19 November 2008
This report tells you about the quality of education at the centre. We describe how children benefit from learning there. We explain how well they are doing and how good the centre is at helping them to learn. Then we look at the ways in which the centre does this. We describe how well the centre works with other groups in the community, including parents1 and services which support children. We also comment on how well staff and children work together and how they go about improving the centre.
Our report describes the ‘ethos’ of the centre. By ‘ethos’ we mean the relationships in the centre, how well children are cared for and treated and how much is expected of them in all aspects of centre life. Finally, we comment on the centre’s aims. In particular, we focus on how well the aims help staff to deliver high quality learning, and the impact of leadership on the centre’s success in achieving these aims.
If you would like to learn more about our inspection of the centre, please visit www.hmie.gov.uk. Where applicable, the website contains analyses of questionnaire returns and descriptions of good practice in the centre.
1. The centre
2. Particular strengths of the centre
3. Examples of good practice
4. How well do children learn and achieve?
5. How well do staff work with others to support children’s learning?
6. Are staff and children actively involved in improving their centre community?
7. Does the centre have high expectations of all children?
8. Does the centre have a clear sense of direction?
9. What happens next?
3. Example of good practice
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Learning and achievement
Overall, children’s experiences were very good. In all playrooms children were happy and enjoyed the range of activities available. Older children were actively involved in planning their play. They were confident and had very good relationships with staff.
Across the nursery, children were making good progress in their learning and development. With support and encouragement from staff, younger children were becoming confident in different play areas. In the three to five playroom they were making very good progress in early literacy and numeracy. Almost all children could recognise their name in print and were using early writing in play activities. They spoke confidently to one another and listened well to adults when they were telling stories and giving instructions.
Most children could count and recognise numbers. Almost all children could recognise and name simple shapes around the playroom. Some children were measuring and using the language of measurement in role play and construction activities. Across the nursery children were confident in selecting from a range of resources in different areas of the playroom. They could put on their shoes and coats for outdoor play and were forming friendships with one another. Some children experimented with colour mixing. Most children enjoyed exploring properties of different materials using magnets and some concentrated well to overcome problems when building toys using construction material. Children experimented with paint and collage material at the craft area. They were confident in using scissors and pencils. All children had regular access to outdoor play and were confident in using bikes outdoors and balls for throwing and catching.
Curriculum and meeting learning needs
The learning opportunities for children were good across the curriculum. In the baby and toddler rooms, staff had begun to use birth to three guidance to provide a range of suitable play activities for young children. This has been a recent development and additional training is planned to help staff to make more use of this in planning experiences for young children. In the three to five room, staff provided a very good range of experiences and games for children to develop early literacy and numeracy skills. Staff supported children in becoming independent in tooth brushing and hand washing. Children enjoyed a range of energetic activities inside and out. Children enjoyed using the computer to find information about their body and used some interactive toys and tools during imaginative play.
Staff plan to provide more creative and sensory experiences for children to further enhance learning opportunities.
Staff know children very well. They regularly consult with children and provide activities that take account of their interests and care and learning needs. Almost all the activities provided were at the right level to encourage children’s learning. Staff planned and reviewed children’s learning regularly but would benefit from having dedicated time to plan together as a team for individual children’s learning needs. Staff linked closely with parents of children with particular needs and provided support both in the playroom and in accessing other services as appropriate.
Parents felt welcomed in the nursery and found communication very good. They had planned opportunities to meet with staff to talk about their child’s progress in learning and development. The nursery regularly sent home newsletters, and a range of useful information was available. The nursery had linked with other services to plan practical workshops on behaviour management and was working at further developing their partnership to encourage parents to become more involved. Staff were proactive in working with a range of other services such as health. They prepared transition records for pre]school children and teachers from local schools visited the nursery to meet the children and staff. Nursery staff had the opportunity to visit the primary school and see children as they settled into primary one.
Staff work very well as a team and were actively involved in improving the nursery. Management regularly sought the views of staff, parents and children and used this information to make improvements to the nursery and enhance the resources. Staff found them approachable and were given opportunities to take on additional roles such as coordinating equalities across the nursery. Management had recognised the need to further develop the way in which it gathered information and monitored and evaluated improvements across the nursery. Staff would benefit from further training to build confidence in taking this forward.
Staff had high expectations of children’s learning particularly in literacy and numeracy. The nursery had achieved Bronze Health Promoting Nursery Status. Children were provided with a varied selection of healthy snacks and lunches. Children demonstrated an understanding of healthy eating and the purpose of tooth brushing and hand washing. All children were treated equally, fairly and with respect. Almost all staff had participated in recognised qualification training and commendably, many staff had gained additional qualifications. This had extended staff knowledge about young children’s learning and improved staff interactions and the experiences for children.
The manager and staff knew the centre well and had set out what needed to be improved within the improvement plan. Regular communication and consultation with parents, children and staff had led to an agreed agenda for improvements. The manager led the nursery team well and, with the depute, provided a good role model for other staff in the playrooms.
The manager worked in partnership with the local authority and, with staff, was committed to ongoing improvement of the service.
We are confident that the centre will be able to make the necessary improvements in light of the inspection findings. As a result, we will make no more visits following this inspection. The centre and the education authority will inform parents about the centre’s progress in improving the quality of education.
We have agreed the following areas for improvement with the centre and education authority.
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At the last Care Commission inspection of the centre there were no requirements. In addition, three recommendations were made, all of which had been addressed.
Quality indicators help centres, education authorities and inspectors to judge what is good and what needs to be improved in the work of a centre. You can find these quality indicators in the HMIE publication The Child at the Centre. Following the inspection of each centre, the Scottish Government gathers evaluations of three important quality indicators to keep track of how well all Scottish centres are doing.
Here are the evaluations for Glenburn House Private Day Nursery.
Improvements in performance |
good |
Children’s experiences |
very good |
Meeting learning needs |
good |
We also evaluated the following aspects of the work of the centre.
The curriculum |
good |
Improvement through self-evaluation |
satisfactory |
Managing Inspector: Aileen Valenti
19 November 2008
To find out more about inspections or get an electronic copy of this report go to www.hmie.gov.uk. Please contact the Business Management and Communications Team (BMCT) if you wish to enquire about our arrangements for translated or other appropriate versions.
If you wish to comment about any of our inspections, contact us at HMIEenquiries@hmie.gsi.gov.uk or alternatively you should write in the first instance to BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure is available from our website www.hmie.gov.uk or alternatively you can write to our Complaints Manager, at the address above or by telephoning 01506 600259 or the Complaints Coordinator, Headquarters, Care Commission, Compass House, Riverside Drive, Dundee DD1 4NY.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to SPSO, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330, fax 0800 377 7331 or e-mail: ask@spso.org.uk. More information about the Ombudsman’s office can be obtained from the website at www.spso.org.uk.
This report uses the following word scale to make clear judgements made by inspectors.
excellent |
outstanding, sector leading |
very good |
major strengths |
good |
important strengths with some areas for improvement |
satisfactory |
strengths just outweigh weaknesses |
weak |
important weaknesses |
unsatisfactory |
major weaknesses |
Crown Copyright 2008
HM Inspectorate of Education
1. Throughout this report, the term ‘parents’ should be taken to include foster carers and carers who are relatives or friends.