NURSERY EDUCATION INSPECTION REPORT

ABOUT THE INSPECTION
The purpose of the inspection is to identify strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the Desirable Outcomes for children's learning on entering compulsory education, (ie by the age of five). It is also to assure parents and the public that nursery education funded by the state is of an acceptable quality. The inspection report must be made available to all parents.

If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

INFORMATION ABOUT THE SETTING
The New Springwood Nursery is a private day nursery that is registered with Leeds City Council Under Eights Service Department to provide full day care under the Children Act (1989). It is registered to provide care to a maximum of 39 children between the ages of three months and five years at any one session. Located in Oakwood, a suburban area of Leeds, the nursery is accommodated in a converted Victorian semi-detached house. Children attending the nursery are drawn from a wide radius and reflect a range of social and economic backgrounds. At present there are 60 children on roll with one of the ten three-year-olds receiving nursery education funding. Two of the three four-year-olds are also in receipt of funding. The nursery is not currently supporting any children who have been identified as having a special educational need or for whom English is an additional language.

Originally established in 1946, the present owners purchased the property in 1988, and immediately extensively refurbished the property. The nursery is open weekdays, from 8 am until 6 pm for 50 weeks per year, closing for two weeks at Christmas. The children have access to two floors of the building, with the three and four-year-old children being accommodated on the upper floor. They have the use of two playrooms, one which is specifically for 'creative play' and craft work. Outdoors, the children have access to a secure play area. This is soon to be re-developed. Two staff regularly work with the three and four-year-old children with the senior nursery nurse holding a nursery nursing qualification. Staff are supported in their work by Leeds Early Years Development & Childcare Partnership. Significant changes since the last inspection in February 1999 include an increase in registration from 31 to 39 children and an increase in staffing.

1.MAIN FINDINGS OF THE INSPECTION
The strengths and weaknesses of the educational provision provided

The New Springwood Nursery provides a good range of activities, resources and experiences for all children attending. Most boys and girls are likely to achieve the desirable learning outcomes in all six areas of learning by the time they are five years old. Overall, good progress has been made in implementing the action plan to address the five key issues raised at the previous inspection.

The programme for personal and social development is a strength of the nursery and lays a firm foundation to support the entire curriculum. Behaviour is good and is appropriate for three and four-year-old children. Personal skills of independence and initiative are fostered well. A range of festivals and celebrations is well planned. Children show developing skills of concentration and perseverance. Children's spiritual, moral, social and cultural development is fostered appropriately.

Provision for language and literacy is good. Children are attentive listeners with discussion skills being well developed and new vocabulary being introduced regularly. They enjoy books and use them well. Children recognise their own names and those of some of their peers. Most four-year-olds are able to independently write their names using upper and lower case letters appropriately.

The programme for mathematics is now good and shows significant improvements since the last inspection. There are now more opportunities for children to solve problems and gain an awareness of addition and subtraction in practical contexts. They recognise and use numbers in a variety of ways. Rhymes and games are used well for children to develop an understanding of increasing and decreasing numbers.

Provision for knowledge and understanding of the world is now good and has been developed since the last inspection. There are now more opportunities provided for children to participate in simple scientific experiments to question why things happen and how things work. They freely talk about their families and significant events in their lives. Technological resources are now used well to support children's learning.

The programme for physical development is good. A range of resources is used well by the children to develop large and small muscle skills. Balancing and climbing skills are developed through the provision of stimulating and challenging equipment. Manual dexterity and small muscle skills are well developed.

The programme for creative development is good. A range of free and structured activities using a variety of resources enables the children to express creativity and feeling. They are able to respond to sound in a variety of contexts. Sensory development is well stimulated.

Planning of the educational programme is now improved and is generally good. All six areas of learning are included in planning with priority being shown to personal and social development, language and literacy and mathematics. Clear learning objectives are now included in written plans. Grouping of children and deployment of staff is mostly through the keyworker system. Short term planning is yet to be implemented to support medium and long term plans to ensure a balanced coverage across the areas of learning.

The quality of teaching and assessment is generally good in promoting the desirable learning outcomes. Staff have a secure knowledge and understanding of the desirable learning outcomes in all six areas of learning. They are deployed well and good teaching effectively supports children's learning. There are suitable opportunities to plan and review teaching. However, although there is a comprehensive system for recording children's attainment and progress it is yet to be implemented.

All activities are intended for all children and this works well in practice. A special educational needs policy has been written in response to the previous inspection. The policy shows good regard to the Department for Education and Employment 1994 Code of Practice on the Identification and Assessment of Special Educational Needs. Teaching practices are suitable to meet children's individual learning needs. Resources and accommodation are used well to support children's learning.

Partnership with parents and carers is good. They are given plentiful information regarding the educational provision. There are informal and formal opportunities for them to discuss attainment and progress. They are invited to contribute items to support topics and themes.

2.KEY ISSUES FOR ACTION

In order to improve the quality and standards of the educational provision, the setting should:
Use short term planning to support medium and long term plans to ensure a balanced coverage across the areas of learning during the week.

Implement the assessment system, thus enabling staff to chart children's achievement and progress which will then inform future planning. Ensure assessments are undertaken regularly to support children's learning.

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues or points for development detailed above will be addressed. The action plan must be made available to all parents, and to the Local Education Authority if required. An evaluation of the action taken will form part of the next inspection.

3.SUMMARY OF JUDGEMENTS

A. QUALITY OF EDUCATIONAL PROVISION
Personal and social development Promotes the desirable outcomes
Language and literacy Promotes the desirable outcomes
Mathematics Promotes the desirable outcomes
Knowledge and understanding of the world Promotes the desirable outcomes
Physical development Promotes the desirable outcomes
Creative development Promotes the desirable outcomes

B. CHILDREN'S SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT IS FOSTERED APPROPRIATELY.

C. PROGRESS IN IMPLEMENTING THE ACTION PLAN IS GOOD

D. OUTCOME AND RECOMMENDATION OF THE INSPECTION

Taken overall, the quality and standards of the educational provision are acceptable in promoting the desirable outcomes for children's learning. The action plan should show how the provider will address the key issues or points for development within 12 months of the inspection.

It is recommended that the next inspection occurs within two to four years.



4.CONTENT OF THE EDUCATIONAL PROGRAMME
The strengths and weaknesses of personal and social development

The programme for personal and social development is a strength of the nursery and provides a firm foundation for the children's learning and moral consciousness.

The children enter the nursery confidently and leave their parents and carers with ease. They are very self assured, and staff promote confidence and self esteem through the use of praise and encouragement and constant positive reinforcement. Behaviour is good and is appropriate for three and four-year-old children. Children have impeccable manners, using please and thank you appropriately. They are beginning to be aware of right and wrong and any minor disagreements are settled amicably. Children display good skills of co-operation as they work and play together in groups of varying sizes during the course of the session. They take turns to fill containers during water play and share the playdough and the attention of staff. A rota policy is in place, whereby one child acts as a 'helper' each day and is given responsibilities such as setting the table for lunch. All children are encouraged to tidy away and they handle fragile resources with care. They are currently nurturing sunflowers that they planted as seeds and are aware of the needs of living things.

The children are involved in extensive experiences and activities to respond to a range of festivals and events. Recent celebrations include Eid, Easter, Diwali, Wesak and Christmas. A good range of multicultural resources further aids in the development of children's awareness of our culturally diverse society. Relationships between staff and children and the children themselves are good. They are sensitive to the needs of others and help to fundraise for charitable causes. Staff encourage children to freely express a range of feelings and emotions, for example, they show wonder when using the 'feely' bag and show sorrow when they are tired. Consequently, children's spiritual, moral, social and cultural development is fostered appropriately. They are able to choose from a wide range of resources and have free access to all resources to further extend their play. Skills of concentration and perseverance are shown as children participate in free play and adult-directed activities. For example, one child showed good concentration skills as she mixed two colours of powder paint to make a new colour. Personal initiative is shown as children pick up discarded toys from the floor so that they won't get damaged and select resources to support independent play. Skills of personal independence are demonstrated when children toilet themselves and wash their hands ready for lunch. Staff offer assistance whenever necessary, but always encourage the children to try for themselves first.

The strengths and weaknesses of language and literacy
The programme for language and literacy is good in promoting the desirable learning outcomes.

Children's speaking and listening, reading and writing skills are fostered well by staff. They are attentive and listen for their names at registration time, to songs and stories and to each other's news. They are encouraged to develop speaking skills as they discuss their experiences in relation to activities at nursery and events outside of nursery. It is during activities such as circle-time that staff take the opportunity to introduce new vocabulary such as 'snorkel' and 'goggles' when talking about seaside holidays. Provision for role-play is good and the changing context of the area develops children's imagination. At the time of inspection, the role-play areas consisted of a 'home corner' and an 'aeroplane'. Children enjoy their play in these areas and make up their own stories. Dressing-up clothes and 'small world' equipment is also used by the children to develop story lines. Thoughtful provision of writing media in these areas helps to develop children's early writing skills. Children use and enjoy a good range of books. They thoroughly enjoy story time, when staff model the correct use of books and encourage the children to predict what happens next in the story. Children enjoy using books independently and the younger children are able to re-tell stories through pictures, with older children beginning to recognise familiar words.

Extensive labelling throughout the nursery thoughtfully contributes to the children's knowledge of an increasing vocabulary. The children's coat pegs and bags are labelled with their names, and they are encouraged to find their name cards at lunch time. The four-year-old children are able to recognise their own names and those of many of their peers. Using a range of structured and practical activities, children are able to recognise letters of the alphabet by form and sound. They are encouraged to 'sound out' initial letters of words and the three-year-old children can identify the initial letter of their names. Lists of words are displayed in the room to support the topic, and children use these to form simple sentences. They are beginning to recognise patterns in rhymes, enjoy repetitious songs and rhymes and clap out the syllables in their names. Most four-year-olds are able to write their names independently using upper and lower case letters correctly. Three-year-old children are encouraged to make marks to represent their names.

The strengths and weaknesses of mathematics
The programme for mathematics is now good in promoting the desirable learning outcomes. Significant improvements have been made to this area of learning since the last inspection. All aspects of the curriculum for mathematics are covered well.

Staff foster children's knowledge of mathematical language well. As the children participate in 'floating and sinking' activities, they learn problem solving skills such as the number of scoops required to fill the container and they are also learning about quantity and estimation. This has been effectively addressed since the last inspection. They know basic two-dimensional shapes and some older children are aware of three-dimensional shapes such as a cone. As the children make sand castles they make big and small castles and put shells on the top. They are able to recognise and recreate patterns using interlinking pegs and boards and threading cards. As children tidy resources away, they sort them into boxes and return them to their allocated place, they set the table for lunch and are able to sequence days of the week and the size of objects. Counting is used as a matter of course and staff fully exploit all opportunities for children to count. For example, they count how many choc ices are needed at lunch time and then identify that one more is needed. Older children are then able to add them together to come to a total. Staff use many activities such as this to develop children's awareness of addition and subtraction. This has been developed since the last inspection.

Number rhymes, games and songs are used effectively for children to gain an awareness of number operations. For example, as the children sing 'Five Ice Lollies' they use props to indicate the decrease in number. They are able to recognise and use numbers in a variety of practical contexts. A number line is used well for children to identify numbers and to put them in order. Flash cards are used well by staff for children to recognise numbers and they use calculators and push button telephones in their role-play to develop an awareness of written numerals. The children record numbers in different ways, such as measuring the height of their sunflowers with rulers and tapes.

The strengths and weaknesses of knowledge and understanding of the world
The programme for knowledge and understanding of the world is now good in promoting the desirable learning outcomes. Significant improvements have been made to this area of learning since the last inspection.

Children talk freely about their families and significant events in their lives, including trips to the seaside with relatives and losing shoes. Staff skilfully use these opportunities to enhance the children's awareness of past and present events and the passage of time. Their awareness of the local community is promoted through trips from nursery to places such as Roundhay Park and the local library. The staff are also planning to introduce community figures such as the fire brigade to discuss their important roles with the children.

First hand experiences of exploring natural, living and made objects supports the children's learning well. For example, the children are nurturing sunflowers that they planted as seeds and carefully explore objects related to the seaside including sponges, coral and shells. They have regular opportunities to participate in baking and tasting experiences, and these opportunities are used effectively for children to make note of similarities, differences, patterns and change. Activities such as these are now used well for children to question why things happen and how things work. This is a positive development since the last inspection. Children also have free access to wet and dry sand and water and use these to explore their differing textures. When children make sand castles they explore both wet and dry sand and have a good understanding of why dry sand won't make sand castles and why wet sand won't pour. Natural and seasonal changes are discussed daily and are then recorded on the weather board. Children use a range of resources and materials to design and build for a variety of purposes. They use hole punches, paper clips, sellotape and 'bulldog clips' in their constructions and use recycled materials to make vehicles to support the topic of 'Travel'. Technological resources are now used well to support children's learning. For example, they use 'mobile' phones and cash registers to support their role-play.

The strengths and weaknesses of physical development
The programme for physical development is good in promoting the desirable learning outcomes and is supported by a range of suitable activities and experiences.

The children have access to both indoor and outdoor facilities to support physical development, although space indoors is limited. There is a range of large and small equipment such as bicycles, scooters and prams for children to develop physical skills. Staff effectively develop these skills as they chalk road maps on to the outdoor flagged area where children have to negotiate obstacles and 'park' their vehicles in their allocated bays. When using balls and hoops, children are encouraged to practise skills of throwing and catching with accuracy. Children regularly participate in music and movement activities to develop co-ordination and awareness of space and other children. They are able to use the climbing frame, balancing beam and see-saws safely and with good control.

A range of resources and activities is presented each day to enable children to develop manual dexterity and small muscle skills. For example, they use playdough with a range of tools and cutters imaginatively and with good control and are familiar with a good range of construction toys which they use well.

The strengths and weaknesses of creative development
The programme for creative development is good and is effective in promoting the desirable learning outcomes.

Children are able to explore and respond to sound in a variety of ways. They have free access to a range of musical instruments and also use them during structured music times to recognise pitch, rhythm and speed. The listening centre is used well and independently by children to listen to taped stories and songs. Regular music and movement sessions allow children to express themselves through dance. Much consideration is given to the introduction of sensory experiences to enable the children to respond to all of their senses. They regularly participate in baking experiences and the nursery menu enables children to taste food from around the world, for example. Wet and dry sand and water are freely available for children to explore their differing properties. Role-play is well provided for and children enjoy making up their own stories and developing imaginary situations. A range of free and structured creative activities is regularly provided and children have the opportunity to explore and express their creativity in both two and three dimensions. For example, the children mix their own paints to create new colours, have free access to a range of recycled materials to construct with and make Rangoli patterns to celebrate Diwali. There are many free-play experiences provided for children to explore texture, such as collage and mendhi painting.

5.PLANNING OF THE EDUCATIONAL PROGRAMME

The strengths and weaknesses of the overall planning of the educational programme
Planning of the educational programme is generally good and has shown some improvements since the last inspection.

There are now long and medium term plans in place. Long term plans highlight monthly topics and staff aim to cover a four year cycle of long term plans. Medium term plans are now very detailed and include learning objectives that clearly show what children are intended to learn from the activities. In response to the last inspection, staff now interlink the areas of learning to meet the learning objectives of the activities. Short term plans have been designed and will be effective in practice; however, these have not yet been implemented.

Priority is clearly shown in planning to personal and social development, language and literacy and mathematics. Celebrations of festivals and events are given particular emphasis in planning for personal and social development. Vocabulary to be introduced during the topic supports language and literacy and staff use practical activities well to develop children's understanding of mathematical concepts. Children are grouped and staff deployed for structured activities according to the key worker system, whereby a member of staff is responsible for a particular group of children. During free-play activities, staff go where they are needed and this works well in practice.

6.QUALITY OF TEACHING AND ASSESSMENT

The strengths and weaknesses of teaching and assessment
The quality of teaching and assessment is generally good in promoting the desirable learning outcomes.

Staff have a secure knowledge and understanding of the desirable learning outcomes in all six areas of learning. This is evident in the good teaching practices and in discussion with staff. Staff know their own roles and responsibilities well and work to a key worker system. More experienced staff are skilful in supporting those who are less secure in their knowledge. They work well together as a team and complement each other well. They know the children in their care and interact effectively with them. They clearly explain the task in hand and ask relevant questions to support and extend children's learning and to encourage them to become independent learners. A good range of activities is provided for the children, with a balance between adult directed activities and those that the children choose and initiate themselves.

The system for recording the assessment of children's attainment and progress has been reviewed and is now very comprehensive. However, staff have not yet implemented the assessment system. There are many suitable opportunities for staff to plan and review teaching and assessment. Staff meetings are held regularly and the senior nursery nurse and one of the joint managers meet regularly to plan forthcoming topics and themes. Staff are involved in personal development plans, and it is at this time that they have the opportunity to highlight professional development needs.

The strengths and weaknesses of equality of access and opportunity
All activities within the nursery are intended for all children and this works very well in practice. Boys and girls have equal access to the full range of resources and activities. Staff effectively support the children in their learning and offer support and extension opportunities particularly in language and literacy and mathematics for those children who work more slowly or quickly than the other children.

A special educational needs policy is now in place. This is a development since the last inspection. The policy gives due regard to the Department for Education and Employment 1994 Code of Practice on the Identification and Assessment of Special Educational Needs. Staff have a good knowledge of the five stages of the code, and one of the joint managers is the special educational needs co-ordinator. Although there are no children currently attending the nursery for whom English is an additional language or who have been identified as having special educational needs, the good teaching practices and support from staff would be appropriate for any such children.

The strengths and weaknesses of the learning resources and accommodation
The nursery has a good range of resources for the children to use. They are sufficient in number to support all areas of learning and are used effectively to support children in their learning. They could be adapted to support children for whom English is an additional language or who have been identified as having special educational needs.

The nursery is accommodated in a large Victorian semi-detached house that has been converted into a nursery. Three and four-year-old children have access to two playrooms, one that is designed specifically for 'creative play', play with natural materials and art and craft work. Outdoors, the children have access to a large garden area that is laid to flagging and grass. This area is soon to be re-developed. Staff use the indoor and outdoor accommodation to its best effect.

Resources are used well for children to develop an awareness of our culturally diverse society. Books are used effectively to support children's language and literacy skills and to develop their appreciation of books. Everyday objects are used well for children to sort, match, compare and order. Resources are now used for children to solve problems and develop skills of addition and subtraction. Children are now able to use resources to question why things happen and how things work and to use technology to support their learning. A range of large and small equipment is used well to support and develop children's physical skills. Creative resources are made freely available and staff support children well in developing their creativity.

7.PARTNERSHIP WITH PARENTS AND CARERS

The strengths and weaknesses of the partnership with parents and carers
Partnership with parents and carers is good and makes a positive contribution to the desirable learning outcomes.

Parents and carers receive comprehensive information regarding the educational provision in the nursery booklet. This includes information regarding the six areas of learning and important domestic information. They receive monthly newsletters which highlight forthcoming topics and themes. The noticeboard in the foyer contains photographs of the staff and information about the nursery. The noticeboard in the playroom displays all current plans and a set of curriculum policies which cover the six areas of learning and are freely accessible to the parents. There are regular informal and formal opportunities for parents and carers to discuss their child's achievements and progress. Parents' evenings are organised regularly and parents can discuss their child's progress with staff at any time. Two-way communication is encouraged and information regarding children's progress outside of nursery is recorded. They are encouraged to join in with activities by helping to fund raise for charitable causes, contributing items to support topics and themes and joining their child on trips from nursery.

8.IMPLEMENTATION OF THE ACTION PLAN

Implementation of action plan
The nursery was required to produce an action plan to address the five key issues raised at the previous inspection in 1999. The key issues required the nursery to increase opportunities in mathematics for problem solving and addition and subtraction; increase opportunities in knowledge and understanding the world for the children to question why things happen and how things work and to use technology; finalise medium term planning and include learning objectives, review short term planning and write a policy for special educational needs.

The nursery has made good progress overall in implementing the action plan. More time is now given to mathematics. All practical activities are capitalised upon for children to solve problems and gain an awareness of addition and subtraction and this has had a positive effect on the children's learning. Knowledge and understanding of the world is now much more clearly planned which allows greater opportunities for children to question why things happen and how things work. The nursery has purchased more technological resources and these are now used well to support children's learning. Medium term plans are very comprehensive and clearly indicate what the children are intended to learn from activities. Short term plans are detailed but are yet to be implemented. Staff have written a detailed special educational needs policy that gives good regard to the 1994 Code of Practice. This has aided staff in the identification of possible special educational needs which then impacts upon planning.

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