Sadberge Pre-School

Sadberge Pre-School

Inspection report for early years provision

p.1

Sadberge Pre-School

EY292021 Unique Reference Number 24 January 2007 Inspection date Lindsey Pollock Inspector

p.1

Sadberge Pre-School

Sadberge Village Hall, Darlington Road, Sadberge, County Durham, DL2 1SW

p.1

E-mail

Sadberge Pre School Group Registered person Integrated Type of inspection Sessional care Type of care

p.1

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

p.1

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.

p.2

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

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.2

WHAT SORT OF SETTING IS IT?

Sadberge Pre-School is a committee run group which has been registered at the current premises since July 2004. It is located in Sadberge and serves the local and surrounding areas.

p.2

WHAT SORT OF SETTING IS IT?

The group operates from the village hall and has use of a large playroom and associated facilities of the village hall.

p.2

WHAT SORT OF SETTING IS IT?

The group is registered to provide sessional day care for 21 children aged between two years and under five years old. There are currently 25 children on roll, including nine children who receive funding for nursery education. There are procedures in place to support children with learning difficulties and/or disabilities and for children who speak English as an additional language.

p.2

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 The group opens five days a week during term-time only. Sessions are from 09:15 to 12:00 with an optional lunch club until 13.00

p.2

WHAT SORT OF SETTING IS IT?

There are five members of staff and two regular volunteers working with the children. All staff have a childcare qualification. A pool of staff are available for cover. The group receives support from the local authority.

p.3

Helping children to be healthy

The provision is good. High standards of cleanliness are maintained in the pre-school. A centre cleaner is employed and staff also clean throughout the session as needed. Eating and food preparation surfaces are cleaned with antibacterial substances and toilets are continually checked to prevent cross-infection and spread of germs. Staff set a good example to children by washing their hands when appropriate and wearing gloves for food preparation. Children are developing an awareness of good hygiene practices. Most know when it is appropriate to wash their hands and do this independently. Planned activities, such as sessions about brushing teeth and listening to health visitors when they visit, help to raise children's understanding of keeping healthy. All staff have completed first aid training to promote children's welfare and a fully stocked first aid kit is available if needed. Medication and accident records are detailed to keep children

p.3

Helping children to be healthy

Children enjoy regular opportunities to play in the hall and outside in the fresh air. Activities such as sports programmes, music and movement, and using bikes and climbing equipment, allow them to exercise whilst having fun and develop their physical skills. However, these sessions are structured and do not allow children to make choices about being inside or outdoors.

p.3

Helping children to be healthy

Children are offered and enjoy a healthy snack of varied fresh fruit such as raisins, apples and pears. They are able to choose from water, juice and milk, so they are not thirsty. Children engage in activities such as food tasting, to help them develop an understanding of what foods are good for them.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a warm, welcoming environment. Areas are well maintained and heated to a comfortable temperature. Children's work is attractively displayed and the room is set out prior to their arrival, so it looks inviting. There is a good range of equipment throughout the pre-school. The children can access most of this freely and safely because it is in a good, safe condition and in low, accessible storage. This helps to develop their independence, however, the organisation of the creative area does not allow for this.

p.3

Protecting children from harm or neglect and helping them stay safe

Detailed risk assessments are undertaken to ensure children are safe whilst in the pre-school and when on outings. Good safety precautions are in place, such as heaters being protected and staff following good practice by not having hot drinks in the pre-school room. Children

p.3

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 are gaining an awareness of safe practice; they use scissors safely and staff remind them to tidy toys away so they don't trip and hurt themselves.

p.3

Protecting children from harm or neglect and helping them stay safe

Children are well protected. Senior staff have completed up to date child protection training and fully recognise their responsibilities for safeguarding children. A detailed written statement is in place based on current procedures and all adults working and looking after the children are able to put them into practice if needed.

p.4

Helping children achieve well and enjoy what they do

The provision is good. Children are happy and settled. Most leave their parents and carers confidently and engage immediately in play. They approach staff and regular volunteers happily and confidently, and are comfortable in their care. Good attention is paid to finding out about children's individual needs. Staff spend time at initial visits getting to know the child and their parents. This ensures children feel secure and parents feel confident to leave their child. Information is shared by parents and staff on a daily basis to keep everyone up to date and involved in the child's care.

p.4

Helping children achieve well and enjoy what they do

Children show an interest in what is happening around them and are confident to try new skills, such as experimenting with a top and whip and with yoyos. They are able to show sustained concentration and become absorbed in their play whether it be in the water play, the role play area or making jack-in-the-boxes. Children under three confidently join in with all of the activities on offer. Staff offer additional support, if required, for these very young children and are aware of the need to adapt activities so they are developmentally appropriate. They are beginning to develop use of the 'Birth to three matters' framework to support the outcomes for children.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are progressing well in all areas of learning. Staff have a secure understanding of the Foundation Stage and plan a curriculum which is challenging, purposeful and innovative. Planning is detailed and covers all six areas of learning. Children benefit from appropriate interaction and use of questioning techniques to encourage them to talk and think about what they are doing. Staff manage children well and have high expectations for their behaviour. They work directly with the children for most of the time and provide an inviting environment to promote their learning.

p.4

Helping children achieve well and enjoy what they do

Children are interested and motivated to learn. They quickly settle to task and remain engaged in activities, for example when making jack-in-the-boxes and playing with the car track. They sit quietly and listen carefully when appropriate, such as at story and registration times. Friendships have formed and children play well together, negotiating turns and conversing with each other. Although there are some opportunities for children to develop their independence, this is not extended at snack time or when accessing the art area. Stories, songs and rhymes capture children's interest and they join in enthusiastically. Some are beginning to link sounds and letters, pointing out what letter their name begins with and are also able to quickly recognise their name without help. All children enjoy mark making. Some are able to form recognisable letters and even write their name on pictures and artwork. Most children count reliably up to,

p.4

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 beyond, 10 and correctly represent numbers with their fingers. They are beginning to understand addition; for instance, when counting the plates at snack time, they point out that there are six plates and one more makes seven. Children confidently explore as they participate in topics such as 'mini beasts' and 'light and dark'. They build and construct with purpose using a wide range of materials from small blocks to large cardboard boxes. Their imagination is developing well. They particularly enjoy playing in the home corner where they pretend to make 'cups of tea' and 'steak sandwiches'.

p.4

Helping children make a positive contribution

The provision is good. All children are welcomed into the setting and valued as individuals. They are beginning to consider and value diversity in religious and cultural backgrounds, through the many exciting and well planned activities available to them. These include making Rangoli patterns for Diwali, sampling Chinese food for Chinese New Year, trying 'haggis, tatties and neeps' for Burns night and celebrating Harvest Festival at the local church. There are many resources such as books, role play equipment and posters readily available to children which have positive images of diversity including gender and ethnicity. Children's awareness of the needs of others is raised through fundraising, such as a 'toddle waddle' to raise money for Barnardos and wearing jeans for Jeans for Genes day. Walks in the local community and visitors such as the police, help children have a growing awareness of the world in which they live. This positive approach means

p.5

Helping children make a positive contribution

that children's spiritual, moral, social and cultural development is fostered.

p.5

Helping children make a positive contribution

Children behave extremely well and have a growing awareness of the rules of the setting. Adults are calm and positive with the children, creating a relaxed, happy environment where children's self-esteem is promoted. Children listen to staff and follow instructions, such as not to climb on the chairs in the hall and to put their own toys on a shelf until home time. Staff always give explanations as to why something is unacceptable, for example, not to leave toys lying around on the floor as someone may trip and hurt themselves. Children have a developing understanding of sharing and taking turns. They negotiate about whose turn it is on the computer and use a sand timer to make sure they all get a turn.

p.5

Helping children make a positive contribution

Parents speak highly of the provision, commenting particularly on the approachability and professionalism of the staff. An informative booklet is provided for parents which gives them an overview of the setting's policies and procedures, and of the care and activities provided for their child. Full detailed policies are available for their attention and information such as the registration certificate and contact details for Ofsted are clearly displayed. Daily verbal exchanges between parents and staff keep both parties up to date with the children's development and care. Partnership with parents of children receiving nursery education is satisfactory. Parents are provided with some written information about the Foundation Stage and receive verbal updates about their children's progress towards the early learning goals. The setting has yet to develop the opportunities to inform parents about their children's

p.5

Helping children make a positive contribution

progress towards the early learning goals and of how they can extend their child's learning at home.

p.5

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

p.5

Organisation

The organisation is good. Staff work well as a team to provide good quality care for children. They are all clear on their individual roles and responsibilities which results in the smooth running of the pre-school. They recognise the importance of training and updating their knowledge to help them promote children's welfare and act on advice given by the local authority. They meet regularly to evaluate practice and plan for future developments.

p.6

Organisation

Rigorous recruitment and selection procedures are in place to ensure the suitability of all staff and volunteers. Formal appraisal systems for staff are currently being developed to aid with personal development and to recognise strengths within the team.

p.6

Organisation

The leadership and management of the nursery education is good. The management team have a good understanding of their roles and responsibilities in developing children's learning and are committed to this. Secure systems are in place for monitoring the nursery education to ensure there are no gaps in children's learning and to ensure that the information gathered from observations and assessments is used to inform future planning.

p.6

Organisation

The pre-school takes a professional approach to administrative duties with one member of staff taking the lead responsibility for ensuring documentation is up to date and meets with the National Standards. Records and information are organised effectively and are readily available for inspection purposes.

p.6

Organisation

Overall, the provision meets the needs of the range of the children for whom it provides.

p.6

Improvements since the last inspection

Since the last inspection the pre-school has appointed managers who have relevant childcare qualifications. A detailed written child protection statement is in place. Staff ensure this is complied with to safeguard children. Behaviour management complies with the pre-school's written statement to promote children's welfare. Heaters are inaccessible to children and the emergency evacuation procedures are practised on a regular basis to keep children safe. There is now a wide range of resources and activities available to children which promote anti-discriminatory practice and raise children's awareness of diversity. Parents are given an informative booklet regarding the setting so they are informed of the service. Detailed formats are in place for recording administered medication to safeguard children. All written statements contain the correct information so staff and parents are clear on the setting's policies.

p.6

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.

p.6

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.

p.6

Complaints 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

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.7

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.

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.7

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): • develop the opportunities for children to freely access outdoor play • develop the use of 'Birth to three matters' framework to promote the outcomes for children under three years.

p.7

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): • extend the opportunities to develop children's independence at snack time and when accessing the creative play area • develop the opportunities to inform parents about their children's progress towards the early learning goals and of how they can extend their child's learning at home.

p.7

The quality and standards of the nursery education

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

p.7

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

p.7