Care service inspection report
Full inspection
The Secret Garden Outdoor Nursery
Day Care of Children
Letham Village Hall
Letham
Cupar
Inspection report for The Secret Garden Outdoor Nursery
Inspection completed on 09 March 2016
Inspection report
Service provided by: The Secret Garden Outdoor Nursery
Service provider number: SP2006008688
Care service number: CS2008176034
Inspection Visit Type: Unannounced
Care services in Scotland cannot operate unless they are registered with the
Care Inspectorate. We inspect, award grades and set out improvements that
must be made. We also investigate complaints about care services and take
action when things aren't good enough.
Please get in touch with us if you would like more information or have any
concerns about a care service.
Contact Us
Care Inspectorate
Compass House
11 Riverside Drive
Dundee
DD1 4NY
[email protected]
0345 600 9527
www.careinspectorate.com
@careinspect
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Summary
This report and grades represent our assessment of the quality of the areas of
performance which were examined during this inspection.
Grades for this care service may change after this inspection following other
regulatory activity. For example, if we have to take enforcement action to make
the service improve, or if we investigate and agree with a complaint someone
makes about the service.
We gave the service these grades
Quality of care and support 5
Very Good
Quality of environment 5
Very Good
Quality of staffing 5
Very Good
Quality of management and leadership 5
Very Good
What the service does well
Children were happy, confident and enjoying innovative and creative play in
their woodland nursery when we visited. Staff enabled children to play with
confidence and evolving knowledge of themselves and the natural world around
them. Staff used their knowledge of the children and of the outdoor areas they
used, staff to facilitate experiences in response to individual needs and
interests. Children led play whilst staff observed, offered comfort, guidance and
reassurance when needed. Staff interaction was kind, sensitive and caring.
Links with other agencies enabled better communication and support for
children and families when it was needed. Parents were very happy with the
care and support their children received and with the inclusive approach
prioritised by the nursery regarding parental participation.
What the service could do better
The service should continue to embed the positive approaches observed at
inspection, particularly approaches towards supporting children with their
feelings and response to others.
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Risk analysis undertaken by the service following accidents and incidents
should be included in the service risk assessment.
The manager should undertake child protection training relevant to her post
and staff should have regular annual updates.
Continued support to enable staff qualifications, competencies and strengths to
develop further which will help ensure the depth and range of knowledge
within the team and continue to enhance quality experiences for children.
Infection prevention and control procedures should be updated to reflect the
good practice observed at inspection.
What the service has done since the last inspection
Since the last inspection a new manager has been appointed to the service. The
manager has worked for the nursery for some time as a practitioner and
welcomed this change in her position. The previous manager, staff and directors
were very supportive throughout the transition and continue to support the
manager.
The staff team have enjoyed training about compassionate communication with
children. This has given them strategies for supporting children with their
feelings. One staff member is undertaking training to be a trainer in this
approach.
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Conclusion
Children attending the nursery enjoyed playing in the woods. They were
independent, confident and creative. Staff interaction was kind, compassionate
and caring and children enjoyed chatting to staff, listening to stories, staff
humour and sensitivity. The environment facilitated imaginative play without
boundaries, this enabled children to persevere with plans they had for their
games and to change them as and when they wanted. The area of woods we
visited showed a respectful sense of ownership and belonging and the visit to
the nursery garden the following day gave children different opportunities again
to play and interact with each other and with their surroundings. The staff and
management team had used feedback from parents, children and other
agencies to help assess the quality of the service. They had sourced and used
training to further enhance the ethos and values of the service.
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1 About the service we inspected
The Care Inspectorate regulates care services in Scotland. Information about all
care services is available on our website at www.careinspectorate.com
This service was previously registered with the Care Commission and transferred
its registration to the Care Inspectorate on 1 April 2011.
The service is provided outdoors using the countryside, including woodland, to
the North West of Letham village in Fife. The main 'base' is in an area of field,
used in agreement with the landowner and local farmer. There is a cultivated
patch within this area where vegetables, fruit and flowers are grown.
Equipment, including rope swings and other play materials, storage boxes and
a yurt are also sited in this area. Areas of the surrounding countryside are also
used, including other local woodland sites. The recreational park in the village is
used as a meeting point between 8:30am and 9am where children spend time
at the beginning and end of each session. This park contains a range of
permanent large play equipment. The nearby village hall provides some storage
and is also available for emergency use, such as in extreme weather conditions.
The service has an office in nearby Cupar where documentation and files are
kept.
The aims of the service are stated as follows:
In the unique location of Letham Woods the staff and volunteers of The Secret
Garden Outdoor Nursery assist in the unfolding and intrinsic worth of each
child.
We aim to:
- Create opportunities for children to learn and discover through play
- Develop an awareness of nature, the changing seasons and rhythms of the
year.
- Develop each child's sense of worth in relation to the world around them.
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The service registration states that care may be provided to a maximum of 28
children age from 3 years to 16 years, of whom no more than 18 may be of pre
school age, no overnight care may be provided, adult: child ratios will be
maintained as follows:
From age 3 until of an age to attend Primary School 1:7
Primary school age up to age 7 1:8
Age 8 and upwards 1:10
Two adults will be in attendance at all times.
Recommendations
A recommendation is a statement that sets out actions that a care service
provider should take to improve or develop the quality of the service, but where
failure to do so would not directly result in enforcement.
Recommendations are based on the National Care Standards, SSSC codes of
practice and recognised good practice. These must also be outcomes-based and
if the provider meets the recommendation this would improve outcomes for
people receiving the service.
Requirements
A requirement is a statement which sets out what a care service must do to
improve outcomes for people who use services and must be linked to a breach
in the Public Services Reform (Scotland) Act 2010 (the "Act"), its regulations, or
orders made under the Act, or a condition of registration. Requirements are
enforceable in law.
We make requirements where (a) there is evidence of poor outcomes for people
using the service or (b) there is the potential for poor outcomes which would
affect people's health, safety or welfare.
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Based on the findings of this inspection this service has been awarded the
following grades:
Quality of care and support - Grade 5 - Very Good
Quality of environment - Grade 5 - Very Good
Quality of staffing - Grade 5 - Very Good
Quality of management and leadership - Grade 5 - Very Good
This report and grades represent our assessment of the quality of the areas of
performance which were examined during this inspection.
Grades for this care service may change following other regulatory activity. You
can find the most up-to-date grades for this service by visiting our website
www.careinspectorate.com or by calling us on 0345 600 9527 or visiting one of
our offices.
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2 How we inspected this service
The level of inspection we carried out
In this service we carried out a low intensity inspection. We carry out these
inspections when we are satisfied that services are working hard to provide
consistently high standards of care.
What we did during the inspection
We wrote this report following an unannounced inspection that took place
between 8.20am and 4:15pm on Tuesday 8 March 2016 and 8.30am and
12:30pm on 9 March 2016. Feedback was given to the manager on the second
day of inspection.
As part of the inspection we took account of the completed annual return and
self-assessment forms that we asked the provider to complete and submit to
us.
We sent 16 Care Standards Questionnaires to the service to be distributed to
parents or carers of children using the service and seven completed
questionnaires were returned to us by the time of the inspection. We spoke to
four parents when they dropped off their children at the service to gather some
more feedback. All feedback we received was very positive.
During this inspection process, we gathered evidence from a number of sources
including the following:
Observations:
- staff supervision and monitoring of children
- staff interaction with the children attending the service
- staff interaction with each other
- the activities on offer for the children
- lunch
- group time
- resources
- feedback from parents
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- discussed policies and procedures including child protection, administration of
medication, infection prevention and control, confidentiality, whistleblowing and
complaints
- accident and incidents
- risk assessments
- registers
- care plans of children using the service
- the equipment and environment
- the nursery annual return and self-assessments
- staff training and development
- quality assurance
Grading the service against quality themes and statements
We inspect and grade elements of care that we call 'quality themes'. For
example, one of the quality themes we might look at is 'Quality of care and
support'. Under each quality theme are 'quality statements' which describe
what a service should be doing well for that theme. We grade how the service
performs against the quality themes and statements.
Details of what we found are in Section 3: The inspection
Inspection Focus Areas (IFAs)
In any year we may decide on specific aspects of care to focus on during our
inspections. These are extra checks we make on top of all the normal ones we
make during inspection. We do this to gather information about the quality of
these aspects of care on a national basis. Where we have examined an
inspection focus area we will clearly identify it under the relevant quality
statement.
Fire safety issues
We do not regulate fire safety. Local fire and rescue services are responsible for
checking services. However, where significant fire safety issues become
apparent, we will alert the relevant fire and rescue services so they may
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consider what action to take. You can find out more about care services'
responsibilities for fire safety at www.firescotland.gov.uk
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The annual return
Every year all care services must complete an 'annual return' form to make sure
the information we hold is up to date. We also use annual returns to decide
how we will inspect the service.
Annual Return Received: Yes - Electronic
Comments on Self Assessment
Every year all care services must complete a 'self assessment' form telling us
how their service is performing. We check to make sure this assessment is
accurate.
Services undertake a self-assessment before inspection. The self-assessment
details strengths, areas for improvement and grades the service has awarded
itself based on its performance.
The Care Inspectorate received a fully completed self-assessment document
from the service. We were satisfied with the way this was completed and with
the relevant information included for each heading that we grade services
under.
The manager identified what she evaluated the service was doing well, some
areas for development and changes that were planned. Some information about
how the children and their families influenced the self-assessment process had
been included.
Taking the views of people using the care service into account
There were 9 children attending the service at the time of the inspection. The
children were too young to give detailed verbal feedback about the service,
however, some of the children talked to us about the activities they were
involved in. These are some of the statements we heard:
"Look at how I climbed up here. Did you see me, I will do it again. This is how I
get down. It's really high, I can see for miles!"
"I am building a house."
"I am building a car."
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"This is our den and we are all living here together. It's his birthday so we will
be singing happy birthday soon. Won't we? (all housemates nod in agreement)"
Taking carers' views into account
We received completed questionnaires from seven parents or carers of children
using the service. The feedback we received was very positive. Parents were
happy or very happy with all aspects of care their children received.
Comments from the questionnaires included:
"This is an outdoor nursery, no toys, equipment is minimal and it's amazing! It
has been the perfect place for our very active child over the past 18 months and
has had a huge positive influence on his development as a happy confident 5
year old."
"The Secret Garden Outdoor nursery is an exceptional and wonderful nursery. I
am ever so grateful that my daughter has the opportunity to attend one day a
week. I wish I could arrange it so that she could attend more often but logistics
are difficult for us. My daughter is encouraged to be explorative, resilient,
adventurous and mindful of others and nature. Staff are champions, really good
in providing stability and consistency for the children. I could not be happier!"
"Rewarding, stimulating environment."
"I am very happy with the hand-in-hand training the staff have been doing to
enable them to better support children emotionally. This has made a big
difference to my child it enabled them to deal with separation anxiety
effectively and sensitively."
"Overall we could not be more happy with the Secret Garden. First our son and
now our daughter have been through it. Both love it. Both have developed a lot
of confidence and self sufficiency from it. They prefer it to school nursery."
We spoke to four parents at the time of inspection. Their comments supported
the views given to us from the completed questionnaires.
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3 The inspection
We looked at how the service performs against the following quality themes
and statements. Here are the details of what we found.
Quality Theme 1: Quality of Care and Support
Grade awarded for this theme: 5 - Very Good
Statement 1
“We ensure that service users and carers participate in
assessing and improving the quality of the care and support
provided by the service.”
Service Strengths
This statement was evaluated because the participation of children and families
using the service is critical to the service understanding how well they meet
their needs and expectations.
The service sought and responded to the views and opinions of children and
their parents. They were included in the assessment and improvement of the
service through a range of systems that had been developed and reviewed over
time for their effectiveness. The service was evaluated as very good in areas
covered by statements relating to participation. One parent commented to us,
"the service uses multimedia and are imaginative in their interactions/
communication with parents. I could not be happier!"
The manager and staff talked to us about the importance of partnership
working with the parents of the children. It was explained to us how this
develops from their first meeting and visit to the nursery. We spoke to one
parent about their introduction to the nursery and they told us that they had
been made to feel very welcome, that they had been given information about
the nursery and had visited the woods with their child.
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A key worker system was in place which gave staff responsibility for developing
relationships with parents to ensure the children's needs and personalities were
known to them and so that children's experiences were planned around them
as individuals. Parents we spoke to confirmed that they knew who their
children's key worker was and that they felt able to speak to any of the staff
about their children.
To improve the quality of care and support the service asked parents for their
comments, views and opinions. For example, when children left the service
parents had given their feedback about their experiences. We read the feedback
and asked the manager how this had been used. She showed us examples of
how feedback had been used to improve the service.
Play was child led and staff stood back to enable children to develop their
games and play with as little interference as necessary. Children therefore chose
the areas of the wood they wanted to play in and groups formed and re-formed
as games developed. Staff observed children and used this to help understand
how happy the children were with their nursery experience. The manager told
us that observations such as, children busy at play, contentedly observing
others, playing together and singing gave her positive feedback from them
about the service.
Daily opportunities for communication and feedback with parents, weekly
updates on activities in the woods including photographs, bi-annual parent and
key worker meetings and annual parent meetings, workshops and events in the
woods gave great scope for parents to give feedback.
As a result of the engagement and sense of belonging the nursery has
created, parents often become sessional staff for the nursery and some become
permanent staff. The nursery directors includes parents whose children attend
the service.
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Areas for improvement
Interaction and communication with parents had developed further since the
last inspection and this had been appreciated by parents. The service should
continue to embed and review their participation strategies to suit parents and
children using the service. Continued encouragement for parents to visit their
children in the woods may support further involvement.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Statement 5
“We respond to service users' care and support needs using
person centered values.”
Service Strengths
We evaluated how well the service met children's care and support needs by
using person centred values and found that staff were responsive, caring and
sensitive to children's individual needs and development. To find out how well
the service responded to children we looked at what the service told us in their
self-assessment, we observed children and staff together and talked to staff
about their work, we talked to the manager about the systems, ethos and
values practised by the team and feedback from parents through both
questionnaires and at the time of inspection. The service was evaluated as very
good in areas covered by this statement.
The relationships between children and staff were very good. Training staff
supported them with greater insights into how best to support children with
their feelings and emotions. Staff told us that the training has given
them better understanding of strategies that nurtures, affirms and validates to
children the strength of their relationships, inclusion, belonging and trust with
staff and peers. Role modelling positive relationships was further enabling
mutual respect, confidence and security. We observed playful, humorous and
sensitive caring interactions between staff and children. Children responded
very well to this, for example, at drop-off time staff made sensitive decisions
depending on their knowledge of the child's personality and mood about
whether staff interaction in the form of fun, humour and small group play
would best support children or cuddles, quiet reassurance and gentle
integration. Further observations told us how well staff shared information from
one day to the next and that they were well prepared by the time children
arrived. Every child and parent was greeted by staff on arrival, time was spent
with parents and children and any information important to the child's day was
shared.
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Including and respecting parental views and partnership working with parents
was valued highly by the service. Information about the nursery was given to
parents who were interested in their children attending. Information about
children was gathered in advance to them starting with the nursery. This
included information specific to their individual needs, such as health needs
and any additional support that parents felt their children needed. Parents and
children were invited to sessions in the woods which gave them some insight
into how the sessions were managed and what to expect. There was a list of
younger children waiting to attend the nursery when they reached age three.
One of the nursery parents who was also a sessional worker at the nursery met
with parents and children in the woods for short sessions. This enabled
discussion about the service and time for children to play together in
the woodland environment. This individual and sensitive approach taken by the
service enabled parents and children to feel confident about the ethos,
practicalities and procedures followed by staff.
Children's play in the woods was child led. Creative, differentiated planning was
managed by staff who stood back from the children's play to observe. They
stepped in to offer guidance and to share knowledge when children asked or
needed them. Staff were mindful of disrupting games and play unnecessarily
and so children were able to invent, develop and continue games for extended
periods of time. Staff had diverse specialist knowledge, including science based
knowledge of woodlands and the environment. They were hesitant to share this
with children in case they diverted children from their focus in play. Moments
arose however where children queried sounds and observations which gave
opportunity for staff to share their knowledge with them. Staff were able to
identify when children needed calm, reflective space to play alone, to talk to
staff and to observe others. We looked at a sample of children's observations
and communication with parents and found that staff had captured accounts of
children's learning and progress well. The observations were individual and
specific to every child.
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Children were confident at approaching staff, they managed risk well and
persevered with challenges and set backs. One child asked us to watch them
climb onto bales in the garden. She was very pleased with her ability to manage
this independently and talked to us about it. "First I grabbed the straw, like this
and it came out in my hand!" She exclaimed, "Then I did it again but stuck my
fingers in further and pulled myself to here, then I just walked on top. Then this
is how I get down!" and she slid to the ground. "Look now how quickly I can do
this. It's easy. I can see for miles!" Her desire to share this was an example of
how she was able to take responsibility for ensuring adults around her knew of
her developing abilities and achievements.
Partnership working continued to develop with local schools, nurseries and with
other agencies. Staff from schools were invited to attend sessions at the Secret
Garden and where additional support was identified key staff and manager
attended meetings. This enabled them to support children and parents with
transition to school as well as ensuring consistency and continuity in
approaches between home and other settings. We looked at one example
where this was working well and where shared strategies and approaches had
enabled more consistency for children between home, the Secret Garden and
another nursery. Staff had attended training, such as training on autism, to
ensure the care and support they gave was sensitive and specific to the needs
of the child. The manager told us how this training had impacted on staff
practice and subsequently on the children's participation in group activities.
Links and partnership working with services such as speech and language
therapy, educational psychology and health visitor supported staff, children and
their families. This was very positive and told us how staff worked to ensure
they had the skills and knowledge to support and respect children as
individuals.
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Areas for improvement
At the last inspection recommendations were made about developing
relationships and role modelling, which have been met. The manager agreed
that she and the staff had really enjoyed training on child development and
behaviours and were very enthusiastic and committed to embedding it. By
doing this the strategies they have introduced will further support children's
sense of security, confidence, trust and resilience.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Quality Theme 2: Quality of Environment
Grade awarded for this theme: 5 - Very Good
Statement 2
“We make sure that the environment is safe and service users
are protected.”
Service Strengths
The service risk management strategy was found to be very good.
Child protection policies and procedures told us that systems were in place to
ensure the service was child safe and child friendly.
The child protection policy was clear and accessible; it outlined the service
commitment to promoting children's wellbeing and protecting children from
harm. Staff were aware of the policy and new staff told us how they
would respond to and report concerns.
Codes of conduct and standards were in place for staff e.g. physical contact,
confidentiality, toileting, nappy changing and equal opportunity.
The recruitment of staff, volunteers and others formed part of the service risk
management strategy and all staff went through appropriate checks before
starting to work at the nursery.
Standards and strategies were in place to address behaviours such as bullying
and to promote positive respectful relationships with each other.
Children's relationships with staff should enable them to speak to a staff
member about any concerns they have and trust that this will be acted upon
appropriately.
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Risk taking like all other skills needs to be practised and learned over time. By
empowering children in their self-management, trusting them to make
decisions around risk and allowing them to push themselves, staff enabled
them to practise and learn and to be good at judging situations, to be confident
and assertive. This gave them skills to think before they do and to consider risk
to themselves and others based on decisions they made. Their play enabled
them to take opportunities and to participate in activities which helped to
ensure children were informed but not over anxious or risk adverse.
Staff were very observant of risk which included play in the park, on their walk
to and from the woods and when in the woods. Traffic, visitors to the woods,
knowledge of people in the village and visiting dogs were all part of their daily
risk management.
Areas for improvement
We discussed child protection training and agreed that although the manager
had attended child protection training she should undertake child protection
training in more depth as appropriate to her new role. She said that she would
look into this and arrange to attend as soon as possible. Staff have also had
training since the last inspection but we advised that an annual update was
necessary to ensure their knowledge of roles and responsibilities and to meet
their registration requirements with the Scottish Social Services Council.
Risk assessment and risk management formed an important part of the
dynamic and balanced approach to children's experiences within the setting.
The manager and staff reviewed risk assessments following accidents and
incidents at the nursery, following storms and other changes. The manager
should ensure that records of the reviews they carried out are kept with the risk
assessments and that they are updated as often as needed to reflect changing
circumstances, raised and lessened risk. The manager had intended to have this
together and reassured us this would be done.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Statement 5
“The accommodation and resources are suitable for the needs
of the service users. ”
Service Strengths
The children's use of the woodland and garden environment and their use of
natural and man-made resources enabled creativity, innovation,
resourcefulness and engagement. The outcomes for children because of this
were very positive.
The environment used by the children was physically diverse, the three different
sites we visited plus the walk to the woods gave children opportunity to observe
and interact with varied vegetation as well as natural and artificial physical
features. This met children's needs for a stimulating and varied play
environment, it positively influenced the range and levels of physical activity
and improved motor development and fitness.
Slopes, steps, terraces and other level changes had considerable impact on
children's coordination skills and visual perception. "We're nearly there" one
child puffed encouragement to their friend as they climbed a steep slope to the
wood, "lean forwards like me, it helps", she smiled at him. The walk would
stimulate neurological systems involved in balance, body sense and
gravity giving children more control and confidence in space and gravity.
Raised areas, such as the bales in the garden, tree climbing and building the
children were doing with wooden blocks, gave children the opportunity to
survey the landscape. "I can see for miles" exclaimed one child as she jumped
at the top of the bales.
Uneven, rough surfaces and loose coverings on the walk to the woods and as
part of the ever changing woodland and garden floor enabled children to
develop motor skills and balance, they knew to lift their feet and if in warmer
weather they take their shoes off they can feel the difference too.
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The environment offered children a treasure chest of interesting materials to
handle and to utilise to support their games and play. They had time for doing
and thinking that was uninterrupted and not pre-structured. Loose
materials were carried around, for example one child was taking logs, sticks,
stones, bricks and planks. Some were large, heavy and awkward which
supported the development of body awareness and control as well as providing
rich content for schematic play such as transporting. We observed children
manage the various objects by carrying them or using small wheel
barrows. They developed their understanding of concepts such as quantity,
weight and capacity.
Children stopped to inspect flowers on their walk to the woods and noticed that
the field close to their garden had been ploughed. The environment enabled
children to take notice of changes, subtle ones like the stage of growth of the
crocus and more obvious like the ploughed field.
Children were very familiar with the areas of woods they could use. The
development of the site we visited and the garden had further enabled
children to feel comfortable and at home. A covered area with the fire lit under
it and close by storage and paths aided this sense of ownership and belonging.
Transition is very important so that children get to know the nursery woodland
environment and spaces within the environment well to feel relaxed and
comfortable.
Feeling included, respected and responsible enabled every child to construct
their own play and to follow their own enquiries. It gave them a sense of
control and empowerment. When an outdoor nursery works well it provides
children outdoors with flexible space and resources which they can modify,
mould and control to make them their own. We observed this as play developed
within a small group in a den that had been built and added to. More complex
social interactions and negotiation and more meaningful sustained play. Some
children were supported by staff to develop their emotions and additional staff
sometimes accompanied the group when needed. This approach will support
further children's resilience, feelings that they are capable, competent and selfassured.
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Areas for improvement
We spoke with the manager about the environment and space for children to
rest and relax. She told us that they had a tent children could use if they were
tired and wanted to sleep. We suggested that they consider including suitable
features that enable children to withdraw, have down time, peace and
restoration through materials that are responsive to their bodies, so things like
hammocks, swing seats or maybe rugs as well as adult laps, cuddles of course.
By introducing softness, areas of calm and contemplation develop and the
nursery's compassionate approaches to support children with their
feelings could be further supported.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Quality Theme 3: Quality of Staffing
Grade awarded for this theme: 5 - Very Good
Statement 2
“We are confident that our staff have been recruited, and
inducted, in a safe and robust manner to protect service users
and staff.”
Service Strengths
We inspected the recruitment and induction of staff to ensure this had been
undertaken in a safe and robust manner to protect children using the service.
We found that the recruitment and induction procedures used were very good.
The service had a recruitment procedure in place that included the need to have
at least two satisfactory references returned to the service and a satisfactory
check (PVG Disclosure) undertaken before starting work with children.
We sampled files of staff working with children and found that the recruitment
and induction procedures had been followed. Prior to an interview staff were
invited to spend time within the woods to ensure they understood how the
service worked and the environment they would be working in.
The service had an induction procedure in place which included a checklist of
policies and procedures that new staff needed to read, and mentoring from
more experienced staff and directors. New staff communicated regularly with
the manager to discuss their induction and to ensure their understanding of the
service policies and procedures.
Staff were registered with the Scottish Social Services Council (SSSC) as
appropriate to their role.
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We discussed the recruitment and induction procedure with a new staff
member and found that it had been followed as described to us. The staff
member had received support and guidance from the manager and had found
her very approachable, supportive and easy to talk with. She told us that as a
result of this she felt able to seek advice and guidance when needed and to
discuss further her role and responsibilities.
Areas for improvement
As the quality of staff is key to good outcomes for children the service should
continue to evaluate and develop policies and procedures on the safe
recruitment of staff, staff training and development. By further formalising
times to meet with new staff to discuss their experiences of their work the
manager will be able to develop her relationship with new staff and enable
them to discuss queries and to get feedback on their practice.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Statement 4
“We ensure that everyone working in the service has an ethos
of respect towards service users and each other.”
Service Strengths
We evaluated how well everyone working in the service developed and
supported an ethos of respect towards children, families and each other. We
found that staff made particular efforts to develop secure and trusting
relationships with children and their families and that there was an ethos of
mutual respect and collaboration across the whole staff team.
Evidence we gathered which has been described throughout the report told us
about how the staff build relationships with children and their parents.
Feedback sought from them was used to support improvement of the service
and regular meetings between key staff and parents took place. Taking time to
listen to parents and to discuss their children's needs evidenced an ethos of
respect towards them.
Children led their play in the woods. Staff observed respectfully from nearby and
intervened when needed. Children were observed having kind, sensitive and
playful interactions with staff whose understanding of compassionate
communication had enhanced their practice. Understanding children's
individual needs, respecting their views and valuing their contributions.
Staff team meetings were held on a weekly basis which enabled them time to
come together and to talk about their work and annual team meetings with
directors further enabled contact and time to share ideas, thoughts and
experiences. The service ethos of respect was outlined in their code of conduct,
vision and ethos.
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Areas for improvement
As planned by the manager the team will continue to embed the Parenting by
Connection programme to ensure consistency of caring and supportive practices
by staff. Continued opportunity for observing staff at work throughout the week
will further enable the team manager to support the continued ethos of respect
within the service.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Quality Theme 4: Quality of Management and
Leadership
Grade awarded for this theme: 5 - Very Good
Statement 3
“To encourage good quality care, we promote leadership values
throughout the workforce.”
Service Strengths
We evaluated how well leadership values were promoted throughout the
workforce to encourage good quality care for children. We found that staff were
able to work collaboratively using and developing their individual skills and
abilities to meet shared values and objectives. This was promoted very well
within the service.
The service promoted an ethos and atmosphere of trust and respect. Staff were
encouraged to contribute their own ideas and opinions, for example at team
meetings, appraisal and team development days. The introduction of airing to
communicate feelings and views meant that conflict was not avoided but used
constructively with the aim to finding the best way forward.
Open and honest communication was encouraged and was seen as important
as a means of promoting collaborative working and mutual understanding. The
manager described how effective this had been in supporting the development
of her relationship with staff and with them trusting that their views
were listened to and taken forward as part of the development of the service.
Staff individual skills, abilities and professional development was recognised.
We were told how one member of staff who had a particular interest in
children's wellbeing, she discussed the training she had attended which was
called, 'Parenting by Connection' and it's impact on her understanding of
children's emotional development and practice with children. She was
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enthusiastic and spoke with warmth and passion about the difference this had
made. The staff member was now training to become a trainer.
We heard how other staff had taken forward their interest and strengths in
working with children with autism. This led to further training and to career
pathways within additional support for learning.
Within the sessions staff have to be able to respond well to situations, to make
decisions and to understand the extent of their own competencies and
confidence. They were encouraged to be reflective practitioners and to seek
support from each other as needed.
Areas for improvement
As discussed with the manager, she recognised that ensuring leadership values
continue to be supported and promoted was on-going as the introduction of
new strategies were being further embedded.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
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Statement 4
“We use quality assurance systems and processes which involve
service users, carers, staff and stakeholders to assess the
quality of service we provide.”
Service Strengths
The use of quality assurance systems and processes resulted in the continued
development and improvement of the service. Feedback from parents, children,
staff and external agencies, such as Fife Council contributed to the service plans
for improvement. Their feedback was used very well to assess the quality of the
service provided.
Feedback from external agencies had been used very well. For example,
recommendations made at the last inspection were used to help inform
development of the service in ways that suited the ethos and vision of the
nursery. Feedback from the local authority on an EQUATE visit had been used to
help develop plans for children's learning and forms to enable consistency
between services.
Feedback from parents whose children had attended the service was used to
provide greater insight into their experiences of the service. We looked at the
feedback and the manager told us how their views had impacted on plans for
developing the service.
Staff and manager discussed national guidance and standards as new
documentation became available, this gave the team the opportunity to
consider how this could be used within the service. Using knowledge from
training sessions enabled staff to continue to develop professionally as well as
greater consistency across the team with their approaches and strategies.
Annual appraisals gave opportunity for staff and management to formalise
acknowledgement of staff achievements, progress and to agree professional
development.
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Areas for improvement
The manager told us that she was continuing to develop her knowledge of
national and local guidance, standards and legislation as appropriate to her
new position. She was being supported and mentored by the previous manager
and would continue to have this support as long as needed. We felt confident
that the manager would continue to develop her knowledge and practice as
seen throughout the inspection. The manager was about to begin training
as necessary for her role.
Grade
5 - Very Good
Number of requirements - 0
Number of recommendations - 0
4 What the service has done to meet any
requirements we made at our last inspection
Previous requirements
There are no outstanding requirements.
5 What the service has done to meet any
recommendations we made at our last
inspection
Previous recommendations
1. It is recommended that the nursery develop further their methods of
information sharing with parents whose children are using the service. To do
this the nursery should consider how best to ensure parents have information
about nursery plans for the day or week, what the children have been playing,
learning about and how their interests are being encouraged and taken
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forward within the nursery.
National care standards early education and childcare up to the age of 16
Standard 7: A caring environment.
This recommendation was made on 22 April 2014
The service has further developed methods of sharing information with parents. This
has given parents greater insight into the activities their children were involved in
children's thoughts and views of their day.
2. It is recommended that the service develop and implement an effective
method to record all the information and permissions needed for the safe
administration of medication. We recommend that the service follow current
best practice guidance to do this and update procedures as necessary to
follow best practice guidance and advice.
National care Standards early education and childcare up to the age of 16
Standard 3: Heath and wellbeing.
This recommendation was made on 22 April 2014
Medication records had been reviewed to ensure all information and permissions
needed for the safe administration of medication were available for staff.
3. It is recommended that the service further develop staff knowledge and
practice regarding children's emotional development so that responses to
children are prompt, flexible and sensitive to their individual circumstances.
The development of staff knowledge should take account of current research
and practice in early years, for example, on attachment theory.
National Care Standards early education and childcare up to the age of 16
Standard 6: Support and development.
This recommendation was made on 22 April 2014
Staff have undertaken training particular to children's emotional development and
the importance of sensitive response to them. Staff, parents and management were
enthusiastic about the impact of the training on the service ethos and approach.
4. It is recommended that the manager and staff consider how best to ensure
all the children have access to a range of resources, including the role
modelling skills and involvement of staff, which will enhance the children's
quality of experience, develop their individual interests and all-round
development whilst supporting the ethos and values of the service.
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National Care Standards early education and childcare up to the age of 16
Standard 11: Access to resources and Standard 6: Support and development.
This recommendation was made on 22 April 2014
Staff training had further enhanced children's experiences and had further supported
the ethos and values of the service.
6 Complaints
No complaints have been upheld, or partially upheld, since the last inspection.
7 Enforcements
We have taken no enforcement action against this care service since the last
inspection.
8 Additional Information
There is no additional information.
9 Inspection and grading history
Date
Type
Gradings
28 Feb 2014
Unannounced
Care and support
Environment
Staffing
Management and Leadership
5 - Very Good
4 - Good
5 - Very Good
5 - Very Good
14 Dec 2010
Unannounced
Care and support
Environment
Staffing
Management and Leadership
6 - Excellent
5 - Very Good
5 - Very Good
6 - Excellent
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8 Sep 2009
Unannounced
Care and support
Environment
Staffing
Management and Leadership
4 - Good
2 - Weak
2 - Weak
3 - Adequate
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To find out more
This inspection report is published by the Care Inspectorate. You can download this
report and others from our website.
You can also read more about our work online.
Contact Us
Care Inspectorate
Compass House
11 Riverside Drive
Dundee
DD1 4NY
[email protected]
0345 600 9527
www.careinspectorate.com
@careinspect
Other languages and formats
This report is available in other languages and formats on request.
Tha am foillseachadh seo ri fhaighinn ann an cruthannan is c?nain eile ma
nithear iarrtas.
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