Roundabout Private Day Nurseries
Professional Childcare
Roundabout Private Day Nurseries
Professional Childcare
Inspection report for early years provision
Unique Reference Number 224662
Inspection date 19 January 2007
Inspector Maxine Williams
Setting Address 130 Etruria Vale Road, Stoke-on-Trent,
Staffordshire, ST1 4BN
Telephone number 01782 274519
E-mail
Registered person Gillian Clarke
Type of inspection Integrated
Type of care Full day care
This inspection was carried out under the provisions of Part XA of
the Children Act 1989, as inserted by the Care
Standards Act 2000
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
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
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:
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.
WHAT SORT OF SETTING IS IT?
Roundabout Day Nursery is privately owned. It opened in 1988 and
operates from five rooms within a two storey converted building in
Etruria, Stoke-on-Trent. A maximum of 60 children may attend the
nursery at any one time. The nursery is open each weekday from 07.30
to 18.00 all year round. Children attend for a variety of sessions.
All children share access to a secure enclosed outdoor play area.
There are currently 53 children from birth to under eight years on
roll. Of these, 19 children receive funding for early education. The
nursery serves the local and surrounding areas. The nursery
currently supports a number of children with learning difficulties
and disabilities and also supports a number of children who speak
English as an additional language.
This inspection was carried out under the provisions of Part XA of
the Children Act 1989, as inserted by the Care
Standards Act 2000
The nursery employs 12 members of staff. Of these, 11 hold
appropriate early years qualifications and five are working towards
further qualifications. The setting receives support from the Early
Years Childcare Services (EYCS) and the Early Years Inclusion Team.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good.
Children are cared for in a warm, clean environment where they learn
the importance of good personal hygiene through well planned
routines. They know they need to wash their hands before snack and
lunch times and after creative play sessions and using the toilet.
Children's health is well protected by the successful implementation
of policies and procedures. Each child has their own bedding, face
cloth, nappies and cream; nappy changing procedures are good, staff
wear aprons and gloves, all surfaces are wiped with anti-bacterial
spray and a chart is
filled in to ensure that staff and parents are aware of when
children have been changed.
Consequently, this helps children remain healthy. Accident and
medication systems are fully understood and all records are accurate
and up to date. Children’s understanding of how to keep themselves
healthy is promoted through topics and conversations. They talk
about why they have to dress up warm when it is cold outside and why
they have to use sun screen and wear a hat in the summer. This means
that children begin to recognize ways to keep themselves healthy and
to take responsibility for their own well-being.
The nursery has achieved a healthy eating award and there is a
dedicated cook who prepares a wide range of nourishing meals and
snacks that appeal to the children and meet their nutritional needs.
Meal times are sociable occasions, children sit down together to
share a nutritious meal, such as bacon, potatoes, cauliflower and
cheese sauce, followed by fruit jelly.
All but the very youngest children are able to feed themselves and
use appropriate cutlery;
staff sit with children and offer assistance, when required.
Children’s individual dietary requirements are recorded and
vegetarian options are always available. All staff work together
with parents to ensure that children begin to understand the
benefits of a healthy diet and making healthy choices. Staff educate
them about the benefits of eating fresh fruit and vegetables and
also about foods that are not healthy. Children are supplied with
toothbrushes and toothpaste and staff talk to children about why it
is important to brush their teeth. This means that children develop
an awareness of the effect of food and drink on their teeth, as well
as their bodies. Fresh drinking water and a selection of fruit are
available in each of the rooms and children are encouraged to help
themselves to a drink or snack when they want one.
Consequently, children are able to independently meet their own
dietary needs. Babies are held by a preferred carer whilst being
bottle fed, therefore they are comfortable and secure as they feed.
Children enjoy a wide range of activities, which contribute to their
good health. Regular outdoor play sessions help children make
progress in their physical abilities. For example, playing ball
games, riding on scooters and running about and dancing on the paved
play area. Children also enjoy regular visits to the local park,
where they are able to use the activity equipment, such as slides,
swings and climbing frames to enhance their physical skills. They
join in the activities This inspection was carried out under the
provisions of Part XA of the Children Act 1989, as inserted by the
Care Standards Act 2000 with enthusiasm and they develop knowledge
of the way activity has an effect on their bodies.
All are able to rest and be active according to their needs.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
The nursery is split into four different rooms, on two levels, which
children are allocated to according to their age and stage of
development. There is substantial integration between the different
rooms. For example, children from the baby and toddler rooms combine
for some activities, as do children from the tweenie and pre-school
rooms. Each of the rooms has a wide range of high quality and
developmentally-appropriate resources which meet safety standards.
These are organised effectively in storage containers at an
accessible height to encourage independent access. Children share
access to a fully enclosed outdoor play area, which is paved and
safe and suitable for their play and enjoyment. Children also have
access to the 'Sensory Room', which is an amazing, relaxing and
stimulating place where children (particularly those with special
needs) experience a range of activities that develop their senses.
The room is fitted with various items of multi-sensory equipment.
For example, there are fibre optics, sparkling net lights, a bubble
tube, lava lamps and fluorescent hand-held switch operated toys, as
well as soft toys, blankets and cushions.
This creates opportunities for children to discover and explore their sensory skills, covering touch, sight and sound. The room both stimulates the children by way of exploration and affords a sense of relaxation. Hazards to children are reduced because the staff are very attentive and use daily detailed risk assessments to reduce possible dangers. This means that children are able to move around safely, freely and independently. Staff monitor access to the premises at all times, they talk with children about being safe and are proactive in ensuring the ongoing safety of children at all times. Fire evacuation procedures are good; they are fully understood by both staff and children. Emergency evacuations are practised on a regular basis and a record is made of each fire drill. Children are encouraged to be aware of possible hazards and to take responsibility for their own safety. For example, staff talk to children about not running inside and explain to children why they must tuck chairs under the table. The staff have a secure understanding of the signs and symptoms of child abuse, and are aware of the correct reporting procedures.
A number of staff have attended training in child protection, which
ensures that they fully understand their responsibilities in
protecting children from harm. Helping children achieve well and
enjoy what they do
The provision is good.
Children are at ease and enjoy their time in the setting's welcoming
and comfortable environment. They develop their independence as they
choose between a large assortment of toys, books and activities,
which are interesting and appealing. Staff continually ask questions
and react to children’s language and actions. Children use a variety
of ways to respond and express themselves, which contributes to
their budding communication skills. For example, staff encourage
children to engage in regular discussion regarding their experiences
at home
and within the nursery, during circle times and talk to children
about going ‘up’ and ‘down’ the slide. There is a good range of
equipment and toys to promote imaginative play and children This
inspection was carried out under the provisions of Part XA of the
Children Act 1989, as inserted by the Care Standards Act 2000 play
well together, with resources such as the home corner, kitchen and
dressing up clothes.
This enables children to develop good social skills. Two year olds
are absorbed and excited as they pour water over the water wheel and
it turns as a result. Children are able to initiate their own play,
they enjoy playing peek-a-boo, during outside play, some children
hide in the playhouse and others open and close the window to
squeals of delight. The nursery makes excellent use of the ‘Birth to
three matters’ framework to promote children's learning and
enjoyment in the setting. Staff have undergone training in ‘Birth to
three matters’ and have a secure knowledge of appropriate methods to
promote children's leaning and development.
Observations of children's progress and assessment of activities are
made by the key worker of each group of children. However,
children’s individual assessment records are insufficient to
demonstrate how children are progressing. Therefore staff are not
always fully aware of how to help babies and young children move on
to the next steps in their learning.
Close and considerate relationships provide children with a healthy
dependence on the staff, while enabling them to develop a strong
sense of self. Children begin to make sense of the world and express
their ideas as they participate in an assorted range of creative,
physical and sensory experiences. For example, they engage in many
activities surrounding the topic of winter. They have produced
paintings and mobiles of Jack Frost, snowmen, penguins and
snowflakes and learn about different types of weather through
activities and discussion. Babies are encouraged to develop physical
skills through the use of push and pull-along toys. Children enjoy
taking part in songs and rhymes; they sing ‘If you’re happy and you
know it’ and join in with the actions. They are absorbed and
interested in creative play, they paint with red and brown paint and
then stick on feathers to make a picture of a robin. They learn
about texture as they use flour and water to make gloop and help to
decorate a cake. Appropriate encouragement and praise is offered by
staff; for example, when children show consideration for each other
or demonstrate something new they have learned, staff give them
praise and
encouragement. This means that children feel valued and appreciated.
Nursery education
The quality of teaching and learning is good. The manager, the
leader of the pre-school room and all staff demonstrate a firm
knowledge of the Foundation Stage and a secure understanding of how
young children learn and progress. Planning covers all areas of
learning well and links clearly to the stepping stones. It makes
clear differentiation for the diverse capabilities of children and
there are guidelines in place, in order that key workers are able to
adapt activities to suit the educational needs of individual
children. The system for assessing children's progress is
insufficient to appropriately express children’s levels of progress.
Current assessment records for children receiving nursery education
do not represent children's individual approach to learning and
their achievements, and do not always identify the next steps in
each child’s learning. The information from observations is not used
to assess how children are progressing towards the early learning
goals. However, the successful key worker system ensures that
children work in small groups, with a key worker who knows them well
and who is aware of their individual learning styles. Subsequently,
the lack of appropriate written assessments does not significantly
impact on meeting children’s learning needs or extending their
progress.
Staff use appropriate means to sustain children's attention, they
sit with children, ask questions and help to expand their play and
learning in all areas. Staff are particularly receptive to the
quieter children and encourage them to become involved in activities
and conversations.
Children’s awareness of the community and the wider world is
increased though activities and the positive attitude of the staff.
There are activities to help children learn about festivals and
other cultures, such as making cards for Valentine’s day and
sampling Chinese food for Chinese New Year. Children learn about
nature and about how things grow and change through walks to the
park, to observe the buds on the trees in spring and to collect
leaves in autumn. They take part in different topics, such as the
weather. They talk about the wind and what can happen on a windy
day, such as umbrellas being blown inside out and why it is
important to dress up
warm on a cold day. Children’s behaviour is managed well and they
enjoy being in the calm and caring surroundings. The rooms and the
outside play area are well organised and offer interesting and
appealing environments with a good range of
developmentally-appropriate resources, which are accessible to
children and promote children's learning in all areas.
Children are involved and enthusiastic; they enjoy taking part in
the available activities. They are secure with the staff and have
good self-esteem. They all enjoy being a ‘special helper’.
They are confident in initiating their own learning and are excited
by the interesting activities.
Children demonstrate consideration and are polite to each other;
they wait patiently for their turn to play with the magnetic
letters, use the computer and to do a sponge painting or play in the
role play area. Their behaviour is very good. Children’s self-help
skills are promoted well; they are all encouraged to use the toilet
and wash their hands independently and pour their own drinks at
snack and lunch times. Children's verbal communication skills are
good. Most children speak clearly and assertively, talking about
their home experiences, such as when their
Mum is going to have a new baby and about when they are going to
grow new teeth.
Opportunities to practice writing for different purposes are readily
available. Pens, pencils, crayons and paper are supplied in a
different area of the room, such as the role play area. This
encourages children to relate sounds to letters and to develop their
writing skills.
Children can count confidently and demonstrate increasing skill in
recognising and using numbers to support their play. For example,
three-year-olds count up to ten when singing number songs and
recognise written numbers up to 28. They regularly play mathematical
games and are offered mathematical problems to solve. Staff
frequently question children using positional language, such as
behind and in front. Children learn about shape and size through
discussion and activities, staff prompt children to recall what a
sphere is called by describing how it has long sides and circles at
both ends. Children are able to say which balloons are long and
which are round. Knowledge and awareness of technology is encouraged
through the use of a computer, children show good control using the
mouse and are aware of how to open programs and turn the speakers
on. They develop their exploration and investigation skills through
the use of the sensory room. They enjoy watching things change, such
as the lava moving in the lava lamps, as they start to warm up. They
delight in watching the fish travel up the bubble lamp and take
pleasure in exploring textures through the soft relaxation area and
the foil streamers, as well as though creative play. Children
confidently talk about their needs, interests, likes, dislikes and
who they are. Most three and four-year-olds can correctly identify
their own names and they enjoy listening to and joining in with
familiar stories and songs.
Children often self-select and look at books independently. The good
range and organisation of books encourages children to access them
and to develop their reading skills and there is a comfortable area
available for children to relax, enjoy quiet time and read books.
Children enjoy physical play regularly with the satisfactory range
of play equipment in the enclosed outdoor play area. There are
frequent opportunities to use scooters, ride-on toys and to play
ball games. Children also take pleasure in regular outings to the
local park, where they are able to use large physical play equipment
and practise their climbing, balancing and coordination skills. Fine
manipulative skills are developed as children demonstrate good
control using scissors, glue and pens. Children respond excitedly to
a wide range of creative activities.
They are confident in naming colours, they are able to say what
colours they are using to paint their pictures and what other things
are the same colour. They enjoy creating artwork for the winter
topic, they use cotton wool to represent the fur on their Eskimo
pictures and concentrate well while cutting out their snowflakes for
the winter display. Children have regular opportunities to play with
musical instruments and explore musical sounds and rhythm. For
example, ‘the music man’ visits the nursery on a weekly basis and
does musical sessions with the children to help them develop their
musical and language skills. They sing a variety of songs, both
well-known songs and ‘special’ songs such as 'Idy bidy winkum do'.
Children enjoy joining in with the actions, volunteering to assist,
by playing the triangle or the organ and counting the baby ducks
down, as the ‘music man’ uses hand puppets to engage children’s
interest and enjoyment. Children talk about how they have
instruments in their music box and what instruments some of them
have at home. This means that children are developing a knowledge of
music and rhythm and are progressing well in their communication
skills.
Helping children make a positive
contribution
The provision is good.
There are a good variety of activities and resources available to
encourage a positive outlook n the wider world and raise children’s
knowledge of diversity and their understanding of others. The
children have opportunities to find out about themselves and each
other, and to gain knowledge of the wider world through well chosen
resources and activities, such as jigsaws, books, toys and
discussion. Different festivals are celebrated, such as 'Diwali',
Chinese New Year and Christmas. The setting currently cares for a
number of children with English as an additional language. The
nursery's policies and procedures promote inclusion for all
children. There are a number of children currently attending with
learning difficulties and disabilities. There is an identified
member of staff, who has attended training and who is able to
provide support for children with additional needs.
The nursery also links with outside agencies to assist children in reaching their full potential. A member of the Early Years Inclusion Team visits the nursery on a weekly basis and delivers one-to-one support as well as a group session, including all of the children from the tweenie and pre-school rooms. As a result children with disabilities and learning difficulties feel understood, reassured, and cared for, as they are treated with dignity and respect. Children feel included and they are given the same opportunities as the other children; children with disabilities and learning difficulties are progressing very well. Staff work in partnership with parents to ensure appropriate support is provided to all of the children attending.
Staff have high expectations of children's behaviour and there is a
very strong emphasis on
focusing on good behaviour. Children's self-confidence and sense of
worth is developed well
by staff with use of encouragement and praise during their play.
Children take turns and share,
they help each other when putting on their coats for outside play
and they stop and listen
This inspection was carried out under the provisions of Part XA of
the Children Act 1989, as inserted by the Care
Standards Act 2000
when staff tell them not to throw sand on another child. They enjoy
being chosen to be the
‘special helper’, which means they get to do special jobs, such as
give out the lunch or the
puddings or use the dustpan and brush to tidy up. Children’s
spiritual, moral, social and cultural
development is fostered.
Partnerships with parents are positive and friendly, children’s
individual needs are documented
and staff are available to discuss any questions or concerns at the
end of each session. The
individual routines of babies and young children, such as sleeping
and feeding, are discussed
and recorded to ensure that continuity of care is promoted. There is
a complaints policy in
place, although it has not been updated to include the current
contact details of the regulator.
The comprehensive policies and procedures are available to parents
at the setting. This means
that parents are well informed about the care their child receives.
In discussion, parents comment
specifically on the dedicated and friendly staff. The partnership
with parents and carers of
children who receive nursery education is satisfactory. Records
indicate that some initial
information is provided to parents when children begin to receive
nursery education, also parent
evenings are arranged to share information with parents and give
parents the opportunity to
express their views on the nursery, in regard to the care and
education their child receives.
However, during discussion, parents disclose that they are do not
have any significant awareness
of the Foundation Stage or of how their children are progressing, in
relation to the stepping
stones. Although individual assessment records are available to
parents, they are not
appropriately completed and do not give a clear insight into
children’s educational development.
As a result, parents are not sufficiently aware of how their
children are progressing with their
education.
Organisation
The organisation is good.
Children are comfortable and feel secure in the well-ordered
surroundings. Indoor and outdoor space is organised well to provide
an extensive range of play opportunities for children. This enables
them to initiate and extend their own play and learning. An
effective key worker system is in place that ensures a named person
is allocated to each child to take responsibility for their day to
day care and development. The key worker is the main point of
contact for parents and carers and shares necessary information with
them. Staff successfully use the policies and procedures to support
the well-being, care and learning of children. All documentation
which contributes to children’s health, safety and well-being is in
place and is regularly reviewed.
The leadership and management of the setting is good. There are
clear and effective recruitment and induction procedures in place to
ensure that children are cared for by appropriately qualified and
experienced staff. Staff are clear in their roles and appraisal and
supervision monitors staff performance. The manager and staff have a
good knowledge of the Foundation Stage and the manager and
pre-school room leader work together to oversee all of the planning
for the National Curriculum to help children develop in all areas.
Staff’s good knowledge and awareness of the development of
individual children means that they are grouped according to their
age and stage of development. Each member of staff knows the
children in her group well and adapts activities to suit the
individual learning needs of children. High priority is given to
staff
development and training and all staff are encouraged to enhance
their knowledge and understanding of child development through
supplementary training. Overall, the provision meets the needs of
the range of children for whom it provides.
Improvements since the last inspection
At the last care inspection it was agreed that the provider should
improve documentation, in regard to attendance registers, recording
of the administration of medication and the recording of existing
injuries. Registers are now filled in appropriately for all staff,
including relief staff, this means that it is always clear who is
looking after children. Records of medication and existing injuries
are now completed appropriately, and kept confidential. This means
that children are protected in the event of an accident or injury.
At the last inspection of nursery education it was agreed that the
provider should improve the assessment system and increase
opportunities for children to make marks to communicate.
Although the staff make good evaluations of activities, the
assessments of children's individual progress are still ineffective
in identifying children's progress towards the early learning goals.
However, staff are able to verbally express how children are
progressing and at what level their progression is at. As a result,
children's play and learning in promoted through staff knowledge and
attentiveness to children. Children now have a good range of
opportunities to make marks to communicate, such as the ready
availability of drawing aids and activities to develop children's
writing skills in role play activities. Consequently, children are
progressing well in writing skills.
Complaints since the last inspection
Since the last inspection 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.
THE QUALITY AND STANDARDS OF THE CARE
AND NURSERY EDUCATION
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.
WHAT MUST BE DONE TO SECURE FUTURE
IMPROVEMENT?
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):
This inspection was carried out under the provisions of Part XA of
the Children Act 1989, as inserted by the Care
Standards Act 2000
• review the methods used to observe, monitor and assess children's
progress on the birth to 3 matters framework so that children's
progress and development is clearly recorded
• make sure that the contact details of Ofsted are displayed for
parents so that they can contact the regulator if they wish to
comment on the childcare provided
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):
• organise children's assessment records in good order so that their
development can be
clearly and effectively monitored and tracked through the stepping
stones
• improve information for parents regarding the Foundation Stage and
how their children are progressing along the stepping stones
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
This inspection was carried out under the provisions of Part XA of
the Children Act 1989, as inserted by the Care
Standards Act 2000
