Madresfield Early Years Centre was founded in 1994 and has since been awarded 6 successive 'Outstanding' gradings by OFSTED as well as the coveted 'Best Nursery in the UK' award by the National Day Nurseries Association. We're at the heart of Worcestershire's Centre of Excellence plan and our innovation in early years' provision has even been touched on in Whitehall and led to our proprietress being awarded an MBE.
We are registered for government funding when it comes to free childcare for children between 2 and 4 years of age. This is currently at 15 hours per week but will rise to 30 hours per week from September 2017 (government conditions apply).
The arrangements in place to safeguard children are exemplary. Policies and procedures are comprehensive, effectively implemented by staff and available to parents. The staff understand their designated roles and responsibilities in relation to safeguarding children and prioritise and deal with concerns effectively. Children' welfare is protected by extensive recruitment and vetting arrangements. A robust induction procedure ensures staff are suitable and knowledgeable about all aspects of safeguarding. Procedures to ensure the premises and extensive outside areas are safe and secure are mostly effective. Children are very well supervised by staff who understand the importance of raising children’s awareness of their own safety and encouraging them to follow safe practices throughout the range of activities provided.
Children thrive in the exceedingly well-organised provision which makes exemplary use of its environment to promote learning. The provider is highly motivated and passionate about the Centre and has a clear vision for its future direction which is shared with staff and parents. There are excellent systems in place to monitor the quality of the provision. All staff and parents contribute to the success of the centre and in improving outcomes for all children. The professional development of staff is given high priority. They are actively encouraged to set targets and take responsibility for improving the quality of the provision. Consequently, staff morale is high; they are well motivated and work exceedingly well as a team. This has a positive impact on the centre as a whole resulting in an outstanding learning environment where children and staff can reach their full potential.
Highly positive relationships with all groups of parents and carers enhance the opportunities provided for all children. For example, parents and particularly fathers are encouraged to visit the centre and join in with activities such as cookery. A welcoming room has been included in the baby unit enabling breast feeding mothers to attend to the needs of their babies. A toy library provides opportunities for parents to help support their child’s learning at home. Consequently, parents and carers are made exceedingly welcome and included with the Centre. There are robust systems in place to inform parents and carers of all aspects of their child’s well-being and development. The key person, responsible for small groups of children, shares information with parents on their child’s progress using observations and assessment records that go to build up a child’s individual Learning Journey. Parents and carers are provided with extensive information about the centre and educational programme. Parent’s comments are positive and reflect on the friendliness of staff and their ability to help children settle well and make progress while in the Centre.
The centre takes a lead in promoting highly effective working relationships with other providers delivering the Early Years Foundation Stage (EYFS). Well established channels of communication between other providers promote consistency of care and learning for all children. The special educational needs co-ordinator (SENCO) works alongside staff to ensure Individual Educational Plans (IEP) are implemented effectively. Support and advice is obtained from other professionals involved in the child’s care and development. Staff attend training such as, sign language and behaviour management in order to fully support children’s individual needs. Children’s understanding of diversity is promoted through the range of activities incorporated into the educational programme. They have access to resources which promote positive images which the staff use to help children learn about similarities and differences.
