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Wooden House Nursery School |
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Inspection report for early years provision |
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Unique reference number |
EY293909 |
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Inspection date |
21/09/2009 |
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Inspector |
Sara Bailey |
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Setting address |
The Wooden House, Chevithorne, Tiverton, Devon, EX16 7QD |
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Telephone number |
01884 252161 |
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Type of setting |
Childcare on non-domestic premises |
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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 rates 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 08456 404040, 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. |
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Royal Exchange Buildings St Ann's Square Manchester M2 7LA
T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk |
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© Crown copyright 2009 |
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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.
Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.
Description of the setting
Wooden House Nursery
School operates from a converted wooden house within the grounds
of a large house in the rural area of Cheverthorne Barton, near
Tiverton, Devon. The children are grouped according to age in a
nursery classroom and four additional small classrooms. They
share the use of a large room, resource room, quiet room, two
kitchens and three bathrooms. There is also an office and a
fully enclosed area for outside play. The extended grounds are
used for Forest School.
The nursery school opens five days a week during school term
times and for some days within school holidays. Sessions are
from 09:00 until 15.15. In addition, before and after school
care is offered from 08:30 until 18:00. The nursery school is
registered on the Early Years Register and both the compulsory
and voluntary parts of the Childcare Register, to provide care
for up to 40 children at any one time aged between two and five
years of age generally but with the option of older children up
to eight years during school holidays. There are currently 42
children on roll, all of whom are in the early years age range.
The owner/manager is a qualified teacher and has Early Years
Professional Status (EYPS), she is supported by a deputy who has
a foundation degree in Early Years and is working towards EYPS.
Four more staff work with the children who are level 3 qualified
in Early Years and a relief member of staff with level 3 also
runs toddler group once a week in the large room. An
administrator, cleaner and gardener are also employed. The group
receives support from the Early Years advisor/teacher (EYDCP).
The overall effectiveness of the early years provision
Overall the quality of the provision is outstanding.
Children's individual needs are exceptionally well understood and met through the effective use of small grouping within the large setting. The leadership and management strive to continuously improve outcomes for children and evaluate their practice through the self-evaluation process. Improvement since the last inspection has been highly effective due to an excellent commitment to staff training. All aspects of the provision for children's welfare, learning and development are highly effective.
What steps need to be taken to improve provision further?
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To further improve the high quality early years provision the registered person should consider:
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The effectiveness of leadership and management of the early years provision
The setting has a
comprehensive awareness of safeguarding issues, where all the
staff receive multi-agency training, which protects children.
Policies and procedures are robust and signed by parents and
staff to show they are shared. Children are further safeguarded
by extensive recruitment and vetting procedures. Children
display an excellent awareness of safety issues and recognise
and understand how to keep themselves safe. For example, they
are involved in large mixed aged group discussions about safety
and participate in regular fire drills. staff also develop
children's skills in how to be safe through the Forest School
experience, offered to each class once a week.
The organisation of classrooms is extremely effective at meeting
children's individual needs. For example, two to three-year-olds
begin their time in the cosy nursery class, where they are
consistently cared for by the deputy and assisted by other well
qualified staff. They have a wonderful range of age appropriate
toys and resources, as do all the classes. At designated times,
such as just before lunch they join the older children in the
large room for circle time and become accustomed to other staff
and routines, which aids their smooth transition to the next
class. Children progress through classes one to four, as their
age or stage of development requires, with a designated
practitioner who they refer to formally as their teacher.
Although some of the rooms are very small, the use of space and
resources maximises the potential and children greatly benefit
from plenty of outside play to develop their physical skills. As
well as the extended grounds used for Forest School, they have
an exciting, enclosed outside area to explore, which promotes
safe risk-taking with high levels of supervision. Due to this
effective use of inside and outside, children thrive.
The management promote equality of opportunity in all they do.
Although the rural area does not have a wide range of diversity
within its community, the manager talks about 'bringing the
world to Devon' in order for children to learn and respect
different cultures and backgrounds. They have positive images of
diversity in their posters, books and resources with the use of
the internet to enable staff to satisfy children's curiosity and
develop their knowledge of specific festivals. Staff are highly
effective in ensuring that all children are well integrated as
they have an exceptional knowledge of each child's backgrounds
and specific needs. Children's medical issues are delicately
handled and staff are skilled and knowledgeable to effectively
support children.
The setting is highly committed to working in partnership with
parents and others. Positive relationships are formed through a
parents' committee, parents' evenings, newsletters, notice
boards and a key person system. Management have taken a lead
role in establishing links with other settings children attend
in order to ensure consistency of care, with clear evidence of
when this has been successful or not. The setting is proactive
at continuing to improve channels of communication. Parental
feedback is paramount in the setting's self-evaluation and
weaknesses are identified and addressed immediately to
continuously improve outcomes for children. Children themselves
are heavily involved in contributing their views and suggestions
about the provision, which they do with confidence. For example,
a discussion about how they should look after the toys, any
rules they feel they should adhere to or toys they would like,
are discussed, written down and displayed, which values their
input. The management are committed to further improving in all
areas. For example, when minor weaknesses are pointed out during
inspection such as a road-mat curling at the edges, which could
be a potential tripping hazard or that the water beakers had run
out and complaints forms were out of date, they took full
responsibility and made notes to ensure these were immediately
addressed and systems would be developed to ensure they
monitored on-going changes more effectively in the future.
The quality and standards of the early years provision and outcomes for children
Children are eager to
attend and make significant gains in their learning. They have
excellent levels of achievement and demonstrate outstanding
progress in developing the skills that will help them in the
future. For example, staff are very committed to laying secure
foundations in children's personal, social and emotional
development and give high priority in communication, language
and literacy in order for children to be able to develop in all
other areas of learning. Children play a dynamic role in their
learning, offering their ideas, making choices and being
independent learners. For example, they are involved in
discussions and self-select their resources from open shelving.
They show high levels of independence, curiosity, imagination
and concentration. Each child's individual progress is observed,
assessed and recorded in order to meet their individual needs
effectively. Their individual, identified next steps are woven
into the planning, which is all based around children's
interests.
Children develop strong relationships with staff and their
peers. They benefit greatly from the small grouping, which meets
the needs of every child as their needs are so well understood
by the staff. For example, new or shy children are confident to
speak out and more able children are appropriately challenged.
Children demonstrate exceptionally positive behaviour and high
levels of self-control. For example, they are respectful of each
other's differences and of their classrooms, they are pro-active
in tidying up ready for the next part of their established
routines and take pride in their work, putting it away safely in
their own named pockets or even on behalf of their friends,
which shows excellent negotiation and cooperation skills.
All children show that they are developing a very good
understanding of how to keep themselves safe. They use a wide
range of tools and equipment within the nursery and whilst on
Forest School, with ease. They use large physical equipment with
confidence and enjoy being involved in risky play, which
provides them with challenges. Children show a strong sense of
security and clearly feel safe within the setting as they
confidently move from their classrooms to the shared bathroom
facilities where they socialise with peers in different classes.
Children show an exceptional understanding of the importance of
following good personal hygiene routines. They spontaneously
wash their hands before eating and after using the toilet. They
use liquid soap and individual paper towels to prevent the risk
of cross infection. They independently access the water cooler
when thirsty, knowing that the cups are only used once and then
collected in a container for washing up. Children benefit from
the excellent role modelling of staff, who explain why they are
cleaning the tables before snack with anti-bacterial spray and
using hand-gel to clean their own hands throughout the day.
Children enjoy regular fresh air and exercise in the wonderful
rural location, where they explore the outdoors and nature. For
example, they play within the willow wigwam, run, climb and be
active, understanding the importance of exercise as part of
maintaining a healthy lifestyle. Children understand the
importance of healthy eating and are involved in the decision
making of the three fruits they choose each morning for their
classroom. They independently pour their own milk or water,
knowing that they must drink what ever they pour, which
encourages them to take responsibility for their own choices.
Children are extremely content and settled because their
individual health, physical and dietary needs are met to an
exceptional standard.
Annex A: record of inspection judgements
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The key inspection judgements and what they mean
Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough |
The overall effectiveness of the early years provision
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How well does the setting meet the needs of the children in the Early Years Foundation Stage? |
1 |
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The capacity of the provision to maintain continuous improvement |
1 |
The effectiveness of leadership and management of the early years provision
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How effectively is the Early Years Foundation Stage led and managed? |
1 |
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The effectiveness of leadership and management in embedding ambition and driving improvement |
1 |
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The effectiveness with which the setting deploys resources |
1 |
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The effectiveness with which the setting promotes equality and diversity |
1 |
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The effectiveness of safeguarding |
1 |
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The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement |
1 |
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The effectiveness of partnerships |
1 |
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The effectiveness of the setting’s engagement with parents and carers |
1 |
The quality of the provision in the Early Years Foundation Stage
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The quality of the provision in the Early Years Foundation Stage |
1 |
Outcomes for children in the Early Years Foundation Stage
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Outcomes for children in the Early Years Foundation Stage |
1 |
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The extent to which children achieve and enjoy their learning |
1 |
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The extent to which children feel safe |
1 |
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The extent to which children adopt healthy lifestyles |
1 |
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The extent to which children make a positive contribution |
1 |
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The extent to which children develop skills for the future |
1 |
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Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk |
Annex B: the Childcare Register
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The provider confirms that the requirements of the compulsory part of the Childcare Register are: |
Met |
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The provider confirms that the requirements of the voluntary part of the Childcare Register are: |
Met |