Childcare Inspection Report On

Childcare Inspection Report on Rhiwbina Baptist Church Nursery Rhiwbina Baptist Church Lon Ucha Cardiff CF14 6HL Date of Publication Thursday, 25 January 2018 Welsh Government © Crown copyright 2017. You may use and re-use the information featured in this publication (not including logos) free of charge in any format or medium, under the terms of the Open Government License. You can view the Open Government License, on the National Archives website or you can write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] You must reproduce our material accurately and not use it in a misleading context. Description of the service Rhiwbina Baptist Church Nursery operates from Rhiwbina Baptist Church in the city of Cardiff. They are registered to care for up to 30 children at any one time. A person in charge has been nominated to oversee day to day management and Sarah Elson is nominated as the Responsible Individual. Care is available from 9:05am until 12 noon, Monday to Friday during term time. There is an optional lunch club available for children attending the local school. This operates from 12noon until 1pm. They utilise two community rooms, bathroom facilities and an enclosed outdoor area. The service is delivered through the English language. Summary of our findings 1. Overall assessment The service provides a good variety of fun and interesting activities for children who enjoy the time they spend with their peers and the adults who care for them. The environment is suitable for children attending and they have access to a well resourced outdoor space which provides excellent opportunities for children to play learn and develop. Leaders and staff are motivated and seek ways to review and improve their practice 2. Improvements This is the first inspection of the service 3. Requirements and recommendations We made some recommendations relating to activity planning, maintaining and reviewing records and safeguarding arrangements. Further details are outlined throughout the report and summarised at the end. Page 1 1. Well-being Summary Children are confident and competent learners. They are inquisitive and comfortable to have their say. Nearly all children were able to tell us about their nursery, what they like and what is important to them. They have developed strong relationships with other children and the staff. There are some good opportunities for independence. Children are learning and developing because of the range activities and opportunities available to them. Our findings 1.1 To what extent do children have a voice? Children make choices and decisions. They have opportunities to play indoors and outside as they choose. We saw a good selection of planned activities and resources which they could select from. At snack time, children are provided with options and have a choice of water or milk to drink. Most children make their views known and join in enthusiastically with group activities. As an example, during a circle time activity, the staff used a puppet to ask the children what they enjoyed doing that day. This encouraged many children to share their views. Children’s opinions are also sought through the use of pictorial questionnaires. We examined a sample of these and found that children had shared their likes and dislikes about the service. They are listened to and their decisions are respected. We heard one child telling a member of staff that they did not want to take part in an activity and this was acknowledged. Another child asked, “can you get me a pram?” and this was provided from a store room. Children express their views and know that they will listened to. 1.2 To what extent do children feel safe, happy and valued? Children are settled and cope well with separation from their parents. As children arrived at the nursery they fondly greeted the staff and quickly settled in, showing familiarity with the routines. During circle time, each child was given an opportunity to join in and take part in a variety of ways. We saw children enjoyed singing, sharing their news and participating in some music and movement. The activity was concluded by them giving thanks to their family or something of meaning to them which was acknowledged by the group. We spoke to four children who told us who looked after them at nursery and what their favourite things were. They were all happy and they called the staff ‘aunty’ followed by their Christian name. We saw that some children frequently embraced staff or made contact with them showing they had developed a sense of security with their key workers. Children have a sense of belonging at the nursery. They are happy and feel valued. 1.3 How well do children interact? Children enjoy each others company. They have formed friendships and show concern for each other. We heard a child ask, “shall I help you?” when another child was tidying away some soft toys and this was accepted warmly. Another child gave their friend a hug and told her “I missed you!” They smiled and giggled together. Children are kind and use good manners frequently. We often heard phrases such as Page 2 ‘please’ and ‘thank you.’ During the morning, children showed respect for the resources and routinely shared items. Children co-operate, take turns and express their feelings to their friends. 1.4 To what extent do children enjoy their play and learning? Children enjoy the wide range of play and learning activities available to them. Many children laugh, giggle and have fun as they interact. We saw a group of children enjoy a singing and dancing session where they pretended to be an animal. This kept their interest for some time. Children benefit from having free flow play to the outdoors for large parts of the day and for some children this was an area of great interest and enjoyment. Children told us they liked playing with Peppa pig, being outside, making things with play-doh, singing and painting. One child told us they “have lots of fun” and another said “I like to come to nursery”. It was evident that children were rarely unoccupied and they were interested in the activities available. Children are active and curious learners who join in enthusiastically. 1.5 How well do children develop, learn and become independent? Children have a good variety of experiences, including self directed and adult led play. They learn informally through the play opportunities they take part in. Children were familiar with incidental Welsh and some used basic Welsh phrases, colours and numbers. Activities available were topical and children experimented in the role play area with items familiar with everyday living. We saw children taking care of baby dolls where they fed, clothed and put them to sleep. They used real carrots in cookery role play, which they pretended to cook on the hob. We heard a lovely conversation between two children who were pretending to ‘bake cakes’ with play-doh and cupcake cases. They used a range of vocabulary to describe how they could do it, with one child stating “we need to mix, stir, and cook them.” Some children are highly independent. They put their own coats on before going out to play and return them to a peg when they are indoors. Children wiped their own noses using the mirror and tissues provided. Most children were competent in using the bathroom independently or with little support and they nearly always remembered to wash their hands afterwards. During snack time there were missed opportunities to increase the children’s independence as snacks and drinks were served to them. Some children instinctively tidied away afterwards showing they needed little encouragement to do things for themselves. Children are confident and independent learners. They would benefit from additional opportunities to do things for themselves in particular at snack time. Page 3 2. Care and Development Summary Staff understand the policies and procedures for the service and nearly always follow the guidance available to them. They should seek ways to strengthen activity planning to show how the seven areas of learning are covered each week and any learning should link to the children’s developmental files. Staff know children well, they support them to achieve their potential and identify where things need to change. Our findings 2.1 How well do practitioners keep children safe and healthy? Staff understand and implement the service policy’s and procedures. We spoke to staff who were able to tell us about important policies which help keep children safe and healthy. They referred to a social media policy and explained the security measures in place for using mobile phones and when taking photographs with the camera. Staff were aware of the nominated safeguarding officer and they told us they would raise any concerns immediately and they would keep all information confidential. Some staff were familiar with the Prevent Duty (this is a statutory duty on providers to prevent children from being drawn into extremism) but they did not have a policy or procedure to follow. We discussed this with the Person in Charge who told us there was some information available and she would be developing a policy. There are procedures in place to maintain health and hygiene standards. We saw staff cleaning tables thoroughly before snack time and children were reminded to wash their hands before eating and after toileting. One member of staff asked a child to cover their mouth when they coughed and explained why this was important. The children nearby listened and undertook some ‘practice’ coughing showing they had listened. One child was not feeling well and staff comforted them, checked their temperature and took measures to cool them down before making them comfortable on a sofa bed.

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