Causeway Green Junior School

Dymchurch Vilage Hall Pre-school

Inspection report for early years provision

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Dymchurch Vilage Hall Pre-school

127157 Unique Reference Number 20 March 2007 Inspection date Jenny Kane Inspector

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Dymchurch Vilage Hall Pre-school

Village Hall, Orgarswick Avenue Dymchurch, Romney Marsh, Kent, TN29 0NX

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E-mail

Dymchurch Village hall Pre School Registered person Integrated Type of inspection Full day care, Out of School care Type of care

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E-mail

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

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The key inspection judgements and what they mean

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 good. 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?

Dymchurch Village Hall Pre-School has been registered since March 2000. There has previously been a group at these premises for several years. A committee of parents runs the pre-school. It operates from the village hall in the centre of Dymchurch. There is access to a safe, fully enclosed outside play area.

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WHAT SORT OF SETTING IS IT?

A maximum of 35 children may attend at any one time. The pre-school is open Monday to Friday from 09:00 to 15:30 during term time and there are plans to open during some school holidays for existing children and children up to the age of eight years. Children attend for a variety of sessions and the group serves the local area and surrounding area.

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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 There are currently 21 children on roll aged from two to four years. Of these, 13 children receive funding for early education. The group supports children with additional needs and children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The pre-school employs six staff. Of these, five hold appropriate early years childcare qualifications. The group receives support from the Local Authority Early Years advisory teacher and they are members of The Pre-school Learning Alliance.

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Helping children to be healthy

The provision is good. Children are cared for in clean and spacious premises. They stay healthy due to the effective procedures and staff’s attention to good hygiene practice. There are appropriate systems for recording accidents and administering medication. Sick children do not attend, which prevents the spread of infection. Children are developing an understanding of following good personal hygiene routines. They know that they need to wash their hands after they use the toilet, after painting and when they have touched worms and snails in the garden.

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Helping children to be healthy

There are very good opportunities for children to engage in physical activities outdoors. They make good use of the garden in all weathers, running freely and enjoying activities in the fresh air. There is a good amount of visual items, posters and labels around the garden and this helps to make the area stimulating for children’s play. Staff encourage children to partake in messy play outside and they have access to sand, water and paint. Their fine motor skills are developing as they use a range of small tools during play. For example, children use spades to dig in the garden and the sand, magnifying glasses to look at insects and pegs to hang up numbers on the washing line. There is a good selection of large equipment to encourage children’s large motor skills. They use the playhouse and the climbing frame where they make up games and sit chatting. When using the tunnel they cooperate so they are all going the same way through.

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Helping children to be healthy

Children show a good awareness of where others are and ride bikes, trucks and cars around, steering with control. Good alternatives are in place when it is too wet to play in the garden. Much of the equipment comes indoors where there is plenty of space for physical play. In addition, the pre-school encourages outings in the local community where children visit the shops, library and the beach.

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Helping children to be healthy

Children enjoy healthy snacks and are able to choose when they have their mid-morning snack during the time the café is open. They go and wash their hands, find their name card and go to the table where a member of staff helps them collect their fruit and pour their drink. Children sit and chat to others while they eat and then go back to the activities. A list in the lobby details snacks for the week and this keeps parents informed. Those children who stay for the extended session bring a packed lunch. These are stored suitably in the fridge until it is time to eat. Lunchtime is a sociable occasion where staff and children sit together to eat, which helps promote good manners. They chat about what they have done at home, what they have for their lunch and what activities they want to do later. Children partake in weekly cooking activities where they help to make omelette, cakes and pizzas for snack. They also grow some herbs and

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Helping children to be healthy

vegetables in the garden, which they later harvest, and use in these cooking sessions.

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Helping children to be healthy

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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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children play in a well-maintained and secure environment. Staff take positive steps to ensure children’s safety at all times and to minimise hazards. They carry out a daily risk assessment of areas both indoors and the garden and this means that children can move about freely and safely. The majority of the staff hold current first aid certificates. As a result, the staff are able to act in the children’s best interests in the case of an emergency. Staff have a clear understanding about safeguarding and protecting children. A written policy is in place, which is clear and shared with parents. The manager has recently completed training and is fully aware of her responsibilities regarding child protection and the procedures to follow should a concern arise.

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Protecting children from harm or neglect and helping them stay safe

Staff give thought to providing a balance of activities and areas for play. As there is a large amount of space, they divide the hall to make it more welcoming for the children. However, the environment is not visually stimulating because there are limited displays of posters and children’s work. The play materials are in good condition and checked regularly. There is a good supply of toys and equipment, but a lack of storage units mean that children choose from what staff select to put out. As a result, access and self-selection are limited. When children use the garden staff ratios are high and this means that children have good choices about where they play and when they go outside.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy within the pre-school and move around confidently. They enjoy activities in large and small groups and benefit from a good deal of individual attention from the staff. Children partake in a wide range of activities, which are age appropriate and help them to develop. They share well during play and are learning about working together. For example, when children are playing with the cars and trucks they discover that if they find a space they can run the vehicles to and from each other. This continues for some time with children laughing, shouting and making various engine noises. Children have cooperative relationships with their peers and the older children give help to the younger ones. During play with the puzzles one child asks ‘where does this bit go?’ and an older child readily helps to find the pieces.

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Helping children achieve well and enjoy what they do

Birth to three matters is developing within the group and used to plan interesting and stimulating activities, which benefit the children. However, there is no information for parents about the framework. Staff plan to introduce the framework into the written planning and children’s developmental records to further meet the needs of the children under three years. In particular, the youngest children benefit from the key worker system that is in place. This ensures that they are well-supported, included in activities and are settled. As a result, children are beginning to make their preferences and needs known.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Children are making steady progress across the six areas of learning. Senior staff have a sound knowledge of the Foundation stage and are

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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 clear about how children learn and progress. Children join in readily with activities because staff encourage and challenge them, which helps to extend their learning. For example, children show excitement when they find some small worms. A member of staff finds the bug pots and magnifying glasses and the children thoroughly enjoy looking at them, watching how fast they move and discussing whose is the longest. The planning links to the six areas of learning but they are not yet fully effective in identifying how activities can be extended or show the next steps in children’s learning. Staff make notes about what children are doing during activities and these are later transferred to their individual development folders. However, the evaluation aspect of the assessment is limited.

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Helping children achieve well and enjoy what they do

Children are developing good relationships with adults and peers. They are motivated and keen to learn and discover new things. Children show independence regarding self-care. They put on their coats, take themselves to the toilet and choose when they have their snack. Children are confident speakers, talking clearly about themselves and things that happen at home. They identify familiar words and their own names. However there is very little labelling of areas or display of the written word to help their literacy. Children enjoy looking at books and listening to stories. They have some favourite action songs, for example ‘If you’re happy and you know it clap your hands’ which they join in with enthusiastically. Children enjoy making mark and some attempt to write their own names. Mathematics is incorporated well into the daily routine. Children discuss number, shape and size during activities such as register and snack. During

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Helping children achieve well and enjoy what they do

water play children discover that by putting pebbles into a jug reduces the volume of water. Some children confidently count higher than 10 and understand that two numbers together make a higher number. In the garden children use the number washing line to hang up cards and find the corresponding number. Many manage to identify up to 20. During role-play children use their imaginations well. They enjoy using the home corner acting out scenarios and games. Children partake in craft activities, for example they make cards for Mother’s day and hats for comic relief day. They enjoy painting and model making, using scissors and glue to join items. However, some of the art is overly adult led. Children have opportunities to use their senses when they use sand, water, dough and cooking. They learn about nature through the wormery and composting in the garden. Children thoroughly enjoy digging in the soil and discovering

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Helping children make a positive contribution

The provision is good. Children receive plenty of support and encouragement. Staff treat children as individuals and have a very caring approach. This ensures that children feel secure and confident to join in all activities. Staff keep the routine flexible giving children plenty of choice about when they do things and alternatives if they do not want to join in with a group activity. Children respond well to explanations about their behaviour management as staff gently remind them why not to do things. For example, when playing with the cars one child begins to throw them and staff explain that they might break or hurt somebody. Parents discuss methods to manage their children’s unwanted behaviour with the staff. This working together ensures continuity. The staff work to a policy of inclusion and are confident in their ability to care for children with a range of abilities. The premises are user-friendly with good access, parking and facilities.

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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 Children learn about the wider world through activities, topics and festivals. They have access to a suitable range of play materials which reflect diversity and positive images, although visual displays are limited. There are good opportunities for children to use information technology. They use the computer confidently in small groups and individually. Children learn about nature and living things during outdoor activities. During play in the garden children discover worms and centipedes comparing which is bigger and which moves the quickest. One child finds a spider and calls to others ‘come and look at this’. A conversation follows about where spiders live and if they live in trees. Children’s spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Partnership with parents and carers of the children receiving nursery education is satisfactory. Children benefit from the positive relationships which have developed between their parents and the staff. Parents openly share information about their children on a regular basis. However, communication is primarily verbal. There is a prospectus in place but this holds only basic information about the setting. Written information about the Foundation Stage and the six areas of learning is very limited. As a result, parents do not have sufficient information about how to support their children’s learning at home. Children’s developmental folders hold relevant information about their progress but parents do not look at these on a regular basis. The group held a recent consultation morning, which several parents attended. Staff are beginning to look at ways to involve parents further with their children’s care and education through written

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Organisation

The organisation is satisfactory. The pre-school has written policies and procedures, which inform parents about the running of the group. These are available in a folder in the lobby. All required and mandatory documentation, which contribute to the children’s well-being and welfare, are in place. Children’s records are secure and are readily available to parents.

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Organisation

Leadership and management are satisfactory. The staff have worked together for several years and have a mix of experience and qualifications. A committee of parents run the group and some of the members are new. Although they are keen to make changes, some are unsure of their role. The chair intends to make improvements by closer liaison with the staff and outside agencies and advisors. Staff have a good commitment to training and development, attending courses where possible to update their knowledge and skills. They hold regular meetings to discuss the children’s progress, education and care. Staff are also able to identify their strengths and weaknesses both individually and as a team. This ensures that the setting meets the needs of the range of children for whom it provides.

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Improvements since the last inspection

Since the last inspection, the provider has taken into account most of the previous recommendations and points for consideration. The hygiene practices regarding hand washing have been reviewed and accident reports include parent’s signatures. The programme for knowledge and understanding of the world has been developed to include building and constructing opportunities. Children now have regular use of a computer and they partake in

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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 the celebration of various festivals. Consultation meetings to inform parents of their children’s progress now take place on a regular basis. The planning and flow of activities have been developed with the introduction of a snack bar and the sectioning of some play areas. However, there are still limited displays of children’s work and this will carry forward to this inspection.

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Complaints since the last inspection

Since the last inspection 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.

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Complaints since the last inspection

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 good. 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): • continue to develop the use of the Birth to three matters framework and consider ways of sharing this information with parents • consider the use of contact books to keep parents informed in writing about their children's care and 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): • consider how to improve displays and the labelling of resources and areas to help literacy and understanding of the written word • make improvements to the curriculum planning to include information about how activities can be extended, evaluated and show the next steps in children’s learning • increase the written information for parents on the Foundation stage and the six areas of learning to enable them to continue their children's learning at home • improve the leadership and management by implementing systems of communication in order to support staff in the care and education they provide to children

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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 set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) 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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