Ofsted Report:

Ofsted EYR Inspection Report (Click Here to View Directly from the Ofsted website)

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable.  The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.   

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Description of the setting    

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 of 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 Monday to Friday from 8.00am until 06.00pm
closing for two weeks at Christmas,

The provider is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The setting serves families from the local area and has good links with local schools. There are currently 50 children under eight years on roll. Of these, all are in the early years age group. The qualified nursery manager is responsible for day-to-day organisation of the provision. In addition, thirteen staff work directly with the children. Of these eleven have a recognised Early Years qualification and three members of staff are attending an Early Years training programme. The nursery uses the High Scope Method of teaching as well as providing activities which reflect the requirements of the curriculum for the Early Years Foundation Stage. The group receives support from the Early Years Development Childcare Partnership.

 

The overall effectiveness of the early years provision

 Overall the quality of the provision is outstanding.

Children are extremely well supported and overall their individual needs are very effectively met. The settings management and staff embrace every child who attends and children are gaining in confidence and developing a keenness to learn. Children take part in a wide range of enjoyable learning experiences and make good progress. Extremely committed management and hard working staff ensure continual improvements are made in every aspect of children's care and learning.

 

What steps need to be taken to improve provision further?

The effectiveness of leadership and management of the early years provision

A robust range of clear policies and successfully implemented procedures ensures children's needs are exceedingly well met and that they are fully safeguarded. Most staff complete training in safeguarding children, have a very good awareness of safeguarding issues and confidently work with other agencies to ensure children's safety. Effective systems are in place to ensure that all staff are suitably qualified and appropriately vetted. A well established team of staff who are very well supported by strong leadership and management, continually strive for improvement through good self evaluation. Effective multi-agency working, the sharing of information with parents and frequent uptake of training opportunities ensures outstanding or good outcomes for all children.

The setting is very well resourced and children have access to a varied environment, both indoors and outside in the school grounds. Children are encouraged to be independent learners and all resources are labelled and easily accessible. Staff know the children very well and make regular observations and assessments of children's learning. They draw up good quality plans for each room within the nursery although these do not always differentiate the learning opportunities for individual children, groups of children or those who may need extra support or more challenge.

The day nursery welcomes all children and is able to provide effective support for children with learning difficulties and/or disabilities and those who are learning English as an additional language. Excellent attention to settling children in and supporting them well at times of transition ensures that children feel extremely safe and secure and are increasing in self-esteem. An exceptional commitment to involving parents and carers in their child's welfare and learning provides additional security and support for all children. Parents are provided with a considerable range of information about the nursery, their child's progress, local community events and other support networks within the area.

 

The quality and standards of the early years provision and outcomes for children

Babies and toddlers play and learn in a busy and productive atmosphere. They are very well supported as their individual routines for sleeping and feeding are successfully met and comprehensive information about their day is passed to their parents or carers. They are developing a sense of belonging and are gaining in confidence. All children have easy access to the good quality play resources and benefit from frequent opportunities to use the outside environments. Older children benefit from effective strategies such as the use of a time line which helps some of them to understand the routines of the day by showing them how much longer it will be until snack time or until they can play outside. Most children play enthusiastically and purposefully, confidently making choices as they move between activities or make up their own games with their friends. Children who find it more difficult to concentrate or interact appropriately are provided with excellent support from staff who are good role models. Consequently, all children are beginning to learn to interact well with both staff and their peers and some are developing strong friendships.

Staff consistently organise the environment well to ensure that it is interesting and welcoming for all children and that they know exactly which activities are available at each session. They plan an effective balance of adult-led, child-initiated and indoor and outdoor activities. They encourage children to be active learners and to play with a purpose. Staff deploy themselves very well and are always available for children if they need assistance or support. Children talk with staff and their friends about their families and are learning to share, take turns and to play together. Children confidently use a range of mark making materials such as chalks, crayons or paint brushes and some children understand that marks have meanings as they start to write some of the letters in their names. Children are learning to count as they sing the welcome song to each other and talk about how many children and adults are present.

Children are developing very healthy lifestyles as they play outdoors confidently using the trikes and ride on toys or climbing and balancing on the larger equipment. They enjoy wrapping up their babies to rock them to sleep or pushing the dolls in the prams outside. Children are all provided with balanced, nutritional snacks which accommodate any allergies or dietary needs. They learn about healthy eating as they try foods from different countries and about good hygiene routines as they all brush their teeth after lunch. Children show that they know how to keep themselves safe as they talk about using equipment such as scissors and knives safely. They are reminded not to run indoors and to tidy away the toys so that others do not trip over them. All children and staff frequently practise the evacuation procedure to ensure that they can leave the building quickly and safely.

 

Annex A: record of inspection judgements

The overall effectiveness of the early years provision

The effectiveness of leadership and management of the early years provision

The quality of the provision in the Early Years Foundation Stage

Outcomes for children in the Early Years Foundation Stage

Annex B: the Childcare Register