St Joseph's Little Scholars

St Joseph's Little Scholars Inspection report for early years provision

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EY339320 Unique Reference Number 21 March 2007 Inspection date Georgina Walker Inspector

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St. Joseph's Convent School, 42-44 Newbold Road, Chesterfield, Derbyshire, S41 7PL

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Setting Address

01246 232392 Telephone number info@sjcsch.org.uk E-mail The Daughters of Divine Charity Registered person Integrated Type of inspection Full day care Type of care

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Setting Address

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?

St Joseph's Little Scholars opened originally in the 1970's and was registered in 2006. It operates from the nursery, the pre-school, multi-media, library and music rooms, the gym and veranda in the grounds of St. Joseph's Convent, in the town of Chesterfield, Derbyshire. There is a secure enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

The nursery school and out of school club serves the local area and surrounding villages. The setting opens five days a week during school term-time only. Sessions are from 8.00 until 17.30. There are currently 60 children from three years to eight years on roll. This includes 45 children who receive funding for nursery education. The setting currently supports a number of children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The setting employs 11 full or part-time staff who work with the children. Four of the staff hold appropriate early years or teaching qualifications. Three members of staff are currently working towards a recognised early years qualification. The setting receives support from Derbyshire Local Authority. The nursery school and out of school club are owned by The Daughters of Divine Charity, whose board of trustees delegate day to day responsibility to the

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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 staff. The representative of the trustees holds an appropriate qualification and works on the site.

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Helping children to be healthy

The provision is good. Children's good health is promoted as the staff ensure the prevention of accidents is reduced as they are vigilant and aware of stages of children's development and how to minimise risks in the setting. Staff hold appropriate first aid certificates and maintain first aid boxes which are readily accessible in each classroom and for taking on outings. The seeking of permission for administering medication and treatment in the event of an emergency is sought for all children on admission. This detail is also recorded on documents used for outings to assist in promoting the safety of the children. In the event of children becoming ill staff instigate the well-documented procedures and parents are contacted to ensure any distress is limited. However, children's needs are inconsistently met if they arrive with a significant injury which occurred off the premises. Records are not signed by staff and do not contain sufficient detail,

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Helping children to be healthy

such as the date of an injury, to meet children's needs should a further injury occur. Parents do not consistently sign all records relating to their children to ensure information has been correctly recorded to assist in safeguarding their child. However, the records are maintained in a very effective system with confidentiality a priority. All accidents are thoroughly monitored to ensure a pattern is not forming.

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Helping children to be healthy

Children's good health is promoted robustly through them learning the importance of personal hygiene. The children follow appropriate daily routines, such as washing their hands before snacks or lunch, and after toileting or messy play, such as playing with cornflour or when gluing items on the Easter bonnets. Children become increasingly independent in their personal care and children have access to tissues in the classrooms and the majority competently help themselves and dispose of the tissue afterwards. When outdoors, in the cold wind, children seek help from staff to prevent tissues blowing away.

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Helping children to be healthy

Children benefit from the very healthy and nutritious menu provided. Snack time is enjoyed when milk or water is provided and children eat their snack, provided by parents. The children are eager to share information about the different fruits or vegetables they have brought or taste new ones, such as the blueberries staff eat. Parents respond to the staff's request to send fruit or vegetables, or occasionally brown bread sandwiches, to assist with the promotion of healthy eating. Children are starting to understand why certain foods are good for them through discussion and programmed activities. Staff ensure snacks and meals are social times and provide encouragement to eat healthily by eating fruit themselves and have related discussions. Individual dietary requirements are shared with the staff by parents to ensure children remain healthy and needs are met. An effective system is in place regarding children with allergies,

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Helping children to be healthy

special or religious dietary needs, which ensures their individual needs can be recognised by all staff. The menu, displayed for parents, ensures an extensive variety is provided. Meals are prepared by two cooks, who prepare meals from fresh ingredients, and after the children enjoy such meals as pasta, or sausages with vegetables, they are eager to eat home-made apple crumble and custard.

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Helping children to be healthy

Children are supported effectively to develop their physical skills through carefully planned and spontaneous activities. They move with confidence and an awareness of personal safety throughout the premises. Children are very confident as they use the steps to and from their

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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 classrooms into the conservatory and then go up more steps to the hall/gymnasium for meals, music or physical play. Separate and joint play times outdoors are planned, depending on the numbers accommodated, and whether both play areas are used. Daily opportunities for children to play outdoors are programmed with purposeful activities to ensure children have fresh air and effective development of all-round skills. Children are able to negotiate around each other or resources as they run freely after bubbles, steamers or ribbons as part of 'windy day' activities. They pedal wheeled toys with competence and stop carefully or negotiate the tracks staff have drawn with chalk on the ground. Jumping from 'lily pad to lily pad' leads to mathematical counting, as well as developing large movement skills and links to children learning about the

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Helping children to be healthy

life cycle of a frog. Children who prefer less energetic activities can read books outdoors or play with small vehicles on the road mat as they enjoy the fresh air. On wet days, dance or ring games are included indoors to ensure physical activity is constantly provided. During the after school club sessions children show their proficiency on the equipment in the gymnasium. Regular use of small tools such as pencils, paint brushes, and a wide variety of construction toys, help children develop their fine manipulative skills competently. Their scissor skills are excellent as many cut out their own craft work to display, which contributes to valuing the children's worthy efforts and assists in decorating the classrooms.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for by staff who have a sound knowledge of signs and symptoms of abuse and demonstrate an understanding of how to give priority to children's welfare. An ongoing programme ensuring all staff attend training, which includes advanced training sessions, significantly enhances staff's knowledge. The parents are informed of the nursery school's responsibility to protect children. The policies reflect the changes to local authority procedures from April 2006 with regard to the Local Safeguarding Children Board procedures.

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Protecting children from harm or neglect and helping them stay safe

The environment in which the children are cared for is warm and welcoming as the premises are very well maintained. All of the classrooms, conservatory and hall/gymnasium are decorated with children's own craft work. Photographs show children happily at play, engaged in an extensive variety of activities or on an outing to 'Toys of Yesteryear'. The children have access to a stimulating and extensive range of resources which are changed to promote age-appropriate levels of challenge. All resources are safe and presented at suitable levels to encourage independence and development and ensure children are supported to progress safely in appropriate surroundings. Children make choices regarding what they would like to play with after circle time, such as 'Waffle town'. Later they help to tidy up and replace the box on the shelf. Children are stimulated in each classroom as they play and learn with worthwhile activities.

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Protecting children from harm or neglect and helping them stay safe

Comprehensive policies, procedures and risk assessment documents exist and the staff attend relevant training to develop an awareness of how to promote children's safety throughout the premises. Children are secure in the environment. Very good security and collection procedures are maintained, with staff and visitors signing themselves in and out. Parents sign their children in and out and staff mark and check registers effectively. Emergency procedure evacuations and subsequent recording and evaluations are undertaken regularly to ensure staff and children develop an understanding of the need for fire safety. Children's safety is promoted effectively on walks locally and on outings on a coach, to the museum to further their learning experiences. Written permission is sought for each activity and the outings policy meticulously followed.

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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

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Helping children achieve well and enjoy what they do

The provision is good. Children develop confidence, independence and self-esteem as they have access to an excellent variety of stimulating and carefully planned activities. They become absorbed with the well presented resources and spend periods of time to complete tasks or develop their senses, such as when they laugh with friends as they feel the varying textures of wet cornflour. Children who attend the before and after school club engage in a range of craft activities linked to the nursery school theme or play games designed for older children and enjoy the use of the gymnasium. Their care needs are met as they relax after school. Whilst there are no children who attend who are aged under three the staff have an understanding of the 'Birth to three matters' framework and how to adapt activities for children whose developmental needs are not yet at the 'Foundation Stage'.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children make good progress towards the early learning goals. Currently staff record the same detail on long, medium and short-term planning documents consistently demonstrating they have an excellent knowledge and understanding of the stepping stones to the early learning goals and how they will present activities. These provide a well-balanced, broad programme which includes all the stepping stones over a period, but takes a considerable amount of staff time. They have recognised this fact on their own self assessment and are seeking guidance to rectify the excessive amount of documentation. The evaluation of activities generally relates to what the child did or said and is not recorded with purposeful information about what the child learnt from the activity to fully assist with planning for their individual future progress. The documents used previously in the setting, when it was

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Helping children achieve well and enjoy what they do

registered as part of the school, do not consistently contain information about what children have learnt, only what they have been engaged in and the new staff are eager to address this. Further development of the records relating to the planning of activities and evaluation of the children's learning through recording purposeful information is to assist with planning for their individual future progress. Staff are confident to extend children's learning linked to the practice of having a key worker for each of the children. This enables staff to progress specific learning and challenge children to think about what they know as staff consistently ask open-ended questions, which children think about and respond to. A variety of methods are used to help children learn effectively and the issues regarding documentation do not have a substantial effect on how the staff progress the children's learning. Staff manage the children effectively

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Helping children achieve well and enjoy what they do

as the routine and different areas of the premises are used throughout the day. Children understand what activities take place at certain times, for example music on a Tuesday, when a parent comes to play the piano in the hall/gymnasium or all going to the library for story time. They persist in activities which interest them, such as when creating a 'Waffle Town building' or selling flowers in the role play area. Children's progress is shared daily with parents. Written reports are to be shared formally at an open evening, which contributes to an overall picture of the child's progress being obtained.

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Helping children achieve well and enjoy what they do

Topics, such as 'Spring' are enthusiastically enjoyed by the children who, when introduced to the topic, suggest ideas of how to develop them. The staff present the daily activities and children are eager to share information about their experiences about which fruit they enjoy or where they go shopping, when talking at the snack table. Activities are developed over a period of time, for example, plastic tadpoles in various stages of development to frogs are used in the low level water play and the next day children pretend to be frogs as they jump across the 'lily pads' outdoors. This ensures children learning is effectively promoted as they are challenged to think by staff to recall the relevant words such as frogspawn and tadpoles.

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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 Children are well aware of the community around them as staff integrate discussion and visits into the planning.

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Helping children achieve well and enjoy what they do

Children are well behaved and eager to try new experiences. They ask questions about how things work and listen to the responses from staff. They are animated when suggesting their own ideas such as what they would like to play with outdoors and recall building snowmen and making marks in the snow. Children organise each other to play together with the water or share the computers, demonstrating good negotiating skills as they take turns. After messy play activities they go off independently to wash, but are unable to remove the splattered pink cornflour from their sweatshirts. They share information about their life outside of the nursery and have confident personalities which is confirmed as they include visitors in their play and conversations, such as talking about their brother who is five and goes to school. Some children can spell verbally or write their own names confidently with recognisable letters. All children

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Helping children achieve well and enjoy what they do

are aware of the letter of the week, currently 'e' and find resources which have the correct letter, using the phonic sound spontaneously. Children have access to an extensive range of books and spontaneously use them from the book rack. They enjoy story time about a lamb in the library, where they also borrow books and tapes using systems as if at the local town library, to develop an understanding of loan and return. During story times children sit and listen and respond appropriately to questions asked by staff and recall the lamb's adventures.

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Helping children achieve well and enjoy what they do

Children are developing good recall as they listen attentively to instructions and respond eagerly to staff as they discuss numbers. Children have a developing understanding of mathematics and spontaneously use their knowledge effectively during play when counting how many flowers there are or how many children and adults are sitting at the lunch table. They compare shapes on the mathematics games and match the patterns with the relevant colour counters. An excellent range of computer games and technology resources assist to develop children's skills competently. They share with others how to move on the selection of photographs, downloaded onto the computer of children in the nursery school at play, demonstrating they are learning effectively. Children are developing awareness of the needs of others and creatures of the natural world as they enjoy the varied topics presented by staff. Topics which introduce them

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Helping children achieve well and enjoy what they do

to the diversities in society are included and children have daily access to valuable resources which promote positive images and are well used. They particularly enjoy participating in festivals and food tasting promoted by the staff.

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Helping children achieve well and enjoy what they do

Children's physical development is promoted effectively through the use of an extensive range of small resources and a well-balanced programme of activities for indoor and outdoor play. They enjoy the opportunity to go outside and eagerly join in the games, often instigated by themselves to see how high they can blow up a balloon, with or without the pump, or how far the streamer will blow in the wind. Their pedalling, scooting and mobility skills are developing proficiently and photographs show them climbing, sliding or crawling in an obstacle course set up in the gymnasium. Children's awareness of how their body changes during exercise is an aspect of learning included in topics and referred to by staff on an ongoing basis. They are well aware of how cold and windy the weather is and what they need to do to keep warm. Children enjoy dance activities or ring games indoors such as 'There lived a princess long ago', and sing

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Helping children achieve well and enjoy what they do

with enthusiasm as they dance the actions.

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Helping children achieve well and enjoy what they do

Children are motivated to develop their creative experiences as they have access to a wide range of craft, role play and musical activities. Children are eager to play at the water tray, discuss the colour of cornflour or feel the different textures as they mix paint to create chicks and rabbits, as a range of new learning experience. They produce free choice crafts to take home or for displays in the setting with a degree of age-appropriate expertise and co-operation

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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 of working with other children. Their skills are interlinked to all aspects of the curriculum in such displays as '10 little pigs in a pen', where they have written numerals on the pigs and placed the pigs behind the rail of the pen. Some children have placed them carefully in two lines of five, feet to the bottom of the page, other pigs have been placed at random, with other children placing them in the one to 10 order, showing not only their dexterity but numeric knowledge.

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Helping children make a positive contribution

The provision is good. Children are settled and confident in the setting and show a sense of belonging. Staff use their expertise, have ongoing discussions and use information sheets completed by parents to ensure children's individual needs are met. Supplementary information provided by parents containing such items as children's likes and dislikes, any words spoken and extended family information, provides staff with a starting point to make assessments on children's progress. However, not all children's record sheets are the updated version and do not contain spaces for parents to record details such as ethnic origin or religion followed, which enables appropriate care to be given.

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Helping children make a positive contribution

Parents are provided with a leaflet regarding the setting's services and they are told a range of policies and procedures are available to read. However, these policies are not readily available. They have yet to be typed to include the amendments made since registration to the documents used previously in the school. Notice boards throughout the nursery school keep parents informed of the current theme, daily activities and the menu. Information regarding staff training is also displayed for parents, to confirm the commitment by the staff group to increasing their qualifications or expertise for the benefit of the children. The poster to inform parents of how to contact the regulator is displayed, alongside the registration certificate. The detail in the complaints policy has been updated by hand written information, to include all current detail and the mandatory requirements of registration. Parents and carers give very positive

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Helping children make a positive contribution

comments when asked about how their child is cared for in the different areas within the setting. Information is shared daily and parents particularly like the key worker system so they know who is specifically caring for and educating their child. Written diaries give purposeful information to parents regarding their child's day, but not necessarily their developmental progress. They welcome the comprehensive detail in the weekly newsletter.

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Helping children make a positive contribution

The partnership with parents and carers for children in receipt of funding for nursery education is good. Information about the curriculum and nursery grant funding is displayed throughout the premises. Children's development records are available at any time for parents to read, but few do. Staff plan to have a formal sharing of documents during an open evening next term. This contributes to working with parents to give an overall picture of each individual child's progress and further demonstrates the open relationship they have with the staff. Parents are willing to support the children's learning and experiences and give up their time to play the piano, issue the library books and videos or help during the session or on outings.

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Helping children make a positive contribution

Children's spiritual, moral, social and cultural development is fostered. They are well behaved as they learn to accept the rules and respond to the firm and consistent expectations of the staff. The children develop a strong sense of independence and self-worth as they are encouraged to share, take turns, follow rules and listen to others. Any incidents regarding sharing or turn taking are calmly dealt with by the staff to ensure the children are fully supported in partnership with relevant parents.

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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's understanding of the needs of others are promoted successfully through discussion and an effective inclusion policy operating successfully in the nursery school. Children are developing an understanding of how everyone positively contributes in society. Staff are well trained to adapt activities as necessary and the premises are accessible, with modifications in place. Resources which promote positive images are consistently available and are well used. Children's knowledge and experiences are extended as craft activities linked to culture and festivals are included such as celebrating Chinese New Year and St. Patrick's Day. During topics they often taste food from around the world and the menus contain a range of foods to develop children's experiences. Equality of opportunity is promoted effectively as activities are adapted

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Helping children make a positive contribution

to ensure children's developmental needs are met.

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Organisation

The organisation is good. The welfare, care and learning of the children is generally promoted through the maintenance of records, policies and procedures which are required for the efficient and safe management of the provision. Some changes to regulations have only been included in the documents in handwritten format and are being typed to provide current information for staff and parents. A number of documents require more detail in recording accidents and incidents to ensure children's health and safety. The setting have been proactive in developing an effective registration system which monitors all persons on site and assists in safeguarding the children. Overall the range of children's needs are met.

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Organisation

Children are in the care of well qualified or experienced staff who are fully supportive to ensure they are happy and settled in the nursery. The ratios are maintained to a high level. Good organisation of classroom layouts and effectively planned, developmentally appropriate activities, ensures children's time in the nursery school is worthwhile and provides high levels of challenge for the children. The children are eager to engage in the range of exciting and stimulating activities.

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Organisation

The leadership and management for funded children is good. A clear vision has been developed of how the setting will operate to meet the needs of the children effectively. The minor weaknesses have already been noted. Regular support for the staff team during site visits from staff from the Local Authority is assisting in ensuring documentation and children's learning is to be recorded appropriately. The setting has been very proactive in the short period of time they have been registered, motivating staff who worked in the setting under the school registration, and new staff, to effectively meet qualification requirements. Staff also attend training to raise standards and ensure the children are consistently being stimulated to learn and enjoy themselves. Two of the after school club staff have attended 'Engaging children with traditional play' training sessions to assist in this aspect of the setting. The representative of

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Organisation

the registered person is appropriately qualified and works in the setting with the staff group.

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Complaints since the last inspection

Since registration 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

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 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): • ensure all accident and incident record sheets contain sufficient information and are signed by parents and staff to meet the needs of the children should a further injury occur • ensure all children's record sheets consistently contain spaces for parents to record details which enable appropriate care to be given • continue to develop the policies and procedures which are required for the efficient and safe management of the provision and make them available to parents.

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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 records relating to the planning of activities and evaluation of the children's learning through recording purposeful information to assist with planning for their individual future progress.

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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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