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OFSTED NURSERY INSPECTION REPORT
URN EY253248
DfES Number: 533175
INSPECTION DETAILS
Inspection Date: 14/10/2004
Inspector Name: Amanda Jane Tyson
SETTING DETAILS
Day Care Type: Sessional Day Care
Setting Name: The Children's Garden
Setting Address: 219 Richmond Road, Twickenham, Middlesex TW1 2NJ
REGISTERED PROVIDER DETAILS
Name: The Committee of The Children's Garden 4189604
ORGANISATION DETAILS
Name: The Children's Garden
Address: 219 Richmond Road, Twickenham, Middlesex TW1 2NJ
ABOUT THE INSPECTION
The purpose of this inspection is to assure government, parents and the public that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This 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 Children's Garden opened in January 2003. The nursery is certified by the Steiner Association, follows the Steiner-Waldorf philosophies and is in receipt of funding for nursery education.
It operates from three rooms on the ground floor of residential premises in St. Margaret's, Twickenham. The school is directly opposite a park and is within walking distance of local shops. Children attend from both inside and outside the local area.
Children attend the Kindergarten from age 3 to 6 years, in line with Steiner philosophies. Of the children currently on roll, there are two funded 3 year olds and nine funded 4 year olds, some of these children have special educational needs and speak English as an additional language.
The Kindergarten is open five mornings a week during school term times, 9:30am to 12:45pm and children attend for a variety of sessions.
Two full time staff work with the children. One has early years and Steiner teaching qualifications and the second member of staff is on currently completing both the Steiner teaching degree and the NVQ3 in early years childcare and education.
The setting receives support from the Early Years Development and Childcare Partnership (EYDCP).
INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS
How effective is the nursery education?
The Children's Garden provides a high quality-learning environment, whereby children are making very good progress towards the six early learning goals.
Teaching is very good. Staff are sound in their knowledge and understanding of the early learning goals and are skilled in combining Steiner teaching methods and philosophies into the curriculum, which positively and effectively encourage children's self motivation and interest in learning. High levels of developmental observation, assessment and understanding of children's individual needs ensure children learn at their own pace and their ability to organise and initiate their own play and learning is inspiring. Staff recognise opportunities for children to solve practical problems and are careful not to disrupt their resolution skills, supporting rather than directing play and challenges. The use of natural and non-representative resources encourages children's imagination, but restricts learning in technology. The tranquil environment and calm, gentle approach used by staff ensures children's high levels of self-esteem, confidence and harmonious relationships between the children.
Partnership with parents is very good. Parents are sound in their knowledge of Steiner teaching methods and the National Curriculum. A high standard of written communication keeps them informed of weekly activities and learning intentions. Regular opportunities to discuss their child's progress towards the early learning goals enables them to fully support and reinforce learning at home. Parents hold the kindergarten in high regard and are insistent that there are no areas for improvement.
Leadership and management are very good. The leader's commitment to evaluation and improvement provides a clear vision for the future and staff are effectively supported to develop their knowledge and skills. Good links with outside agencies ensure the provision keeps up to date with National Curriculum guidance.
What is being done well?
The use of non-representational play resources greatly encourages children's imagination, which has no boundaries and is inspirational. They absorb themselves in a hive of activity, initiate and organise their own play, make their own props and use natural and practical resources to imitate real and make believe objects and experiences, i.e. pebbles become picnic food, shells become telephones and children use wooden planks to become anything from platforms in houses and skateboards to train tracks.
The consistent use of music, singing and movement, with the exceptional weekly Eurythmy sessions provide outstanding opportunities for children to develop their confidence, rhythm and sense of inner calm. The children exude enthusiasm, creativity and demonstrate overwhelming sensitivity and compassion for each other's feelings and differences, which is enhanced by skilled teaching methods.
Staff's skill in recognising the necessary level of interaction or support required, coupled with children's high levels of self esteem and confidence, enables them to explore and experiment new challenges and solve their own practical problems, particularly with regards to maths.
The starting points for literacy are firmly established and children demonstrate independent interest and motivation. They are eager to write, make purposeful marks and are sound in their understanding that print carries meaning.
Children's progress towards the early learning goals is well monitored and documented. Next steps for learning are clearly identified for all children and activities; resources and daily routines are adapted and extended for children with special educational needs and older, more able children.
Parents are fully involved in children's learning. They are up to date on children's progress towards the early learning goals, which enables them to reinforce and support learning in the home and they are encouraged to contribute with ideas for improvement.
What needs to be improved?
The opportunities for children to use resources which promote learning in information, communication and technology.
The communication between the kindergarten and mainstream state schools, to enhance the effectiveness of the transition.
What has improved since the last inspection?
Not applicable.
SUMMARY OF JUDGEMENTS
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
Judgement: Very Good
Children exude confidence and self esteem. They manage their own personal care, express their feelings and explore and experiment with interest. Children have warm and supportive relationships with each other. They offer each other comfort, help each other with challenges and play co-operatively. Children's independence and decision-making skills are positively supported by the free-flow organisation and practical life activities and daily tasks.
COMMUNICATION, LANGUAGE AND LITERACY
Judgement: Very Good
Children are interested in writing and use the available resources to independently write and make marks. Older children attempt to caption their own creative work, write their names and help each other link letters to sounds. Children speak English and their own native tongues with confidence, learn French as an additional language and are introduced to words from other languages. Children explore books with enthusiasm and are encouraged by staff to share their interpretations and thoughts.
MATHEMATICAL DEVELOPMENT
Judgement: Very Good
Children enjoy counting and especially like to count in a variety of different languages. They are becoming skilled mathematicians and use their developing knowledge to work out complex building problems, such as joining two pieces of material together, when one is not long enough, to form a play camp roof and identifying that one chair needs to be taken away from the table because there are 11 people, not 12. Children fix shapes together with developing ease and use number language in context.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Judgement: Very Good
Regular trips, visits and excellent daily use of the nursery garden, including in wet weather, enhances children's knowledge of the natural environment. Children dig for worms, use sticks, conkers and leaves to add to play value and they grow their own produce. They use real tools to build and design purposeful and practical models and furniture. They share and listen with interest to the diverse cultural and religious lives of each other and use their knowledge in inter-related play.
PHYSICAL DEVELOPMENT
Judgement: Very Good
Children skilfully sew and weave making useful practical items and with careful hand eye co-ordination make intricate models and confidently cut vegetables in the daily routine of preparing food. Children judge their own risks such as climbing trees and finding different ways to balance along planks and older children's physical development is further challenged with lawn mowing and furniture making. Spontaneous, skilled interventions from staff help children learn how the body works.
CREATIVE DEVELOPMENT
Judgement: Very Good
In music and movement, children pretend to be trees and falling apples. They sing with gusto, in a variety of languages and pretend bark circles are pancakes. Children build their own train track, leading into a haunted house using wooden planks, airers and material. Clay is expertly used to make a bath for a beetle and children laugh together as they decide what their drink tastes of. Children freely select whatever resources they need to experiment and design, using colour, shape and texture.
Children's spiritual, moral, social and cultural development is fostered appropriately: Yes
OUTCOME OF THE INSPECTION
The provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years' time.
WHAT THE SETTING NEEDS TO DO NEXT
(Key issues or points for consideration for improvement in nursery education)
There are no significant weaknesses to report, but consideration should be given to improving the following:
Consider ways of further developing uses of everyday technology.
The registered person must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents, and to the Local Authority if required. An evaluation of the action taken will form part of the next combined inspection.
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