitioners who know them exceptionally
well. The nursery promotes a fully inclusive environment and
excellent systems are in place to support children with learning
difficulties and disabilities and those who speak English as an
additional language. Practitioners work exceptionally closely with
parents and outside agencies to ensure children's needs are fully
identified and individual plans developed with clear strategies and
targets and highly effective procedures to monitor and review every
child's progress. Families benefit enormously from being able to
access the wonderful additional services available through Sure
Start and a range of professionals and agencies within the nursery
building.
Children's behaviour is exceptional and they have an excellent
knowledge of what is expected of them. Babies and younger children
are encouraged to 'play nicely', beginning to learn behaviour
boundaries. They develop exceedingly high levels of confidence and
begin to learn their capabilities, seeking reassurance from familiar
practitioners who know them exceptionally well. Children remind
themselves of pre-school rules, displayed in dual language and
visually, gaining an excellent understanding about why it is kind to
share and look after their play resources. Practitioners are
exceptionally effective in the way in which they manage children's
behaviour using skilful questioning, encouraging children to explain
how they feel to their peers and work out solutions to problems
together.
Children's awareness of diversity is extremely well promoted through
the physical environment and resources available. Photographs,
posters, print in dual language and positive images of culture,
ethnicity, gender and disability really increase children's
understanding of the world around them. They have wonderful
opportunities to learn about themselves and their families through
discussions and activities linked to topics, gaining an
understanding about diversity between themselves and their peers.
Visits to the local dockyard and library and visits to the nursery
from people who work in the community, such as the policeman and
dentist, really help to increase children's awareness of their local
area. Children learn to recycle, helping them to understand how they
can protect their environment. They explore a range of cultural
festivals and special events, which are planned into the educational
programme, enabling them to explore different climates, costume,
food and celebrations. They discuss places they visit and talk about
where they are going on holidays, using books to help develop their
understanding of where these places and countries are in relation to
where they live. Consequently, children's spiritual, moral, social
and cultural development is fostered.
Babies and young children benefit enormously because excellent
communication, both formally and informally, takes place between
practitioners and their parents, ensuring consistent routines are
implemented between home and nursery. Highly flexible registration
and settling in procedures are implemented, helping to support each
individual parent and child and enabling children to build secure
trusting relationships with practitioners. Parents are well informed
about their child's day through verbal feedback from practitioners
and parents of younger children receive written information through
a home link sheet. They receive detailed information about the
nursery and ongoing events through many different ways. For example,
a comprehensive parent brochure and welcome pack, numerous parent
notice boards and regular newsletters. Management place a strong
emphasis on working in partnership with parents, securing links
within the wider community and providing flexible child care
arrangements, enabling parents to participate in courses and
workshops. Initiatives such as the introduction of the Parent Forum
and Dad's Project help to boost parents involvement in the nursery
and, consequently, their child's early learning experiences. Secure
procedures are in place to deal with and respond to complaints and
contact details are displayed for parents, although procedures to
inform parents how complaints are recorded and shared with them have
not been fully developed.
Partnerships with parents of children receiving nursery education
are good. Detailed information about the Foundation Stage curriculum
is included in the nursery brochure. Consequently, parents are well
informed about how their child learns and develops through play and
how implementation of the High Scope philosophy promotes their
independent learning. They are invited to share what they know about
their child, enabling practitioners to gain an insight into
children's individual families, likes and interests and abilities.
Parents of older funded children meet every term with practitioners
to discuss their child's ongoing progress towards the early learning
goals. They are invited to contribute to written assessment records
and discuss children's next steps for development and how they can
support this in the home. Parents of younger children receiving
funding are invited to speak with practitioners informally at any
time and attend a parents evening once a year, where children's
folders are available and discussion can take place about their
individual progress. They receive a written report annually,
providing an overview of children's learning in each of the six
areas. However, opportunities for parents to be informed about their
child's ongoing progress, next steps for development and how they
can help support this at home have not been fully explored, which
impacts on their ability to fully contribute to their child's
learning.
The organisation is good. Children benefit
enormously because they are cared for by qualified early years
practitioners who have a secure understanding of early years
practice. They make exceptional use of the Birth to three matters
framework and Foundation Stage curriculum and have a clear
understanding of how to effectively implement the High Scope
philosophy of teaching. Extremely effective communication takes
place throughout the whole nursery, through formal meetings and
informal daily discussion, and excellent links are in place between
the school and nursery. Consequently, the nursery is exceptionally
well organised and operational issues are quickly addressed.
Allocated time for each practitioner to plan and update their
individual children's assessment records really helps to ensure that
teaching is tailored to children's individual needs. The deployment
of practitioners is exceptionally effective, ensuring that every
child is fully supported and sufficiently challenged. The
implementation of an extremely successful key worker system really
helps to boost children's sense of self assurance and belonging
within the nursery. As a result, the setting meets the needs of the
range of children for whom it provides.
Children are well protected because rigorous and robust procedures
are in place to recruit, appoint and induct new staff. Consequently,
all children are cared for by qualified and suitable practitioners
who have a commitment towards training and all share the same
vision. An extremely comprehensive induction programme is
implemented for all new practitioners, students and regular
volunteers, helping to ensure each has a clear knowledge of their
roles and responsibilities within the setting. Regular supervision
meetings and appraisals help to recognise individual strengths of
those working in the group and identify ongoing training needs.
Management and practitioners agree individual targets to be worked
towards and this is monitored, assessing the impact training has on
individual practice and children's care and learning. Management
have an excellent knowledge of the strengths of the group and place
high priority on monitoring and evaluating all aspects of the
provision to identify areas for improvement. These are highlighted
in business plans and developed into action plans, providing
detailed information about how improvements are to be achieved and
setting targets and strategies to review and monitor progress.
Children's health, safety and well-being are successfully promoted
because all practitioners have a secure knowledge of nursery
policies and procedures and implement these to a consistently high
standard across the nursery. Highly effective systems are in place
to review and update these in line with new regulations. Secure
procedures are implemented to maintain accurate records of who is on
the premises at all times, including children, staff and visitors.
Leadership and management of nursery education are good. Children's
learning is significantly enhanced because teaching is rooted in a
secure knowledge of the Foundation Stage curriculum and the High
Scope philosophy is promoted effectively throughout. All
practitioners are involved in planning and assessing their
individual group of key work children and implement extremely
effective systems to plan and assess their individual needs.
Excellent systems are in place to monitor the curriculum, ensuring
all aspects are sufficiently included, and the vibrant learning
environment and daily routine really helps to enhance children's
independent learning. Systems to monitor and review their individual
progress are robust and secure links are in place between
information gained from assessment and future planning. Excellent
links are in place between the nursery and the Foundation unit
within the school to ensure a smooth transition and a consistent
approach for children. As a result, every child is fully supported
and provided with every opportunity to achieve their individual
potential during the time they spend at nursery.
At the last care inspection the group were asked
to ensure that all records relating to day care activities are kept
in appropriate detail. All records required in regulations are
accurately maintained and include the relevant detail.
At the last nursery education the group were asked to include
parents' knowledge of their child's existing skills in initial
profiles so staff can plan activities which support children's next
steps in their learning. This has been implemented through informal
discussion and the completion of the 'Getting to know you' booklets.
Consequently, practitioners have a very clear picture of children's
starting points, which impacts on the way in which they plan for
individual children to move them on to the next stage in their
learning.
Since 1 April 2004 there have been no complaints
made to Ofsted that required the provider or Ofsted to take any
action in order to meet the National Standards.
The provider is required to keep a record of complaints made by
parents, which they can see on request. The complaints record may
contain complaints other than those made to Ofsted.
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
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 Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk