Toddler University by jennyyingdi


									                            Toddler's University
                            Inspection report for early years provision

Unique Reference Number                   EY276183
Inspection date                           27 February 2007
Inspector                                 Georgina Walker

Setting Address                           Park Road, Ilkeston, Derbyshire, DE7 5DA

Telephone number                          0115 9444294
Registered person                         Chris & Kerry Hawthorn
Type of inspection                        Integrated
Type of care                              Full day care, Out of School 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
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:


On the basis of the evidence collected on this inspection:

The quality and standards of the care are satisfactory. The registered person meets the National
Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.

Toddler's University was purchased by the current owners in 2003. It operates from a converted
chapel in the town of Ilkeston, Derbyshire. There is a secure enclosed outdoor play area. The
setting serves the local area.

The setting opens five days a week all year round, except Bank Holidays. Sessions are from
07:30 until 18:00. The setting provides full day care and out of school care.

There are currently 40 children from eight months to 10 years on roll. This includes four children
who receive funding for nursery education. The setting currently supports children with

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 setting employs six full-time and one part-time member of staff who work with the children.
All of the staff hold appropriate early years qualifications. Four staff are currently working
towards a Level 4 or Foundation Degree early years qualification.

The setting receives support from Derbyshire local authority and are members of the Pre-school
Learning Alliance and the Private Day Nursery Association.

The day nursery and out of school club is owned by a partnership who delegate day to day
responsibility to the staff. One of the owners holds an appropriate early years qualification and
visits the setting three days a week.

Helping children to be healthy
The provision is satisfactory.
Children's needs are inconsistently met if they have an accident or arrive with a significant
injury which occurred off the premises. Records do not contain sufficient detail of the size and
location of an injury to meet children's needs should a further injury occur. Parents do not
consistently sign all records relating to their children to ensure information has been correctly
recorded to assist in protecting their child. However, the records are maintained in a very
effective system with confidentiality a priority. All accidents are thoroughly monitored to ensure
a pattern is not forming. The prevention of accidents is reduced as staff are vigilant and aware
of stages of children's development. All staff hold appropriate first aid certificates and maintain
first aid boxes which are readily accessible in each playroom and for taking on outings. The
seeking of permission for administering medication and treatment in the event of an emergency
is sought for all children on admission. This detail is also recorded on the emergency contact
cards the setting has devised for use on school runs and outings to assist in promoting the
safety of the children. In the event of children becoming ill staff instigate the well-documented
procedures and parents are contacted to ensure any distress is limited.

Children's good health is promoted through them learning the importance of personal hygiene.
The children follow appropriate daily routines, such as washing their hands before snacks and
after toileting or messy play, such as making dough or when painting. Children become
increasingly independent in their personal care and older children have access to tissues in the
playrooms and the majority competently help themselves and dispose of the tissue afterwards.
The risk of cross-infection from used linen is prevented as the setting has good practices of
only using sheets for each individual child and doing the laundry on a daily basis.

Children benefit from the healthy and nutritious menu provided. Snack time is enjoyed when
milk, water or juice and a range of fruit, raisins or biscuits, is provided. Older children serve
themselves competently when spooning out a selection of savoury dips onto their individual
plates to eat with bread sticks. Children are starting to understand why certain foods are good
for them through discussion and programmed activities. Staff ensure snacks and meals are
social times and provide encouragement to eat healthily by eating fruit themselves and have
related discussions. Individual dietary requirements are shared with the staff by parents to
ensure children remain healthy and needs are met. An effective system of information in each

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
room, and the kitchen, regarding children with allergies, special or religious dietary needs,
ensures their individual needs can be recognised by all staff. The menu, displayed for parents,
ensures an extensive variety is provided. Meals are prepared by a trained cook, who cooks fresh
ingredients, and after the children enjoy such meals as shepherds pie and vegetables they are
eager to eat home-made cookies with their yogurt.

Children are supported effectively to develop their physical skills throughout the nursery. They
move with confidence and an awareness of personal safety throughout the premises. Older
children are very confident as they use the stairs to their playroom and then to go downstairs
for outdoor play. Separate play times outdoors are programmed for the wide variety of ages
cared for. Babies have limited access to fresh air as the garden area is only accessible in good
weather. Daily opportunities for older children to play outdoors are programmed with purposeful
activities to ensure children have fresh air and effective development of all-round skills. Older
children are able to negotiate around each other or resources as they run freely in the joint car
park/playground. They pedal wheeled toys with competence and stop carefully. Throwing and
rolling a large dice leads to mathematical counting of the spots, as well as developing large
movement skills. Children who prefer less energetic activities dance with pom poms and pretend
to be a cheer-leader, showing a good sense of rhythm and balance. Indoors on wet days, dance
or ring games are included to ensure physical activity is constantly provided. Regular use of
small tools such as pencils, scissors and paint brushes, and a wide variety of construction toys,
help children develop their fine manipulative skills competently. Older children sew carefully
around heart shapes with red wool, for activities relating to Valentine's day, known in the
setting as 'I love you' day. The hearts are displayed, valuing the children's efforts and assist in
decorating the playroom.

Children under three benefit from the reasonable knowledge and understanding staff have of
the 'Birth to three matters' framework which assist in promoting the child's health and other
aspects of the framework. Some staff have attended briefings and specific training and cascade
information at team meetings to all relevant members. A meeting is planned this week for the
staff group to view new documents which will assist in children's development needs being
more successfully promoted. Staff are developing an awareness of how to integrate components
into the planning and meet individual needs. An extensive range of resources for babies and
toddlers ensures they have opportunities to develop at their own pace with the support of the

Protecting children from harm or neglect and helping them stay safe
The provision is satisfactory.
The environment in which the children are cared for is inconsistently welcoming as not all rooms
are well maintained, specifically the entrance halls and pre-school room. All of the playrooms
are decorated with children's own craft work, each age group having a different theme.
Photographs show children happily at play, engaged in an extensive variety of activities. The
children have access to an interesting range of resources which are changed to promote
age-appropriate levels of challenge for under threes. Older children usually have access to the
same resources for a week but these are often adapted by the staff or changed if the children
become bored. All resources are safe and presented at suitable levels to encourage independence

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
and development and ensure children are supported to progress safely in appropriate
surroundings. However, dolls throughout the setting are dirty and do not have suitable clothes
to wear. Children are stimulated in each room as they play and learn with generally worthwhile
activities. Separate baby and toddler units on the ground floor contribute to the safety and
security of the younger and less mobile children. Two baby change units are available and staff
follow appropriate good practices when changing the children and pre-school children have
direct access to the toilet area upstairs.

Comprehensive policies, procedures and risk assessment documents exist and the staff attend
relevant training to develop an awareness of how to promote children's safety throughout the
premises. However, staff in the pre-school are inconsistent with their vigilance of potential
hazards especially with regard to the outdoor play area. The communal areas indoors are not
regularly cleaned or tidied and therefore children's safety is not fully assured. Children are
however, secure in the environment. Very good security and collection procedures are
maintained, with staff and visitors signing themselves in and out. Staff mark and check registers
effectively. Emergency procedure evacuations and subsequent recording and evaluations are
not undertaken regularly to ensure staff and children develop an understanding of the need
for fire safety. Children's safety is promoted effectively on walks to the local park or library to
further their learning experiences and on the school run. Written permission is sought for each

Children are cared for by staff who have a sound knowledge of signs and symptoms of abuse
and demonstrate an understanding of how to give priority to children's welfare. An ongoing
programme ensuring all staff attend training, which includes advanced training sessions,
significantly enhances staff's knowledge. The parents are informed of the nursery's responsibility
to protect children. The policies do not reflect the changes to local authority procedures from
April 2006 with regard to the Local Safeguarding Children Board procedures. Children's welfare
however, is fully supported by the staff, who are waiting to obtain procedures when they are
produced by the local authority.

Helping children achieve well and enjoy what they do
The provision is satisfactory.
Children settle quickly in the nursery and have a friendly relationship with the staff, who
encourage the children to separate from their parents and access the well presented activities.
The children are confident and keen to join in the interesting range of different activities
presented each day in the craft and messy play areas of the toddler's room, such as using
mashed potato to feel the texture and squeeze in their hands. Great concentration is shown
and an eagerness to spend extended periods in something which stimulates and supports
children to develop their potential. Children's developmental progress is promoted adequately
under the 'Birth to three' framework, due to staff's satisfactory knowledge of the framework,
consistent staff interaction and the monitoring of the children's progress as they learn through
play. However, staff do not yet record evaluative information to assist with planning for
developing children's individual needs and intellectual capabilities.

Babies and toddlers enjoy music, and smile and sway as tunes play in the background. They
use the activity centres with increasing dexterity and laugh as toys pop up or drop into the

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
holes. Older babies tickle each other and laugh loudly as they share experiences. They enjoy
playing with the range of soft toy animals linked to the 'jungle' theme. Toddlers become
purposefully occupied in themes and topics, currently 'numbers and colour'. Parents are
requested to send their child in specific colour clothes one day each week to link children's
learning to home. They learn to share resources with other children, staff and visitors. The
children develop appropriate socialisation skills as they join in group activities and move between
the resources. This ensures the children are purposefully occupied and are supported to develop
their potential with steady progress. Older children's physical development is promoted both
indoors and outdoors during the day. All under three's have regular opportunities to manipulate
malleable materials and learn about textures as they play with sand and water, or explore paint
when finger painting. They learn new words as staff consistently talk to the babies and younger
children, who respond with age-appropriate smiles or babbling and eventually words. Toddlers
are very confident in their language.

The access to an extensive range of messy play activities linked to themes ensures children's
development is supported across many areas of learning. Resources are swapped in the rooms
downstairs to ensure children have access to an interesting range of suitable baby and toddler
toys each day. Photographs of children at play are displayed to show how they are enjoying
themselves, with paint, sand and water, plus the wide range of educational activities they
engage in. Children's daily activities are displayed in the form of plans for parents to view.
Developmental progress is documented and the staff share written information with parents
regarding their child. Children who attend for before or after school care join in with the
pre-school children and have access to range of activities and games suitable for the over five's
to ensure their needs are supported effectively.

Nursery Education.

The quality of teaching and learning is satisfactory. Children make satisfactory progress towards
the early learning goals. Further development of staff's knowledge and understanding of how
to implement the curriculum guidance is required. Regard is to be given to recording more
detail on the focus activity sheets, and evaluation of how individual children participate, to
assist with planning for their future individual progress. The evaluation does not currently
contain purposeful information about what the child learnt from the activity. The new planning
documents and access to training by the staff demonstrates an increasing understanding of
how to present a wider range of activities and extend children's learning. Planning is now given
the utmost priority and the aspects linked to the stepping stones are used to identify the
curriculum is covered to a well-balanced standard. Staff are becoming confident to extend
children's learning linked to the practice of having a key-worker for each of the children. This
enables staff to progress specific learning and challenge children to think about what they
know. A variety of methods are being developed to help children learn effectively. They persist
in activities which interest them, such as when making dough. Staff manage the children
effectively as the routine and different areas of the premises are used throughout the day.
Children understand what activities take place at certain times, for example outdoor play before
lunch and such as going downstairs to eat lunch with the toddlers. Children's progress is shared
daily with parents. Written reports are shared formally at the two open evenings, which
contributes to an overall picture of the child's progress being obtained. However, the documents
do not consistently contain information about what children have learnt, only what they have

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
been engaged in. Very regular support from the local authority is provided and staff respond
effectively to ensure the children benefit from their commitment to development.

Topics, such as Christmas, birthdays and now 'Kipper the dog' are enthusiastically enjoyed by
the children who, when introduced to the topic, suggest ideas of how to develop them. This
has led to the diary for 'Kipper' and his visits to the homes of the children. The staff present
the daily activities and children are eager to share information about their experiences about
shopping in the town or what colour their parents cars are, when talking at the snack table.
Activities are developed over a period of time, for example, animals are used one day in the
water play and the next on the floor with the bricks to ensure children learning is effectively
promoted in specific areas they may be interested in. Children are challenged to think by staff
who generally use open ended questions to stimulate children's recall, such as in relation to a
story or activities out of the nursery. They are well aware of the community around them as
staff integrate visits into the curriculum.

Children are well behaved and eager to try new experiences. They ask questions about how
things work and listen to the responses from staff. They are animated when suggesting their
own ideas such as what they would like to play with outdoors. With few children attending at
present the children often organise each other to play together with the water or share the
computers, demonstrating good negotiating skills. After messy play activities they go off
independently to wash. They share information about their life outside of the nursery and have
confident personalities which is confirmed as they include visitors in their play and talk about
their birthday as they make a cake from coloured rice and use pasta to make the candles. Some
children can spell verbally or write their own names confidently with recognisable letters.
Children have access to an extensive range of books and spontaneously use them from the
book rack. However, the box is very large with too many books some of which are in a poor
state of repair. At group story times children sit and listen and respond appropriately to questions
asked by staff. They particularly enjoy the 'Kipper' story and recall his adventures.

Children are developing good recall as they listen attentively to instructions and respond eagerly
to staff as they discuss numbers. Children have a developing understanding of mathematics
and spontaneously use their knowledge effectively during play when counting how many pasta
candles there are on the cake or how many different savoury dips they can choose from for
snack. They compare shapes on the mathematics games on the computer and calculate how
many bread sticks are needed for one more each. A good range of computer games and
technology resources assist to develop children's skills competently. They often share with
others how a programme works, demonstrating they are learning effectively. Children are
developing awareness of the needs of others and creatures of the natural world as they enjoy
the varied topics presented by staff and share the care of the fish in the tank in the playroom.
Topics which introduce them to the diversities in society are included and children have daily
access to resources which promote positive images and are well used. They particularly enjoy
participating in festivals celebrated by members of the staff group.

Children's physical development is promoted effectively through the use of an extensive range
of small resources and a well-balanced programme of activities for outdoor play. They enjoy
the opportunity to go outside and eagerly join in the games, often instigated by themselves
to see how fast they can go when pedalling, stopping carefully to ensure safety of others. Their

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
pedalling, scooting and mobility skills are developing well and photographs show them climbing,
sliding or crawling in the summer when the garden can be used. Children's awareness of how
their body changes during exercise is an aspect of learning included in topics and referred to
by staff on an ongoing basis. Children enjoy dance activities or ring games indoors on days
when it is to wet go outside.

Children are motivated to develop their creative experiences as they have access to a wide
range of craft, role play and musical activities. Children are eager to play at the water tray, mix
paint and discuss the colour changes or feel the different textures as they mix blue dough, as
a range of new learning experience. They produce free choice crafts to take home or for displays
in the setting with a degree of age-appropriate expertise and co-operation of working with
other children, such as the roll of paper laid on the floor for free choice drawing by more than
one child.

Helping children make a positive contribution
The provision is satisfactory.
Parents are provided with a leaflet regarding the setting's services and a range of policies and
procedures are available to read. Notice boards in each area of the nursery keep parents informed
of the current theme, daily activities and the menu. The poster to inform them of how to contact
the regulator has not been received for display. The detail in the complaints policy has not
been updated to include all current detail and the mandatory requirements of registration
relating to the complaints procedures to share with parents. Out-of-date photograph albums
in the hall give an incorrect example of the provision in the setting. However, parents give very
positive comments when asked about how their child is cared for in the different areas within
the setting. Information is shared daily and parents particularly like the key-worker system so
they know who is specifically caring for and educating their child. Written diary sheets give
purposeful information to parents of younger children regarding their child's day, but not their
developmental progress.

The partnership with parents and carers for children in receipt of funding for nursery education
is satisfactory. Information about the curriculum and nursery grant funding is brief. Children's
development records are available at any time for parents to read, but few do. Progress reports
are produced and the formal sharing of documents is promoted during open evenings. This
contributes to working with parents to give an overall picture of each individual child's progress
and further demonstrates the open relationship they have with the staff.

Children's spiritual, moral, social and cultural development is fostered. They are well behaved
as they learn to accept the rules and respond to the firm and consistent expectations of the
staff. The children develop a strong sense of independence and self-worth as they are
encouraged to share, take turns, follow rules and listen to others. Any incidents regarding
sharing or turn taking are calmly dealt with by the staff to ensure the children are fully supported
in partnership with relevant parents. Reward charts are completed to encourage children when
necessary. Records of incidents are recorded and stored in individual children's files, with no
reference to the other children involved to ensure confidentiality.

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
Children are settled and confident in the setting and show a sense of belonging. Staff use their
expertise, have ongoing discussions and use information sheets completed by parents to ensure
children's individual needs are met. Supplementary information provided by parents containing
such items as children's likes and dislikes, any words spoken and extended family information,
provides staff with a starting point to make assessments on children's progress.

Children's understanding of the needs of others are promoted successfully through discussion
and inclusion in the nursery. They are developing an understanding of how everyone positively
contributes in society. Resources which promote positive images are consistently available and
are well used. Children's knowledge and experiences are extended as craft activities linked to
culture and festivals are included and integrated each year. During topics they often taste food
from around the world and the menus contain a range of foods to develop children's experiences.
Equality of opportunity is promoted effectively as activities are adapted to ensure children's
developmental needs are met, especially under the 'Birth to three matters' framework.

The organisation is satisfactory.
The welfare, care and learning of the children is generally promoted through the maintenance
of records, policies and procedures which are required for the efficient and safe management
of the provision. Some changes to regulations have not been included in the documents or the
operational plan, especially with regard to complaints. Staff are to make reference to current
legislation, the standards, guidance, revisions and addendum to provide consistent information
for staff and parents. A number of documents require more detail in recording accidents and
incidents to ensure children's health and safety. Child protection policies and procedures are
to include the Local Safeguarding Children Board information, when it is available. The setting
have been pro-active in developing an effective registration system which monitors all persons
on site and assists in safeguarding the children. Overall the range of children's needs are met.

Children are in the care of well qualified and experienced staff who are fully supportive to
ensure they are happy and settled in the nursery. The ratios are maintained to a high level.
Good organisation of room layouts and generally effectively planned, developmentally
appropriate activities, ensures children's time in the nursery is worthwhile and provides
acceptable levels of challenge to children. The children are eager to engage in the range of

The leadership and management for funded children is good. The management team have been
very proactive in response to the previous actions and have motivated and observed staff
effectively to raise standards. The commitment by the new staff team in the pre-school to
develop knowledge, contributes to the improved judgements in the enjoying and achieving
element of the inspection. Staff attend ongoing training, often provided by the local authority,
who also provide regular support for the staff team during site visits to ensure teaching methods
and children's learning is improved. The owners leave the day to day running of the nursery to
the staff group. They actively encourage staff to seek higher qualifications.

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
Improvements since the last inspection
At the previous care inspection the setting agreed to ensure that children's good health and
hygiene was promoted in relation to the cleanliness of the toilets. The setting does not use
bleach on site to promote children's safety effectively and therefore limescale builds up in some
toilets. A rigorous regime for reminding children to flush and staff checking the toilets after
use, as well as cleaning appropriately, has lead to cleaner facilities. Parents can be assured staff
are effective in promoting good health and hygiene practices to the children. The setting were
to expand play opportunities for older children in the baby room. This has been successfully
implemented with a wider range of activities planned under the 'Birth to three matters'
framework. Resources are borrowed from the toddler room or children move in there, when
confident, to play with the toddlers at quieter times of the day when less children are present.
This is good practice and assists with integration for the permanent move to the toddler room.
A range of messy play activities have also been introduced in the well-planned routine to extend
babies experiences and parents can be assured their children are appropriately stimulated.

At the previous education inspection the setting was set four actions to improve the quality
and standards of nursery education. They were to develop staff's knowledge and understanding
of the foundation stage, so that they were able to effectively support children to learn. The
staff team in the pre-school were new to the role and following the inspection have consolidated
their relationship with the children and work well together to provide worthwhile activities.
Staff have increased their reading and use of the curriculum guidance and applied for numerous
training courses, provided by the local authority, and successfully attended one on presenting
activities under 'knowledge and understanding of the world'. An extensive range of well-planned
activities under interesting themes are now offered to effectively support the children's learning.
However, planned activities are not changed sufficiently over the week to consistently stimulate
the low numbers of children who attend.

The nursery was to ensure that systems for monitoring children's progress clearly reflect what
they can do and are used to inform planning for children's next steps and provide appropriate
challenge. New documents have been developed, with the support of the local authority, and
after two months are still being adapted to ensure all relevant detail is recorded. The detail has
recently reflected what the children learnt and not just how they engaged in the activity. This
is the start of providing purposeful information which is being used to plan for the next week's
activities and address individual learning needs with appropriate challenge.

The nursery were to expand the opportunities available for parents to become involved in their
child's learning. This has been developed though information in newsletters regarding the
themes and topics, and planning being displayed on the playroom wall. A leaflet provides them
with detail of the stepping stones to the early learning goals and the type of activities their
children will be presented with. Discussion with parents regarding children's particular interests
and what they do at home have led to specific tasks on the children's interest sheets. Following
a 'birthday' theme, when the story of 'Kipper the dog' celebrating his birthday was also included,
a diary of his adventures is now being written. He goes home with staff or children at weekends
and photographs are taken and included with the support of the parents.

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
Under the leadership and management aspect of inspection for funded children the setting
was to; devise and implement monitoring and evaluation systems that clearly identify the
effectiveness of the nursery education and that highlight any areas for improvement. Extensive
work has been undertaken in this area and all staff in the setting have benefited from a greater
promotion of training and the undertaking of higher qualifications. All staff now have three
monthly appraisals. Pre-school staff have been encouraged to attend training and have
responded positively to the support which has resulted in producing more effective nursery
education. Their work is observed weekly and feedback is given with constructive ideas. It was
noted information regarding children's involvement in activities did not include purposeful
information of what they learnt and, after discussion, this has now been included. The focus
activity sheets were found not to have a heading for evaluation and this is to be included to
assist with planning for future individual progress needs. Parents can be assured the education
provision is constantly being improved and children's progress promoted through the increased
input relating to the leadership and management of staff who present the funded education.

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.


On the basis of the evidence collected on this inspection:

The quality and standards of the care are satisfactory. The registered person meets the National
Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.

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):
   • ensure all areas of the premises and resources are safe, well maintained, warm and
     welcoming to children and parents
   • ensure fire evacuation procedures are regular and appropriate records are maintained
   • ensure more detail is recorded in the accident and significant home incident records
     and parents consistently sign the relevant entries

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000
   • improve outcomes for children under three by developing the implementation of the
     'Birth to three matters' framework to include all aspects on a regular basis and ensure
     purposeful information is recorded of children's progress to assist with the planning
     for their future progress
   • develop further the partnership with parents to ensure they are provided with current
     information regarding the setting, legislation and where to contact the regulator.
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):
   • continue to develop the use of the curriculum guidance, to evaluate activities and
     record purposeful information which is used to plan effectively for children's next steps
   • consider the planned use of activities to consistently stimulate and challenge the

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:

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care
                                              Standards Act 2000

To top