First Steps (Rocester)Ofsted inspection, 12 Sept 2006

First Steps (Rocester)

Inspection report for early years provision

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First Steps (Rocester)

Unique Reference Number 218145 Inspection date 12 September 2006 Inspector Valerie Thomas

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First Steps (Rocester)

Setting Address Rocester Community Centre, High Street, Rocester, Uttoxeter, Staffordshire, ST14 5JU Telephone number 07815 660041 E-mail firststepsabc@aol.com Registered person FIRST STEPS PRE - SCHOOL (ROCESTER) PLAYGROUP COMM Type of inspection Integrated Type of care Sessional care

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First Steps (Rocester)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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WHAT SORT OF SETTING IS IT?

First Steps Pre-school opened in 1992. It operates from all areas within the community centre in the village of Rocester, near Uttoxeter. There is access to an outdoor play area. The setting is registered to care for a maximum of 24 children at any one time. The setting opens each weekday from 09.30 to 12.00. There are currently 20 children from two to under five years on roll. Of these, five receive funding for early education. Children attend from the local and surrounding

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 areas. Five staff work with the children. Of these, two hold appropriate early years qualifications and one staff member is near to completing a qualification.

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Helping children to be healthy

The provision is satisfactory. Healthy eating is encouraged well within the setting. At snack time children are given healthy choices. They are encouraged eat the fruit after their sandwiches and stickers are given to children at the end of the session as they all ate the sticks of carrot and cucumber. This helps children develop a positive approach to healthy eating. There are clear routines implemented to help children learn about appropriate hygiene procedures. Children know that when they have been to the toilet they must wash their hands and staff remind them that because their hands have been on the floor they have to wash them before snack. However, the same bowl of water is used throughout the session by all children for hand washing. This is not effective practice to prevent the spread of infection. Children enjoy good opportunities for physical exercise during each session. The planned physical education sessions twice a week ensure all children are active and

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Helping children to be healthy

able to develop their physical skills. They have lots of fun taking part in the 'Funky monkey' dance session waving their arms and turning around to the music. They learn that they need to warm their bodies first by wriggling their fingers, turning their feet around in circles and stretching their body parts. This helps children to develop a positive attitude towards exercise and a healthy lifestyle.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children use a varied range of safe good quality resources. As the group operates from a community centre all toys are stored in a cupboard and are set out daily. There is always a variety set out for children to choose from and these are changed during the session to offer further choice. Children are cared for in a welcoming and appropriately organised environment. Most risks to children are limited through satisfactory safety and security procedures. Staff monitor access to the group at all times and precautions are taken to ensure the outdoor area is safe. As the outdoor area is not currently secure and glass has been found in the play area it is not being used until it is safe. Risk assessments are in the process of being completed and a daily safety check list is going to be implemented. However, the bar area within the room does not always have the barrier closed to

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Protecting children from harm or neglect and helping them stay safe

prevent children entering and as there are glasses stored on low level shelves this compromises children's safety.

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Staff set clear boundaries for children as they play to help ensure their safety. Children are reminded to come down the slide the right way and staff are alert to children climbing on chairs. Staff have a good understanding of the fire evacuation procedure and all exits are clearly identified. However, fire drills are not practised on a regular basis. Therefore there are new staff members and many children who have not taken part in one. This puts children at risk. Children are adequately protected by staff that have a clear understanding of child protection issues and understand the correct procedures to follow. Senior staff have received training in child protection which ensures that they fully understand their responsibilities in protecting children from harm. However the child protection policy

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Protecting children from harm or neglect and helping them stay safe

is not updated to reflect the 'Local Safeguarding Children Board's' procedures. This does not fully safeguard children's welfare.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. Most of the children at the setting are confident in the setting's welcoming and caring environment. There are quite a few young children who have just started the pre-school and they are comforted by staff and given the support that they need. This is helping them to settle into the routine of the setting. Children have positive relationships with staff and with each other. They play well together and older ones help to care for the younger ones. However, some children can be quite overpowering taking young children from one activity to another even if they do not want to go. This inhibits younger children's choice and independence. Children show much interest as they sit and concentrate chalking on the boards and painting their pictures with the sponge rollers and wheels. Children enjoy banging the boxes and cups together and shaking the streamers at music time. Imaginative skills

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Helping children achieve well and enjoy what they do

are developing well as children make the dinner in the home corner using the washer as something to cook the food in. Staff join in with children's play showing them how to put the pegs in the board and use the electronic toys. Children then copy and press the buttons repeatedly to listen to the sounds. During free play sessions children are interested and their concentration is developing. 'Circle time' sessions are used to extend children's learning as staff ask questions during the story to encourage them to explain their thinking. However, these sessions do not meet the needs of individual children. Younger children become bored and restless as the group talks about what day it is and looks at shapes. They wander off from the group, running around the room with nothing to do. This impacts on the older children's level of concentration and learning. Progress of children is monitored through observations made as they play and

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Helping children achieve well and enjoy what they do

evaluations of adult focussed activities takes place. Records of children's art work are kept and these are dated. However, the system for recording and assessing younger children's progress in line with the 'Birth to three matters' framework is new and is in the process of being implemented. Therefore it is difficult to identify the progress children have made other than through their art work.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Nursery education. The quality of teaching and learning is satisfactory. Most staff have a suitable knowledge of the Foundation Stage and demonstrate a satisfactory understanding of how young children learn and progress. Planning includes sufficient detail to allow all staff to deliver the programme of the adult led activities but it is not linked to assessments of children's progress to ensure that activities are extending each child's learning. Staff use suitable methods to maintain children's interest, building positive relationships with them as they engage in their play. They help raise children's awareness of the community and the wider world appropriately. However, challenges for children in areas of mathematics and literacy are not always sufficient and staff do not make good use of free play activities to extend learning in all areas.

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Helping children achieve well and enjoy what they do

Currently there are no children attending with learning difficulties although there is a system in place with guidance on how children can be supported. However, staff knowledge of the 'Special Educational Needs Code of Practice' is limited and therefore the system is not fully effective to meet children's needs. The methods used for assessing children's progress are not robust. Observations are made as children play however, progress records are not completed regularly for all children. Consequently, this hinders staff's understanding of when children's learning needs to be extended and does not show a clear record of progress. Behaviour is well managed as staff talk to children and explain why they must share. As a result children play well together. The room is organised appropriately with a separate area for large physical play equipment which allows children to develop their concentration with the quieter activities. There is a varied range of equipment available to cover all

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Helping children achieve well and enjoy what they do

six areas of learning. However, the large range of books on the book trolley are not presented well to encourage children to sit and choose a book to look at. Children's attitude to learning and concentration levels are developing. They sit and paint their pictures for quite some time and colour several pictures telling staff what they have drawn. However, the presence of younger children at 'circle time' does distract their attention as they sit and listen to the story. Children behave well responding positively to the boundaries set and help each other to tidy away when they hear the music. Their self help skills are good, going to the toilet and washing their hands by themselves. Children's language skills are developing and most children are confident to talk to adults and their friends. They say that they like tomato sauce with their chips when answering questions during story time and tell staff why they have drawn their digger

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Helping children achieve well and enjoy what they do

blue. Most children join in with the 'Wakey wakey' song which they sing every morning before they begin to play. Children are beginning to recognise their name as they find their flower at registration time and their name card as they sit down for snack. However, older children do not often link sounds to letters for example, what letter their name begins with. Although there is a large range of books available children only have one very brief period when they sit and look at them after snack. Opportunities for children to use pencils and crayons are available and staff give good support to help children hold their felt tip pen correctly as they colour. Children use numbers and develop their counting skills during 'circle time' activities. They count and clap their hands up to four confidently when it is someone's birthday

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 and some attempt to count up to 20 during the 'blast off' rhyme. However, this learning is not extended during free choice activities as children are not often encouraged to count and match number to object or recognise numerals as they play. Older children do not often develop problem solving skills such as finding out how many more chairs are needed at snack time. Children demonstrate that they understand size and shape well. They know which square is big and which is little and are able to name basic shapes such as circle and heart. Opportunities for children to develop their exploration and investigation skills are varied. They learn about change when looking at the differences in the weather. They know that the weather has changed from sunny to being cold and cloudy. There are

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Helping children achieve well and enjoy what they do

many opportunities for children to explore natural materials. Photographs show children playing with shaving foam and 'gloop' and samples of children's pictures show that they have painted with leaves. Children have fun as they experiment with the magnets watching as the magnetic rods move up and down as they lift the magnets. Children have many opportunities to develop their fine manipulative skills. They show good control as they paint their pictures with brushes and rollers and are developing their skills for using scissors making snips in the paper. Children's large motor skills are developing well. They are confident when climbing up and down the climbing frame and pedal bikes competently. Throwing and catching skills with balls are encouraged by staff and children enjoy rolling the large barrel along the floor and stopping it with their hands as it comes towards them. Children have good opportunities to explore different textures, such as sand and

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Helping children achieve well and enjoy what they do

collage. They are confident in naming a wide range of colours. Children are encouraged to express themselves freely through art and enjoy using the brushes to create their pictures and concentrate well as they use the foil, tinsel and polystyrene on their collage pictures. Children join in with songs well and opportunities to listen to the sounds of instruments are good. They enjoy making loud and soft noises with the maracas and use the stick to make sounds on the chime bars.

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Helping children make a positive contribution

The provision is satisfactory. Children's confidence and self-esteem is developed well by staff with good use of praise and encouragement during the session. They are told they are 'good' for saying thank you for their toast and 'well done' for eating their fruit. Children behave well and respond positively to boundaries set by staff. They take turns well going to the back of the queue for the climbing frame when reminded by staff and share toys as they play in the sand. They join in group games developing positive relationships as they kick the ball to each other and listen to staff as they are told they should not fight over the car. Children’s spiritual, moral, social and cultural development is fostered. There is a satisfactory range of resources to raise children's awareness of diversity and various festivals are celebrated, such as 'Ramadan' and the 'Chinese New Year'. Children are taken for walks in the local community to feed the ducks on the lake and

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 are taken on trips to places such as 'Hammerton farm'. This helps children to develop their knowledge of the wider world and their understanding of others. There are no children currently attending with learning difficulties or disabilities. However, the setting's policies promote inclusion and the premises are accessible to all. All children benefit from the positive partnership staff have developed with parents. Staff work closely with parents discussing their child's needs daily which helps new children to settle into the routine. The prospectus gives good information on how the setting operates and the notice board in the entrance area is used to display further details and policies. Coffee mornings are held each term to discuss children's progress with parents and records are available for parents to view. This ensures

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Helping children make a positive contribution

parents are fully informed about their child. Parents are also invited to join the committee to help with the running of the group and are asked if they want to help during the sessions. The partnership with parents and carers of children in receipt of funding for early education is good. Information on the educational programme is included in the prospectus. Monthly news letters are sent home with details of the topic to be covered and ideas for activities that parents can do with their children. This enables parents to be involved and enhance their own child's learning. This helps children progress and enables them to make a positive contribution.

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Organisation

The organisation is satisfactory. There is an appropriate level of qualified staff who work with the children and additional training courses have been attended. For example, staff have attended training on the 'Birth to three matters' framework and child protection. This helps to broaden children's experiences and increases staff knowledge of childcare issues which contributes to the quality of care provided. Induction systems are good with a probationary period for new staff implemented. Recruitment procedures are effective and ensure children are cared for by appropriately vetted staff. All required documentation is in place and is stored confidentially. The setting is organised appropriately on the whole as are space and resources to meet children's needs most of the time. However, the mixed age range of children at circle time does not ensure that individual learning needs are fully met. Support for

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Organisation

children is appropriate with good staff ratios and additional staff are available to take on domestic and administrative tasks. Staff are caring with children and positive interaction takes place at all times. This enables children to settle and enjoy their time. Overall children's needs are met. The leadership and management of children in receipt of funding for early education is satisfactory. Job descriptions are given by the management to ensure that staff are clear in their roles and the appraisal system implemented monitors staff performance. Improvements made since the last inspection have promoted children's learning. Monitoring of the educational programme takes place however, this is not fully effective as the current weaknesses have not been identified.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Improvements since the last inspection

At the last inspection the group were asked to ensure that all records are accessible and available for inspection at all times; develop a written procedure in the event of a child being lost or uncollected; make available to parents the name and address of the regulator within the complaints policy; revise the child protection policy to comply with the Area Child Protection Committee procedures and include procedures to be followed in the event of an allegation being made against staff; conduct a risk assessment of the premises; include methods to manage bullying in the behaviour policy; ensure procedures keep parents well informed of the provision and gain parents written consent to seek emergency medical advice. Records are now stored at the setting and are available for inspection. Policies and procedures are revised and most include all relevant details. There is a clear policy in place for lost and uncollected children; the behaviour policy includes guidance for

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Improvements since the last inspection

staff to manage bullying and the complaints policy includes the regulator's details. This helps safeguard children's welfare. The child protection policy reflects the Area Child Protection Committee procedures and includes procedures to be followed in the event of an allegation against staff. However, as the Local Children's Safeguarding Board is now in place a recommendation has been made for the policy to be revised. A risk assessment is currently being completed and a detailed format is going to be implemented to help ensure the safety of children. There is detailed information provided for parents in the form of a prospectus and newsletters which keeps them well informed of the provision and their children. Written consent from parents to seek emergency medical advice is in place for all children. This helps to ensure children's needs can be met if a medical emergency arose. Nursery education. At the last inspection the group were asked to increase staff knowledge and

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Improvements since the last inspection

understanding of the Foundation Stage; ensure curriculum plans are easily accessible to all staff and observations of children's learning are effectively used; implement procedures to share information with parents about their child and the setting; ensure children are provided with opportunities to write for a variety of purposes, understand that print carries meaning and to recognise numerals within everyday situations; develop and organise resources to progress children's understanding of technology and design and making skills and provide children with opportunities to explore and investigate creative materials and use their imagination within music. All staff now attend regular cluster group meetings which demonstrate how the different areas of learning can be incorporated and extended in the pre-school. Support from the early years advisor has helped to develop staff knowledge and all staff have access to the advice given. All staff are involved in planning and each has

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Improvements since the last inspection

responsibility for delivering an adult focussed activity each week. Discussions with staff show that they have a suitable understanding of the Foundation Stage. Observations are made but are not always used effectively to record progress and therefore this is carried forward as a recommendation. Information for parents is much improved with details of the curriculum provided in the prospectus and a notice

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Improvements since the last inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 board displays all other relevant information. Regular opportunities are provided to share progress records with parents and daily discussion takes place. A writing table is now set out daily and children have access to a range of resources such as blank paper, colouring sheets, tracing paper and diaries. There is print in the environment to help children understand that print carries meaning. The notice board with children's work is labelled with captions and children have their names on flowers and on name cards which they are encouraged to recognise. There is a number line within the room although this is not used often to help children recognise numbers. Therefore this is carried forward as a recommendation. Children have regular opportunities to develop their design and making skills. They glue and stick

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Improvements since the last inspection

kitchen rolls together to look through and make models from cardboard boxes. There is a varied range of electronic toys which children know how to use pressing the buttons to listen to the sounds, this helps them to develop their awareness of technology. There are good opportunities for children to explore and investigate creative materials and children are confident to express themselves freely as they paint and make collages. They use their imagination well as they use recycled materials as instruments making sounds to the music. Consequently, this has ensured that children are making satisfactory progress towards the early learning goals.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure that hand washing practices prevent the spread of infection

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The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 • ensure areas that contain hazards are inaccessible to children at all times and that fire drills are carried out periodically so that all children and staff take part • revise the child protection policy to ensure it reflects the Local Safeguarding Children Board's procedures • ensure the organisation of 'circle time' activities for younger and older children maintain their interest and that older children do not overpower younger children during their play (also applies to nursery education) • continue with the implementation of assessment records that reflect the relevant areas of learning for each age group, ensure they are completed regularly and are used to inform planning for children's individual needs (also applies to nursery education).

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • ensure daily activities and play opportunities provided are used to develop the different areas of learning particularly in relation to numbers and problem solving • increase opportunities for older children to link sounds to letters and ensure the books available are organised appropriately to encourage children to use them and develop their reading skills • develop staff's understanding of the Special Needs Code of Practice to ensure children are well supported.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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