Baby Einstein's Nursery Robins Nest, Great Bridge Street, WEST BROMWICH, West Midlands, B70 0DE

Inspection date Previous inspection date

15/03/2013 05/10/2012

The quality and standards of the early years provision

This inspection: 3

Previous inspection: 2

How well the early years provision meets the needs of the range of children who attend

3

The contribution of the early years provision to the well-being of children 3

The effectiveness of the leadership and management of the early years provision 3

The quality and standards of the early years provision

This provision is satisfactory

Children's individual care needs are met appropriately and their personal, social and

emotional development is fostered well.

Positive partnership with parents and carers and other agencies and professionals are established to appropriately support children's care and education.

Children benefit from a satisfactory range of activities and experiences to help them make reasonable progress in their learning and development.

It is not yet good because

Appropriate action has not been taken to minimise identified risk in relation to some

external parts of the building, so that all areas of the premises are safe for children to use.

Staff do not use information about children's progress well enough to precisely plan challenging experiences that are targeted at building on all children's learning, particularly for more able children and those who are reluctant to join in.

Staff do not use information about children's progress to consistently provide challenging experiences to build on their learning, in particular, the more able children in the rooms.

The leadership team do not consistently use well-focused improvement plans and do not effectively monitor practice in the rooms to further improve the quality of activities and children's learning experiences.

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Information about this inspection

Inspections of registered early years provision are:

scheduled at least once in every inspection cycle – the current cycle ends on 31 July 2016

scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate

brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection

prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe

scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register. Inspection activities

The inspector observed activities in the playrooms.

The inspector held a meeting with the registered person and the manager and deputy of the setting and carried out a joint observation with the registered person.

The inspector looked at children's assessment records, planning documentation, evidence of suitability of practitioners working within the setting, the provider's self-evaluation documents and a range of other documentation.

The inspector also took account of the views of parents spoken to on the day and took account of the feedback questionnaires.

Inspector

Parm Sansoyer

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Full Report

Information about the setting

Baby Einstein's Nursery opened in 2011 and is privately owned. It operates from a converted two-storey premises in Great Bridge near West Bromwich in Sandwell. Children are cared for in two base rooms on the ground floor, stairs lead to the first floor where there is an additional room for physical play. There is ramped access to the premises and there is a fully enclosed area available for outdoor play. The setting serves the local and surrounding areas and is open each weekday from 7.30am to 6pm all year round. Children are able to attend for a variety of sessions. There are currently 30 children on roll, of whom 28 are in the early years age range. The setting supports children with special educational needs and/or disabilities and those who speak English as an additional language. The setting is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The setting is in receipt of funding for the provision of early years education for children aged three- and four-years-old. There are seven members of staff employed to work with the children. Of whom, one holds a childcare qualification at level 4, four hold a qualification at level 3 and one is unqualified and working towards a qualification at level 3. Another member of staff is unqualified. The setting receives support from the Local Authority. What the setting needs to do to improve further

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To meet the requirements of the Early Years Foundation Stage the provider must: make sure all areas of the premises are safe for children to use and effective steps

are taken to identify and deal with hazards, particularly in relation to the steps leading from the car park to the building, and the glass panels in the main door and the external window

extend children's communication and language skills by ensuring activities have a

clear learning intention, such as introducing new vocabulary, ideas and concepts and encouraging more reluctant children to engage in discussion

use assessments of children's learning more effectively to consistently provide

challenging experiences to further extend children's learning, particularly for those children who are more able.

To further improve the quality of the early years provision the provider should: make better use of available resources, such as the sand, water and arts and crafts,

by making them freely available throughout the day for children to use at their own leisure

develop further the monitoring systems and the role of the leadership team to

ensure well-focused improvement plans are in place to secure further improvement.

Inspection judgements

How well the early years provision meets the needs of the range of children who attend

The overall quality of teaching and learning is satisfactory. Children make reasonable progress from their starting points through an appropriate range of experiences across all areas of learning. Staff know the children well as they make regular observations of what children do, like and enjoy and, therefore, plan interesting activities and experiences for their enjoyment. However, all staff do not consistently use information about children's progress to provide experiences that will challenge and further extend and enhance the progress of the more able children. Consequently, their learning is not fully extended across all areas. Children are welcomed into a relaxed and inviting environment where their personal, social and emotional development is fostered well. Staff take the time to get to know the children's likes, preferences and dislikes and they foster positive relationships with the children. All children, including babies, those with special educational needs and/or

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disabilities and children who speak English as an additional language, show a sense of belonging and begin to increase their confidence as they move around their environment. Staff provide daily opportunities for children to be physical outdoors with an appropriate range of physical play equipment, such as wheeled toys, rockers, and balls and hoops. Indoors, babies are given the space to move, roll and stretch in a safe environment and more able babies use items, such as rockers, walkers and dens and tents, to encourage them to crawl and hide. All children also have use of the first floor for physical activity which is a large space used well, in particular, during the winter months. Children's communication and language is developing. Staff caring for babies engage them well by singing to them, make eye contact and use their voice to attract their attention to provide opportunities for early conversation. Daily singing sessions, actions songs and ring games are welcomed by the children and used well to support children's language development. However, staff interaction with children is variable throughout the setting. For example, not all staff place enough emphasis on raising achievement through increasing children's language skills, for example, by introducing new vocabulary, ideas and concepts during activities. Staff plan daily opportunities for children over two years of age to develop an interest in early writing skills as they use a variety of writing materials, such as chalk boards and the writing area, which includes a variety of writing materials to capture the children's interest. More able children begin to recognise their names and begin to link sounds and letters. Children over two years enjoy stories, books and circle time. However, during these whole group sessions staff do not place sufficient emphasis on encouraging children who are more reluctant to participate. Consequently, these children have less opportunity to start conversations. Staff caring for children over three years provide appropriate opportunities for children to begin to count, sort, match and consider shape and size through using a varied range of construction toys, puzzles, games and threading. However, the more able children have few opportunities to extend their learning by considering simple mathematical concepts, such as weight, capacity, measures and numbers, through practical experiences, including water and sand. Planned time for visits to the local library, children's centre and Sikh temple, offers first hand experiences for children to learn about their local environment and the diverse community. In addition, children gain an understanding of diversity through themed activities and a varied range of resources, such as books, dolls and dressing up clothes. Positive relationships with parents results in a steady two-way flow of information about the children's care and education. For example, all parents and carers receive daily feedback and a written report every term about their children's progress, which they can also contribute to. Useful strategies to engage parents and carers in their children's learning are well received, such as the use of 'Ben the Bear' who is taken home and photos and a written account returned.

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The contribution of the early years provision to the well-being of children

A warm and caring approach helps children settle easily as they enjoy their time at the setting. Despite staff changes, the assigned key person system remains well-established to ensure that the children's care is consistent. However, systems to help staff consistently build more effectively on children's achievements, in particular, the more able children in the rooms, are still developing due to evolving observation and assessment records. Babies form close attachments with their carers and show a sense of belonging and trust. Children are well behaved and learn about sharing, taking turns and know why certain rules are in place to keep them safe. For example, they learn how to cross the road safely when they go out for visits and learn about dangers through themed activities on safety. The resources available are of good quality and the rooms are clean, bright and welcoming. Children enjoy some opportunities to explore and express their creativity through using a variety of arts and crafts materials, sand, water and sensory experiences, such as dough and pasta play. However, staff do not consistently make these resources freely available throughout the day to extend children's play choices. Children benefit from well-balanced, nutritious meals and snacks, which are freshly prepared on the premises. Staff provide daily opportunities for children to engage in physical activity both indoors and outdoors and regular opportunities for walks within the local environment. Appropriate written risk assessments are conducted and daily checks carried out indoors ensure children can move freely and safely when inside the setting. Children are supervised well at all times, however, potential risks in the outdoor areas have not been fully minimised and, therefore, children's safety cannot be assured. Children are well prepared for transition within the setting and settle easily. There is an appropriate sharing of information with the school, for those children who attend the before and after school service, and this ensures important messages are passed on to parents and carers to keep them up to date. Partnerships with other schools that the children transfer to, continue to develop to support their care and education.

The effectiveness of the leadership and management of the early years provision

The leadership and management team consists of the registered person, manager and deputy. Since the last inspection, five months ago, there has been a significant change in the role of the leadership team. Staff changes have resulted in both the manager and deputy being involved in the care of the children. Consequently, not enough focus has been placed on the monitoring of the educational programmes and the quality of children's observation and assessment records and how this information is used to guide staff in the planning of activities. The manager has a realistic overview of the setting's performance, and acknowledges these changes have resulted in the leadership team not consistently using well-focused improvement plans to improve the quality of activities and

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learning experiences to further raise children's achievement. Leaders have, however, focused on addressing the recommendations made at the last inspection and, consequently, good progress has been made in these identified areas for improvement. For example, more inclusive practices have been adopted, such as photographic cue cards to help children with speech and language difficulties to communicate. In addition children under two years now have increased opportunities to use the outdoor area and twice weekly attend local indoor physical play activities to further support their physical development. All staff have a secure understanding of safeguarding issues in relation to child protection and how to implement the policy and procedures. There are appropriate systems in place to ensure staff are suitably vetted, qualified and inducted. All the required records, policies and procedures are in place and up-to-date. For example, there is a written procedure for dealing with complaints and a written record of any complaints, with their outcome recorded. Appropriate written risk assessments and daily checks of the environment help secure children's safety in the play rooms and on outings. For example, when staff take and collect children from the local school they take positive steps to secure their safety by ensuring they are supervised at all times, taking the children's personal details and a first aid box and using appropriate child car seats. However, the steps outdoors leading from the car park to the building are slippery due to the moss on them and are hazardous and, although, this is not the main entrance the children and parents use, prospective parents and children and visitors may use them. In addition the glass panel in the main door and the external window is cracked and this poses a risk to children. Therefore, legal requirements relating to the Early Years Foundation Stage and both parts of the Childcare Register have not been met with regard to taking effective steps to remove or minimise hazards to children Parents spoken to on the day and feedback questionnaires from parents and carers report they are happy with the setting, in particular, with the flexible service they receive to meet their needs. Parent and carers are kept well informed about the nursery through the prospectus, policies, notice board and regular newsletters. Children with special educational needs and/or disabilities are appropriately supported by staff who place an emphasis on building partnerships with parents and carers and other professionals involved with the children to meet their needs.

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Not Met (with actions)

The requirements for the voluntary part of the Childcare Register are Not Met (with actions)

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To meet the requirements of the Childcare Register the provider must: ensure that the premises for the purposes of the childcare are safe and suitable for

that childcare (compulsory part of the Childcare Register).

ensure that the premises for the purposes of the childcare are safe and suitable for that childcare (voluntary part of the Childcare Register).

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What inspection judgements mean

Registered early years provision

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning.

Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning.

Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good.

Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration.

Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

Setting details

Unique reference number EY431195

Local authority Sandwell

Inspection number 904157

Type of provision

Registration category Childcare - Non-Domestic

Age range of children 0 - 8

Total number of places 66

Number of children on roll 30

Name of provider Kaljit Kaur Randhawa

Date of previous inspection 05/10/2012

Telephone number 01215208288

Any complaints about the inspection or the report should be made following the procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

Type of provision For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration. Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools

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and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school.

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