Crimble Croft Pre-School

Crimble Croft Pre-School

Inspection report for early years provision

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Crimble Croft Pre-School

316401 Unique Reference Number 26 January 2007 Inspection date Susan Elaine Heap Inspector

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Crimble Croft Pre-School

Aspinall Street, Heywood, Lancashire, OL10 4HW Setting Address

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Crimble Croft Pre-School

01706 620 340 Telephone number crimblecroft@hotmail.com E-mail Crimble Croft Management Committee Registered person Integrated Type of inspection Sessional care, Crèche Type of care

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Crimble Croft Pre-School

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 good.

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WHAT SORT OF SETTING IS IT?

Crimble Croft Pre-School opened in 1997. It operates within the Crimble Croft Community Centre in Heywood, Rochdale. It is situated in close proximity to Heywood town centre.

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WHAT SORT OF SETTING IS IT?

A maximum of 30 children may attend at any one time. The pre-school is open each weekday from 09.15 to 11.45 and 12.30 to 15.00 term time only. All children have access to an enclosed play area.

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WHAT SORT OF SETTING IS IT?

There are currently 50 children aged from two to under five years on roll. Of these, 24 children receive funding for early education. The pre-school currently supports a number of children with learning difficulties and disabilities, and also supports a number of children who speak English as an additional language.

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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 The pre-school employs six members of staff; of these, all hold appropriate early years qualifications and two are working towards a Foundation Degree in Early Years. The provision has close links with Sure Start and the early years partnership.

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Helping children to be healthy

The provision is good. Children play and are cared for within a warm, clean environment. Staff employ good routines and procedures to ensure all areas used by the children are clean and tidy, and that their practices are effective. Children are aware of the need to wash their hands before and after certain activities, such as after using the toilet or following a painting activity, as this forms part of the daily routines. Most children are able to explain that this is to wash away germs. Their good health is further promoted by a range of fun activities which are planned to promote this, such as visits from the dental health team and the community nursery nurse.

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Helping children to be healthy

Children's dietary requirements are met effectively through initial and ongoing discussions with parents. The staff strive to provide an inclusive environment for all children. As a result, children with very specific dietary needs or allergies are well catered for. All children enjoy a healthy, well balanced diet, which includes regular drinks and nutritious foods, such as fresh fruit daily. The staff team continually review and evaluate their practice to ensure that all children are well nourished and ready to enjoy and achieve. For example, due to the specific needs and demands of the children who attend in the afternoon, and the time the session starts, staff have introduced an additional snack when they arrive. This ensures that children are content and ready to play. The setting has recently achieved the Golden Grin Gold award which further promotes children's understanding of healthy eating. Snack times are generally pleasant, social

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Helping children to be healthy

occasions where children sit together and engage in conversations with their peer group and adults, and eat their slices of fresh fruit. They occasionally have opportunities to make their own snacks, such as sandwiches, wraps or buttering crackers with soft cheese. In this way, children are developing their independence skills.

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Helping children to be healthy

The staff are committed to ensuring that all children have access to fresh air and exercise which is enjoyable, meets their development needs and contributes to their good health. For example, they enjoy riding the bikes in the outside area, digging in the soil and collecting twigs and leaves. Each day, a physical activity is set up in the room where they can develop their skills to climb, roll, balance or slide. Music and movement activities also help them to develop control of their bodies. A particular favourite is the 'Paint' game where children pretend to cover themselves in paint and march, hop, walk, stride or roll around, covering the room with 'paint'. As a result, children are having many opportunities to develop a positive attitude towards physical exercise, and enjoy fun physical play opportunities all year round.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Staff effectively organise space and resources, creating a child-friendly environment which enables children to explore and move freely, make choices in their activities and access

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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 equipment independently. For example, in the creative writing area and small world area, children are able to use their imaginations and develop their creativity as they freely make their choices from the range of materials and figures available to them. Children have access to a broad range of equipment and resources which are safe, of good quality and give children positive and practical experiences of the wider community.

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Protecting children from harm or neglect and helping them stay safe

There is a high ratio of adults to children present which includes both staff and volunteers. This ensures adults are deployed effectively, ensuring children are always well supervised. For example, a member of staff is available to monitor children's times of arrival and departure, and ensures that exits from the playroom are supervised, which enhances children's safety. Children develop their understanding of how to keep themselves safe through their discussions and activities with the staff. The use of traffic lights, zebra crossings and dressing up clothes enables them to act out what they have learnt about road safety. Similarly, the use of story sacks, such as 'Teddy takes a tumble', reinforces what they have learnt about safety in the home. Staff are vigilant at all times and listen to what children say and use this to plan activities and topics which further promote children's understanding of how to keep themselves safe.

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Protecting children from harm or neglect and helping them stay safe

Children are protected well as the staff have a secure understanding of their responsibilities in child protection. All the required information is readily available and information is displayed on the noticeboard for staff, volunteers and parents. The staff and volunteers regularly update their skills and knowledge through training. For example, they have all recently attended the 'Introduction to child protection' training course and the play leader is due to attend the two day multi-agency course.

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Helping children achieve well and enjoy what they do

The provision is good. All children are happy and generally settle well in the pre-school and have developed good relationships with the staff and each other. This is due to the good ratios of qualified staff and volunteers who interact well with the children and support their care, learning and play needs. The sessions include a good balance of quiet, active, indoor and outdoor play experiences. The majority of children are motivated and interested in their play and are developing well through the provision of a broad range of planned activities and opportunities. This helps to promote their learning, overall development and enjoyment. Staff are aware of the 'Birth to three matters' framework and consideration is given to this in the play plans. However, due to recent changes implemented in the planning of activities they are not fully secure in the delivery of this.

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Helping children achieve well and enjoy what they do

Staff throughout the pre-school work at children's level at all times, by sitting with them on the floor or at the table, and give them good eye contact which helps them become confident communicators. Staff are experienced at adapting learning to meet the needs of the individual child. This is particularly beneficial to those children who have language or communication difficulties. They spend time talking and playing with the children, helping them learn by extending their language and understanding. For example, a child is fascinated as she plays with the cornflour and water in a tray, while the member of staff asks her questions, such as 'What does it feel like?' Staff praise the children and encourage them to try new activities, they progress well in the interesting and stimulating environment.

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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

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children enjoy their time in the pre-school. They show interest in the activities provided for them and many are able to concentrate for long periods on their chosen task. For example, a group of three-year-olds are engrossed in a cutting and sticking activity selecting their own materials from the resource area. The staff have a secure knowledge and understanding of the Foundation Stage and how children learn. A variety of teaching styles are used and children have opportunities to work on a one to one basis with a member of staff or in small and large groups. They also have the opportunity to lead their own play. As a result, most children are motivated and interested to learn. The activities and experiences provided for the children effectively cover the six areas of learning. Focused activities, and the evaluation of these, show that staff make positive observations of children's

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Helping children achieve well and enjoy what they do

play and how they plan to extend children's learning. Assessments are supported by files of children's work and dated which means that children's progress is monitored in line with the stepping stones. Children are making good progress towards the early learning goals as the staff build on children's interests and experiences. For example, in their key-worker group, a child asks if they can play with and blow bubbles. A member of staff makes a note of this and incorporates this into the planning for the following day. However, the planning, observation and assessment systems have recently been reviewed and the staff are not fully secure in their delivery of this. As a result, they meet daily to review and evaluate this to ensure that they continue to meet the individual needs of each child and continue to offer a broad and balanced curriculum.

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Helping children achieve well and enjoy what they do

Children enter the setting confidently and separate from their parents well. Less confident children are well supported by the staff and are skilfully redirected to an activity of their choice, or settle with a member of staff in their key-worker group. All children independently choose from the activities set out for them and make decisions in their play. Most children are motivated and interested in an activity of their choosing and can play cooperatively and imaginatively together. For example a group of three-year-olds play in the home corner, making sandwiches, going shopping, then on a bus ride, using the climbing frame as a bus. In this way children are able to follow their own interests and lead their play and learning. Children are becoming confident speakers during circle time as they tell a member of staff which song they would like to sing, or talk about their feelings as they play with the dolls. They listen to stories carefully

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Helping children achieve well and enjoy what they do

and often recount a favourite book to one another while sitting in the book area. They have opportunities to use mathematics at circle time as they count the days of the week or count the beats as they clap out their name. They are becoming competent at sorting, matching and counting figures into groups and can recognise colours and patterns, such as stripes, well.

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Helping children achieve well and enjoy what they do

Children show interest in simple information and communication technology and are adept at using a mouse to complete a basic computer program. They are developing a sense of time as they have regular opportunities to talk during circle time about the weather, what month it is and the days of the week. For example, a three-year-old child knows that it is Friday and January, and each Monday they record and draw in a book what they have done at the weekend. They learn about nature and how things grow, such as frogs, snails or planting bulbs, during topic work. They have opportunities to mark-make in the designated writing area and carefully select from the resources available to them or write appointments at the vet's surgery. Children are developing a sense of the wider community and are learning about different cultures, beliefs

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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 abilities through the activities and resources available to them and through their discussions with the staff.

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Helping children achieve well and enjoy what they do

Each day they have opportunities to develop their physical skills as they play on the outdoor equipment. They learn to balance and judge distance as they step onto a wooden form and walk along it. They are able to negotiate space well when sitting down at circle time, and carefully pedal bikes or ride scooters backwards and forwards when playing outside. Children are able to use a range of tools which develop their fine motor skills, such as using pastry cutters and rolling pins when playing in the play dough, or using a spoon to pour cornflour and water over their hands. Overall, children make good progress towards the early learning goals given their capabilities and starting points.

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Helping children make a positive contribution

The provision is good. Parents are positively welcomed into the group and greeted warmly by name on arrival. Discussions with parents, demonstrate they value highly the care and support offered to their children and their families. There are formal systems in place to share pre-school children's development records as parents are invited to attend meetings to discuss their children's progress. In addition, parents are kept well informed about current topics and children's learning through newsletters and daily informal discussions with their children's key-worker. Parents are kept well-informed of changes within the setting, for example, a meeting was held to discuss the new arrangements for planning, observation and assessment, and incorporating children's interests into this. As a result, partnership with parents and carers with regard to nursery education is good.

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Helping children make a positive contribution

Children show a good understanding of what is expected of them. For example, they work cooperatively together and all help to tidy up before snack time when the music is played. Behaviour is generally of a good standard throughout the pre-school because all the staff act as good role models and consistently praise children for their achievements either verbally for, 'good sitting' or 'good listening', or by the use of stickers. They are skilled and sensitive to children's individual needs and as a result children grow in confidence and self-esteem. Children receive consistent, clear messages in their play and learning, and their behaviour throughout the day. They explore their emotions during small group time with the aid of the 'feelings' doll, and talk about why the doll is sad or angry and what will make them feel better. Children's social, moral, spiritual and cultural development is fostered.

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Helping children make a positive contribution

Children are valued as individuals. The staff team work effectively and successfully with parents and other professionals to ensure each child's individual needs are met, which enables them to play an active part in the setting. Parents of children with additional needs give high praise to the support, care and understanding that the staff have offered to their children and themselves as a family. Staff are well supported by the management team to increase their knowledge and skills. For example, all staff are booked to attend training in Makaton sign language. As a result, children who require additional support due to language or communication difficulties are well supported. Children's knowledge of the wider community is fostered well using a variety of quality resources and books which contain positive images of race, culture

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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 and disability. This is supported and extended through planned discussions and activities about different festivals, such as Diwali, Hanukah and Eid.

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Organisation

The organisation is good. All children are cared for by a staff team who have a strong understanding of their roles and responsibilities in helping children enjoy and achieve. There are clear induction and vetting procedures in place for staff and volunteers, which ensures they understand and follow the setting's policies and procedures which protect children and promote their well-being. All the legally required documentation is in place.

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Organisation

The leadership and management of the nursery education is good. There are systems in place to support the staff in their professional training and development which is effectively supported by the management committee. For example, staff and volunteers regularly attend short courses to develop their skills and knowledge. The staff team evaluate and appraise each other's daily practice with the children which means that the care and education offered is continually being monitored and reviewed. Daily staff meetings, where children's interests, individual development needs and care, and the planning of activities are discussed, enable the staff team to work cohesively together to ensure that children consistently receive good quality care and education. This keeps them safe, healthy and able to enjoy and achieve. The use of a key-worker system and small group times positively ensures children are well supervised and receive good levels

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Organisation

of staff support. For example, children are grouped with their key-worker at specific times which helps to develop their language and communication skills. Overall, the setting meets the needs of the range of the children for whom it provides.

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Improvements since the last inspection

At the last care inspection the pre-school was asked to: ensure all checks are forwarded to Ofsted; include the contact details for Ofsted, the regulator, in the parents information booklet; include times of arrival and departure for all children attending; and make the outdoor area safe and secure.

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Improvements since the last inspection

There have been no staff changes since the last inspection and records show that all staff and volunteers are suitably vetted. Documentation has been revised to show the times of children's arrival and departure and the complaints procedure now includes the name, address and telephone number of Ofsted. The outdoor gates have been fitted with additional safety locks and the garden area has been refurbished. These have improved children's safety and partnership with parents.

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Improvements since the last inspection

At the last nursery education inspection no weaknesses were identified but the pre-school was asked to give consideration to the following: reduce the number of children in groups at story time; provide a wider selection of creative materials and encourage independent access to the more able children in the group; and provide more opportunities for the more able children to use addition and subtraction during play.

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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 Children are now divided into key-worker groups for story to enable them to develop their listening skills. A resource area has been set up where children can self select their own materials to develop their creativity and imaginations. The planning of mathematical development shows how provision is made for more able children to be challenged. These have improved children's progress.

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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.

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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 good.

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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 planning of activities to help children's development in line with the aspects and approach of the 'Birth to three matters' framework.

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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): • continue to develop the planning, observation and assessment systems to ensure that all staff are fully secure in the new process so that children's interests and individual needs continue to be met.

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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

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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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