There has been a pattern emerging of the specific areas that inspectors have focused on from October 2009 to January 2010, and this article is the first in a series of four that will provide the information you will need to review and evaluate your EYFS provision. Of course, future inspections may have a change of focus, but this series of articles will give you a base from where you can start to reflect on your provision. I suggest that you start a self-evaluation exercise by reading through the inspectors' statements, reflecting on your setting and whether or not such judgements would be an accurate reflection of your provision. The Ofsted reports begin with a brief description of the setting and a small section entitled Overall Effectiveness of the Early Years Provision, which summarises the main findings. The main sections of the report follow: What Steps Need to be Taken to Improve Provision Further? This section lists as bullet points, the recommendations that have been made for the setting to improve. The Effectiveness of Leadership and Management of the Early Years Provision The following topics were usually covered: Safeguarding, including recruitment of suitably checked staff Risk assessments Partnerships with parents Links with other settings or outside agencies Self-evaluation, including management aspirations for quality provision and capacity for improvement Professional development of staff Inclusion and special educational needs Health and safety policies and procedures The Quality and Standards of the Early Years Provision The following topics were usually covered: Children's well-being, behaviour and motivation to learn Settling in procedures and practice Staff knowledge of the EYFS Staff relationships and interactions with the children Descriptions of what the children are engaged in, and how the staff support their learning The learning environment including resources and equipment, indoor and outdoor Healthy lifestyle choices including hygiene practices Inclusion and Diversity So let's start looking at the EYFS theme of A Unique Child, covering the commitments of inclusive practice, keeping safe and health and well-being. Throughout the reports there was a clear focus on the following: Inclusion and Diversity Behaviour Risk Assessment Safeguarding and Promoting Children's Welfare All statements from the reports appear here in italics. WHAT STEPS NEED TO BE TAKEN TO IMPROVE PROVISION FURTHER? Inclusion and Diversity extend the children's opportunities to see positive images to further promote their knowledge and understanding of diversity on a daily basis. continue to develop resources to promote diversity and develop knowledge about other cultural groups to ensure children are provided with a wider range of opportunities to foster a positive image of both themselves and others. develop further opportunities for children to use, hear and see their home language in their play and learning. review the systems of support to children with special educational needs and include in this the links with wider partnerships. extend activities and resources to help children become aware of, explore and question special educational needs and disability issues. Behaviour There were no recommendations for behaviour in the reports sample. Risk Assessment ensure risk assessments are carried out on the accommodation as well as on equipment and materials. re-appraise risk assessments to ensure they cover everything with which a child may come into contact: this refers in particular to the outside play area. revise the risk assessment to ensure the outdoor play area is secure at all times. make a record of risk assessments clearly stating when it was carried out, by whom, date of review and any action following a review or incident. The risk assessment must identify aspects of the environment that need to be checked on a regular basis and any outings that are undertaken. Maintain a record of these aspects and when they have been checked. further improve the quality of risk assessments in relation to outings by considering the possibility of a lost child situation in each venue visited. review the risk assessment to include hygiene and minimising the risk of cross-infection, with regards to hand washing procedures. review the maintenance of risk assessments to allow risks to be managed rather than eliminated in order to provide children with a level of challenge which is appropriate to their individual level of ability to promote their independence, confidence and all round development. Safeguarding and promoting children's welfare improve procedures to ensure local child protection agencies are notified of any serious accident or injury to, or the death of, any child whilst in care and act on any advice given. to further improve the early years provision the registered person should ensure that all documentation to demonstrate suitability is kept up to date. ensure that all staff understand their responsibilities to declare all matters which may affect their suitability to work with children and evolve systems to assure this. enhance safeguarding arrangements by reviewing and updating the policy for student placements. consolidate details in advance of the child being admitted, about who has legal contact with the child and parental responsibility for the child. develop staff's confident and up-to-date understanding of safeguarding children issues and ability to implement the safeguarding children policy and procedure to best effect. ensure the babies sleep room is maintained at a temperature that is comfortable for the children and staff, including non-mobile children. ensure parental permission is obtained for administering nappy cream. further develop the registration system to ensure the times of children's departure are always recorded accurately. ensure daily attendance records include hours of attendance for both staff and children. ensure appropriate fire detection equipment is provided. ensure all staff and children are familiar with the fire evacuation procedure. ensure fresh drinking water is easily accessible to children to ensure children are hydrated. ensure that all children receive balanced meals and provide them with suitable cutlery to fully support their independence. provide time to support children's understanding of how exercise, eating, sleeping, and hygiene promote good health. provide more opportunities for children to learn about the importance of keeping healthy, and those things which contribute to this. continue to improve children's health by minimising the risk of cross infection at snack time. ensure the equipment in the baby room is regularly checked and cleaned; this refers to the soft body dolls. develop the existing lost and uncollected child policies to include notification of Ofsted. practise evacuating the building more frequently so that children are familiar with the procedure. implement an effective policy on administering medicines and include effective management systems to support individual children with medical needs. meeting the needs of all children by making more flexible arrangements for children to go individually to the toilet. support fully children's emotional wellbeing in the process of transition from one age group to another. ensure staff help children to learn to keep themselves safe in different situations in the nursery. THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT OF THE EARLY YEARS PROVISION Inclusion and Diversity Good systems for supporting children with special educational needs and/or disabilities are in place and are securely monitored by the appointed member of staff responsible for coordinating the services. Staff are clear about how they include children in the setting and demonstrate a suitable awareness and knowledge regarding the procedures they would put in place if they have children attending who have special educational needs and/or disabilities or English as an additional language. Resources in the setting are good and used effectively to help children understand the diversity within the community. Children are observed playing with resources such as a dolls wheelchair and multicultural dolls and books. Excellent partnership working takes place to ensure every child receives high levels of support at an early stage. Key persons work closely with the special needs coordinator and other professionals to meet the care and development needs of children with special educational needs and disabilities who attend the setting. They closely follow individual educational plans and other development plans set. Equality is promoted well within the setting and all children's individual needs are being met. They use a range of multicultural resources to learn about other cultures and beliefs and take part in planned topics and themes celebrating festivals, such as, Divali and Chinese New Year. Positive images of ethnicity, gender and disability are displayed around the nursery; however, they are often positioned high on the wall where the children cannot view them easily, limiting their opportunities to extend their knowledge and understanding of diversity on a daily basis. Parents are invited to contribute to activities aimed at raising children's awareness of cultural differences and provide alternative meals, in order to meet children's individual dietary needs. Inclusion and diversity is an outstanding aspect of the provision and staff instinctively and successfully value all children and families, creating an enabling environment embracing equality. Children learn to have a positive attitude towards other people's similarities and differences through the good example set by the staff, learning simple words in other languages and playing with various resources that reflect positive images of diversity. Behaviour There were no statements in this section in the sample. Risk assessment Detailed risk assessments are carried out to ensure the premises are safe and secure for the children. Risk assessments in relation to arrangements for visits are properly carried out. For example on a walk to the local fire station, the involvement of parent/carer helpers enabled the child/adult ratio to be less than 2:1. All adults involved were properly briefed regarding safety and safeguarding prior to the walk taking place. Staff use comprehensive risk assessments to minimise hazards to children. This includes an annual review, regular discussion within staff meetings as well as any outing receiving a pre-visit to evaluate the potential risks. The risk assessment procedures are good and include all outings involving the children, which keeps them safe. However, the risk assessment systems do not always fully identify all risks to children's health with regard to cross-infection, for example washing children's hands after nappy changing. The setting undertakes the required risk assessments but these have a tendency to look at eliminating risks rather than managing them. For instance the climbing frame is very closely supervised and staff support children to climb up the rungs and go down the slide. This does not promote their independence or offer an appropriate level of physical challenge. Safeguarding and promoting children's welfare All staff have a good understanding of child protection procedures and know how to implement them effectively to safeguard the children. Robust recruitment and vetting procedures are in place to ensure all adults working with the children are suitable to do so. All visitors to the nursery are required to go to the main reception area and sign in and out of the visitor's book, ensuring an accurate record of everyone coming into contact with the children is maintained. All adults are carefully vetted, but there is no system thereafter to check that staff notify any matters which may adversely affect their continuing suitability. Robust procedures are in place with regard to staff recruitment. Criminal Records Bureau checks are carried out on all members of staff and references are required prior to employment. Rigorous recruitment and induction procedures ensure that children are cared for by suitable adults. The process for vetting all staff through the Criminal Records Bureau is promptly initiated following appointment. Staff's ongoing suitability is addressed through induction procedures, probationary periods and annual appraisals. There are now in place procedures to check annually that all staff are mentally and physically suitable for their posts through completion of medical forms. The setting also keeps evidence of the individual suitability clearances which have been undertaken by Ofsted on adults who have been identified as committee members responsible for its management. There is also a separate list of names and addresses of all adults currently involved in the setting in any way, although this does not currently show the capacity in which they are involved. Staff ensure that any person who has not been vetted is never left alone with children. However, the student placement policy does not determine who is to take responsibility for the students' background checks. There is clear evidence that staff are aware of issues surrounding safeguarding and protecting children. For example, they are able to describe clearly the signs and symptoms of abuse, keep records and maintain confidentiality. Practitioners have a clear understanding of safeguarding as they are encouraged to attend child protection training when they start working at the setting. They are informed about policies and procedures regarding all aspects of safety as part of their induction, through ongoing appraisals and team meetings. Designated staff update their training regularly and cascade information to all staff to fully protect children. Effective procedures are implemented to ensure the safe collection of children by suitable adults although the register does not always show an accurate record of the times children leave. Staff are clear about procedures to follow in the event of having any concerns about children in their care. Staff recognise their responsibility to follow the procedures outlined in their safeguarding policy, including notifying Ofsted promptly of any issues potentially affecting the well-being of a child. However, some staff are hesitant in demonstrating clearly that they understand fully how to apply this procedure in the event of any allegation of abuse against a staff member in order to safeguard children to full effect. Records are shared with parents of existing injuries. The premises are secure, ensuring that no unauthorised people can gain access to the nursery or the children at any time. The nursery radiators are covered to protect the children and ensure an adequate temperature is maintained in the play rooms and other areas of the nursery. There is not a radiator in the baby sleep room and staff use a wall heater that is situated, safely out of the reach of children. However, the temperature is not monitored effectively to ensure it is comfortable for the non-mobile children when they are sleeping. The indoor and outdoor activity areas are regularly checked by staff using suitable risk assessments and maintenance issues are promptly highlighted and rectified to keep the environment and resources in very good working order. Locked boundary gates, pin numbers, closed-circuit television and safety gates assure children's safety effectively. Policies are up-to-date and explain what happens about emergencies, child protection, complaints and lost or uncollected children, although some policies do not make explicit the responsibility to inform Ofsted as necessary. Staff have completed paediatric first aid training, enabling them to care appropriately for children in the event of an accident or illness. Practitioners have recently reviewed their hygiene procedures following a recent outbreak of flu to ensure they are taking all possible precautions to prevent the risk of cross infection. Children are taught to keep themselves safe and careful explanations by staff as they play help them understand. For example, children are taught to help clear up the sand on the floor in case they slip and hurt themselves. Security is given a high priority and is supported by the intercom systems, internal release for doors and closed-circuit coverage for indoor and outdoor areas. Staff are vigilant in ensuring that only fully vetted persons enter the building and that they are fully escorted at all times. The emergency evacuation routine is regularly practiced, to ensure all staff are familiar with the procedure and that it operates effectively. However, whilst accidents and the spread of infection are well minimised by thorough risk assessment, the lost child policy is generic and the procedure for responding to an incident is not clearly identified for each individual outing. Sufficient staff have both first aid and food hygiene qualifications, although a rolling programme is being developed to ensure these are regularly updated. The children eat well, with snack and meal times pleasant social occasions. They are willing to try new things and proudly discuss vegetables grown in the nursery grounds and the fact they collect eggs from the nursery chickens. If a child has to be given medicine or has an accident two members of staff take responsibility, they complete records and these are signed by parents. The staff take great care to ensure that the areas where babies crawl are hygienic, and gates separate each area of the classroom so that the younger children are safe. Babies are checked frequently while they sleep. The risk assessment systems do not always fully identify all risks to children's health with regard to cross-infection, for example children's access to the toilet brushes. Clear procedures for checking and cleaning equipment and all areas of the setting mean that children's health and safety are consistently promoted. Routine journeys are made to pick up and drop off children and the provider does not ensure that at least one member of staff has a current paediatric first aid certificate on each occasion. This is a breach of a specific legal requirement and undermines the safety of children. Staff have an outings bag, which has emergency contact details for the children, a mobile phone and reflective arm bands, which all contribute to the playgroups effective approach to the management of risk. Supervision is excellent, all staff are trained in first aid and any accidents or administration of medicines are accurately recorded. THE QUALITY AND STANDARDS OF THE EARLY YEARS PROVISION Inclusion and Diversity Staff ensure that younger children and those requiring support participate fully in group activities although access to the use of computers is intermittent and arrangements need to be reviewed. Keywords in children's home languages are sought from parents, but some children are unable to see their home language displayed in the nursery. Good use is made of posters and books to promote positive images of those with disabilities and resources such as multi-cultural role play clothes help children learn about diversity. Boys and girls are equally encouraged to use all resources. An additional, easy to use keyboard and mouse are provided at the computer table to enable even very young children to take part in matching and counting games. Those more able, choose to use the traditional mouse. Children who speak English as an additional language are supported well and made to feel welcome. They see words in their own language used as labels around the setting and parents are invited in to share knowledge about their cultures and language, for example by reading books to the group. They also play with a range of toys and resources that depict positive images of diversity such as dolls and small world people. However, activities and resources to reflect positive images of disabled people are more limited, thereby possibly compromising this area of their learning. Behaviour Children's behaviour is good because they are busy and occupied in activities throughout the day that reflect their own interests. Staff implement clear rules and boundaries consistently, so the children know exactly what is expected of them. Children are beginning to show consideration for others as they share and take turns with ease and older children often help the younger children to dry their hands after they have washed them. Children behave well and are eager to share, cooperate, concentrate and try new things. Children demonstrate good skills in managing their feelings and use effective learnt strategies to help them. For example, when needing to take turns with play equipment children decide for themselves to use the sand timer to make sure they each get a turn. Children show great concern and kindness to others; as a child is collected from pre-school, he hugs the adults and children and calls out, 'be good' as he departs. There is insufficient development of the children's roles as helpers or the giving out of responsibilities, and this was noticeable at snack times. Children learn how to behave appropriately as practitioners explain why unwanted behaviour is unacceptable. Staff are caring and sensitive to the children when their behaviour is not acceptable. This offers the children a supportive environment where they learn to manage their skills, in relation to sharing and to be kind to each other. Children are learning to take responsibility for their environment by putting their things away when activities are finished. Children asking to use equipment that has not been set out know that they can play with it, and that they have to share it then help to put it away. Clearing away after indoor and outdoor activities, and after meals, is a recognised expectation. Therefore, children develop independence exceptionally well, while learning to take responsibility for their surroundings. Children confidently make decisions in choosing resources and develop a sense of responsibility by packing these resources away when they have finished playing with them. All children develop a sense of self-worth through the methods employed throughout the nursery encompassing their 'golden values'. These are supported by praise books, certificates of achievement and sticker achievement cards in all areas. Children learn to share, take turns and interact positively with their peers as they play and follow the staff's calm, consistent and respectful example. Staff act as excellent role models with regards to promoting care and consideration towards each other. Children are settled and confident in their surroundings and approach staff with ease. Children learn about expected behaviours and talk about kind hands and kind feet. Staff manage behaviour in a calm, consistent manner and are positive role models. This is clearly demonstrated as both children and adults treat one another with affection and respect. Children are well behaved and have a good awareness of right and wrong, responding positively to guidance from staff. Staff intervene where necessary, but enable children to resolve some issues for themselves. Risk assessment There were no statements for this section in the reports sample. Safeguarding and promoting children's welfare Good hygiene procedures are implemented to help prevent the possible spread of infection and parental consent is obtained before the children have access to any of the pets. Children's health is extremely well provided for. They are highly competent and independent in taking care of their personal hygiene because staff prioritise teaching them to use the excellent provision for nose blowing, hand washing and drying, teeth cleaning and clothes protection. Staff routine ensures that areas used by the children are frequently kept clean, such as the nappy changing area. They also ensure that they change their apron and gloves after each nappy change. Children become aware of the world around them developing excellent personal safety awareness through activities such as the annual 'beep beep' road safety awareness day and activities, and through reviewing trips in the community where they wear high-visibility jackets later discussing what purpose they serve. They have a clear understanding of how to stay safe as they recognise and talk confidently about dangers. For example, children talk openly about the setting's rules to keep them safe and are beginning to understand about the possible consequences to their actions. Children feel safe in the setting and understand issues relating to safety. They are confident and secure with routines and rhythms and are not exposed to dangers or hazards. They understand about the importance of wearing seat belts in the mini bus, staff talk about 'stranger danger' and holding hands when crossing roads. Children are encouraged to pick toys up off the floor, to avoid tripping or falling over them. Safety is given a very high priority and children learn to handle equipment with care and to consider the feelings and safety of others. Children learn how to keep themselves safe through discussion and the consistent rules and boundaries implemented by staff. For example, children know they must not run in the nursery or stand on the chairs in case they fall and hurt themselves. They have access to the secure garden throughout the day to ensure they reap the benefits of the fresh air and talk about how exercise is good for their bodies. Children and staff practise regular fire drills to ensure everyone knows what to do if they have to evacuate the building in the event of an emergency. Children are beginning to learn about the importance of eating food that is good for them and a healthy lifestyle. Children take part in activities to further develop their understanding of a nutritious diet. For example, they select items for healthy packed lunches and chat about which types of food will help them to 'grow big and strong'. Mealtimes are a social occasion, where children sit together and talk about different foods, using please and thank you when prompted by staff. Meals and snacks provided are well balanced and nutritious serving healthy options, such as fruit and vegetables, which are offered for snacks. Fresh drinking water is readily available for all children and consideration is given to those whom are unable to ask for one themselves. The chef ensures that children with specific dietary needs are exceptionally well attended to and all food is prepared following food hygiene procedures that received the highest rating during a recent routine inspection by the Environmental Health Agency. Children enjoying a varied menu of fresh fruit and snacks, milk and water at snack times and parents are encouraged to provide a healthy meal for those staying for the lunchtime session. Good discussions are held at these times to help children learn about what is good for them to eat. This is supported by them having opportunities to grow and eat their own produce at the setting. They enthusiastically tuck in to lunch which is prepared freshly on site each day, but some children who have dietary restrictions lack protein to balance their meal. During snack time children are encouraged to pick up their fruit from a shared plate and children pick up several pieces of fruit before choosing which one they will take. This practice does not support limiting the risk of cross infection. Some resting children have their bags placed beside them. However, the cords on these bags are hazardous if children put them around their necks.
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