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OFSTED NURSERY INSPECTION REPORT
Our last Ofsted inspection was on 13th March 2007
The details below refer to 2004. More recent details will be posted shortly or are available from the school upon request.
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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