Chrysalis Ofsted Report
Inspection report for early years provision |
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Unique reference number |
144279 |
Inspection date |
13/07/2010 |
Inspector |
Chris Shaw |
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Setting address |
Cutlers Place, Colehill, Wimborne, Dorset, BH21 2HN |
Telephone number |
01202 880990 or 01020 716457 |
Type of setting |
Childcare on non-domestic premises |
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 0300 123 1231, 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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T: 0300 123 1231 Textphone: 0161 618 8524 |
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© Crown copyright 2010 |
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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
Chrysalis Montessori Nursery School opened in 1994. It operates from a self-contained unit in the grounds of Hayeswood County First School, Colehill, near Wimborne. Children attend from the surrounding areas of Colehill and Wimborne. Many children go on to attend the school. The nursery is registered to care for 25 children from two to under eight years old, and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 55 children from two to under five years on roll. This includes 48 funded three and four-year-olds. Children attend for a variety of sessions. The setting offers support for children with special educational needs and/or disabilities, and those for whom English is an additional language. The nursery opens Monday to Friday during school term time. Sessions are from 9am to 12 noon and 1pm to 4pm, Monday to Thursday with the option of an additional lunchtime between 12 noon and 1pm. On Fridays, only the morning session is available. A team of four experienced staff work with the children. Over half the staff have early years qualifications to level 3, including the Montessori International Diploma, and the Diploma in Pre-school Practice. The setting receives support and advice from the local authority.
The overall effectiveness of the early years provision
Overall the quality of the provision is outstanding.
Children are exceptionally well cared for and supported in a safe and secure, yet stimulating and exciting environment. The nursery has exemplary systems for involving the parents, carers and skilled professionals. These enable staff to tailor equitably and fairly the guidance and support they provide to all individual children, who reach above average levels of language and social skills for their age. The manager and staff strive constantly to improve the provision, based on accurate self-evaluation and strongly held child-centred philosophy and practice. The nursery has outstanding capacity to improve further.
What steps need to be taken to improve provision further?
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 leadership provides a powerful sense of purpose and direction that, coupled with superbly designed resources and highly skilled staff, produces outstanding outcomes for the children. The indoor and outdoor areas are small but extremely well equipped, providing stimulus and challenge over a wide range of mental, physical and social aspects of child development. Children choose what they want to do throughout the session, punctuated by whole group activities such as music and movement, sharing time, story time or breaks for refreshment. Because staff have an intimate knowledge of the character and development of each individual they are able to subtly introduce increasingly challenging tasks and ideas. These interventions are so well timed that the children rarely become bored or distracted. Equally, staff know when to stand back and just observe so that children often become engrossed in a single activity for up to half an hour or more. Each child's individual achievements and talents are recognised and supported very effectively. What and when children learn is related to readiness and not to age. A two-year-old joins in play activities with older children quite confidently or seeks the hand of an adult when they are unsure. There is little ethnic diversity amongst the nursery children, but staff ensure that children learn to value differences as well as gaining a good understanding of people in the wider world.
The nursery leader is very self-critical and responded rapidly to recommendations made by the previous inspection report. Self-evaluation is good, clearly showing why and how improvements should be made and then evaluating their effectiveness. Staff work collectively to keep excellent data on individual progress but these are not analysed to show general trends in achievement to further provide refinement to the evaluation improvement cycle.
The nursery staff have excellent relationships with the parents and carers of their children and consult them extensively through meetings, the comments board, newsletters, questionnaires and in day to day encounters. Parents become involved in some of the activities, for example 'French Week' and cake decoration. Dialogue with parents of children with special educational needs or otherwise causing concern is very effective, as is the contact with local authority services to provide specialist input. The school has a very good working relationship with the primary school next door, to which most of the children move on to when they reach school age. Shared activities and events make the transition very smooth. The easy access to the larger playground, large apparatus, nature trail and school field considerably enhance the opportunities for the nursery children. The nursery also provides an excellent training ground for students on work experience from the local secondary school.
Safeguarding measures are extremely secure. All staff are vigilant. Health and hygiene are paramount. Recent staff training and updating of the nursery's Child Protection measures provides a constant state of readiness. As an example, the leader is careful not to allow a visiting student to be left alone with children or become involved in intimate care. Risk assessments are carried out regularly and systematically. Fire drills and evacuations are held in conjunction with the adjoining primary school. The nursery also holds more frequent 'mini-fire drills' to gradually introduce the children to the idea so that they are not too alarmed when the proper fire bell sounds.
The quality and standards of the early years provision and outcomes for children
Children very much enjoy their time in the nursery and some easily manage both the morning and afternoon sessions. They are very enthusiastic learners and explorers, showing a high level of curiosity when exploring the margins of the playground for bugs and creepy-crawlies. Children insist that heavy pots should be moved by the adults because they know that is where slugs and beetles will be hiding. A three-year-old declares, 'I've got a chrysalis, it's going to be a moth or a butterfly!'. The stimulating surroundings and resources provide excellent opportunities for children to play and pretend. Outside a large summer house is, by turns, a doctor's surgery, an ice cream parlour and judging by the multitudes of charts showing flora and fauna and the children's comments, an outdoor laboratory. Indoors, a quiet room provides opportunities to read or play in a calmer atmosphere.
A large majority of children reach higher than expected levels of language and communication skills. This is because the nursery provides excellent opportunities and encouragement not only to talk and listen with a clear purpose but to explore writing and drawing tools and materials, to study books and other written material and to use a computer. Children are also learning to sing and count in French. Some children can recognise and copy French words. The staff measure children's progress according to national age-related expectations and set increasingly challenging targets, for example in language, number, pattern and manipulative skills. A member of staff works with a small group, setting a problem by building the base of a tower with different sized and coloured blocks. The children then work out the pattern and complete the tower.
Children feel safe at the nursery. They know how to play and explore safely, to recognise danger and look out for each other. When a child falls over, they rush to help and comfort him. They learn to follow the simple rules and listen carefully to instructions. Children know that they must wash their hands after picking up slugs or in preparation for eating. They are happy to eat the healthy lunch provided by their parents and all children enjoy the opportunities for exercise, games and energetic play.
Children develop very good relationships with each other and with the adults. This is because the staff are excellent role models and treat all children with respect, courtesy and fairness. Behaviour is usually exemplary. On the rare occasion when a child tries a bit of aggression, the other children are not provoked and ignore it or move away. The children themselves play a big part in the smooth running of the session. They are keen to help and develop high levels of confidence and self-sufficiency. An individual knows that she can join a group already working and be made to feel welcome and involved. Another child happily relinquishes a piece of apparatus or a toy because they know it is time for someone else to have a go. When they have finished, they tidy up.
Annex A: record of inspection judgements
The key inspection judgements and what they meanGrade 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
How well does the setting meet the needs of the children in the Early Years Foundation Stage? |
1 |
The capacity of the provision to maintain continuous improvement |
1 |
The effectiveness of leadership and management of the early years provision
How effectively is the Early Years Foundation Stage led and managed? |
1 |
The effectiveness of leadership and management in embedding ambition and driving improvement |
1 |
The effectiveness with which the setting deploys resources |
1 |
The effectiveness with which the setting promotes equality and diversity |
2 |
The effectiveness of safeguarding |
1 |
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement |
2 |
The effectiveness of partnerships |
1 |
The effectiveness of the setting’s engagement with parents and carers |
1 |
The quality of the provision in the Early Years Foundation Stage
The quality of the provision in the Early Years Foundation Stage |
1 |
Outcomes for children in the Early Years Foundation Stage
Outcomes for children in the Early Years Foundation Stage |
1 |
The extent to which children achieve and enjoy their learning |
1 |
The extent to which children feel safe |
1 |
The extent to which children adopt healthy lifestyles |
2 |
The extent to which children make a positive contribution |
2 |
The extent to which children develop skills for the future |
1 |
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
The provider confirms that the requirements of the compulsory part of the Childcare Register are: |
Met |
The provider confirms that the requirements of the voluntary part of the Childcare Register are: |
Met |
