Thurlton Pre School

Thurlton Pre School Playgroup Inspection report for early years provision

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254321 Unique Reference Number 19 March 2007 Inspection date Christine Ann London Inspector

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Norton & Thurlton Village Hall, Beccles Road Thurlton, Norwich, Norfolk, NR14 6JQ

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E-mail

Thurlton Pre-School Registered person Integrated Type of inspection Sessional 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 good.

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WHAT SORT OF SETTING IS IT?

Thurlton Pre-School was established in 2004. It is situated in Thurlton Village Hall, which is on the border of Norfolk and Suffolk. A maximum of 20 children may attend the pre-school at any one time. Thurlton Pre-School is open each weekday between 09.00 and 12.00 during school term times only. All children have access to a secure enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 25 children aged from two to five years on roll. Of these, 10 children receive funding for early education. Children who attend this rural pre-school live in Thurlton and the surrounding villages. The nursery supports children with learning difficulties.

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WHAT SORT OF SETTING IS IT?

The pre-school employs four staff. All staff have appropriate qualifications in childcare and education. The pre-school receives support from the local authority.

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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

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Helping children to be healthy

The provision is good. Children's health is well promoted because staff follow good hygiene practices. They ensure that the premises are clean prior to children arriving to minimise the spread of infection. Children are learning to take some responsibility for their personal hygiene through routine activities. They wash their hands after using the toilet and before eating their snack. Through discussion with staff children begin to understand about how germs are spread and why it is importance to adopt good hygiene procedures. Children's health details and medical requirements are clearly recorded and acted upon by staff to promote and maintain their good health. When children are unwell staff follow clear procedures which enable children to be cared for and supported according to their needs. Children’s well being in the event of an accident is secure as most staff hold current first aid certificates. This ensures all accidents are dealt with

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Helping children to be healthy

Children's healthy growth and development are supported well as they enjoy a balanced diet at snack time. Fruit is prepared by the staff during the session and served to the children in small dishes. Children learn about healthy eating through a range of activities. They take part in activities such as food tasting to extend their taste buds. Children with special dietary requirements have their needs met because parents provide the setting with detailed information which staff then act upon. Children have access to fresh water from a cooler for regular drinks. Staff regularly monitor children’s intake to ensure they drink sufficient amounts to keep them hydrated. The children are gently reminded by staff to take frequent drinks in the warmer weather.

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Helping children to be healthy

Children have regular opportunities to experience physical activity. They move creatively to taped music to carry out fun exercises. In good weather children use the outdoor area to extend the range of activities offered in promoting their imagination and physical development. Funded children demonstrate good control, co-ordination, and spatial awareness. When moving to music they are aware of each other and needing space for themselves. They are developing competent manipulative skills. Children use scissors to cut paper, large spoons to mix icing and small spoons to ice the biscuits. Children generally fulfil their own needs with regard to rest and relaxation. They can use the cushions and rug during the sessions. Children's health is promoted appropriately because the setting takes reasonable steps to ensure the premises and play equipment are well-maintained.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children benefit greatly from being cared for in premises that are welcoming and friendly. There are colourful displays of children's work and lots of informative posters present on the walls to support this learning environment. Children use a broad range of toys and play equipment that are suitable and safe. Children use appropriately sized furniture which enables them to sit comfortably to take part in a range of activities. Children access their play equipment independently from storage boxes. They show their independence as they carry containers to tables, play with items and return them safely afterwards. They replace dressing-up clothes onto hangers. They select paper, materials, pencils and scissors by themselves and use them at the table to create collage pictures.

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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 Children are learning how to keep themselves safe. They make an active contribution to ensuring the setting stays safe as they sweep up the sand spilt from the sand tray and pick up toys from the floor. Posters remind children about how to cross the road safely and a recent visit from the road safety adviser has re-enforced this to the children. Staff use detailed risk assessments and daily checklists to reduce potential hazards. They make sure the safety gate is always closed. All staff members have an understanding of their roles to ensure children's safety in an emergency.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is actively safeguarded because staff demonstrate an awareness of child protection procedures. They are familiar with the signs and symptoms of child abuse and what action they would take in a concern arose. Relevant documentation and details of the referral routes are available if they suspect that a child is being abused or neglected. Information is placed on the notice board to make parents aware of procedures which will be followed in order to protect and safeguard children.

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Helping children achieve well and enjoy what they do

The provision is good. Children’s welfare is promoted well because they undertake a wide range of activities and play opportunities that develop their emotional, social and intellectual capabilities. They play with their own freely chosen activities such as in the play garden centre, painting, large-scale construction, dressing up, collage, puzzles, drawing and the computer. Children are happy and well-settled. They enjoy playing with the sculpting foam, creating sculptures and talking about, 'daddy shaving' when feeling the texture. All children enjoy and take part in stories and rhymes at large group times. Staff use the 'Birth to three matters' framework to positively promote good outcomes for younger children. They incorporate the aspects when planning activities which helps them to be aware of the needs of the younger children attending. Records are kept of children's progress and their growing achievements recognised. This information is then

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Helping children achieve well and enjoy what they do

used to identify their next steps of learning. Staff are kind and friendly which helps to develop children's confidence and independence. They are supportive and show an interest in what the children are doing. They help them to build with the large blocks, visit the play garden centre and sit with them when using the computer.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff have good knowledge and understanding of the early learning goals. They know how children learn so that all children can make good progress. The areas of learning are covered well and children are questioned effectively to support and extend their learning. Staff ask children about their choice of colour for icing their biscuits. Staff plan worthwhile activities and provide an interesting and inviting environment. They encourage children to make choices and develop their independence by having equipment and materials readily available to enable them to initiate their own learning. They carry out observations of children regularly and use these to assess children's progress. The staff continue to extend the activities and experiences to provide sufficient challenge for more-able children.

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Helping children achieve well and enjoy what they do

Children respond well and are keen to learn. They feel secure and at ease in the setting and are developing a positive sense of themselves. They are confident to speak during discussion and sit quietly to listen to stories and others at group times. They talk about their families and friends during their activities. Children have sufficient time and opportunity to develop and practise speaking, listening, reading and writing. The more-able children speak clearly and demonstrate their growing vocabulary as they say to staff 'I need shiny leaves' when making

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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 a collage picture and ask 'can I do another picture' when painting. They recognise their own names and familiar words such as the days of the week. Children have many opportunities to draw and paint. They attempt to write their names on their paintings and collage work, the more able complete their names. Children show an interest in numbers and counting. They count to twelve at registration by adding the seven boys and five girls present. Children say 'one more' when filling the pots with compost, demonstrating some understanding of simple addition. Staff use mathematical language to discuss differences in shape and size. Children enjoy investigating during planting and cooking activities. They select tools and techniques they need. For example, scissors to cut the materials for their collage pictures and different

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Helping children achieve well and enjoy what they do

sized spoons when mixing icing sugar and decorating their biscuits. They are keen to use everyday technology and programmable toys. Children are provided with creative activities. They explore colour during their paintings and match coloured shapes on the computer, showing good control of the mouse. They join in well with their favourite songs and rhymes and have free access to an extensive range of musical instruments to explore differences in sound. Children of all ages use their imagination well in role play situations, as they fill pots and pretend to take orders on the telephone and, making marks on paper while talking. Children are encouraged to use all their senses they touch and smell the daffodil plant. They comment enthusiastically that it smells 'lovely' and enjoy the feel through their fingers of the sculpting foam.

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Helping children make a positive contribution

The provision is good. Children develop their self-esteem and confidence because the staff give them regular praise and encouragement. When completing puzzles and following instructions during their musical movement session children feel valued for their achievements. Children's needs are met appropriately because helpful information regarding any specific needs is noted on their registration forms and initial child profiles. Children with learning difficulties/disability are well supported and where appropriate activities are adapted to ensure the inclusion of all children attending. The staff liaise with the parents and with any other professionals to identify and meet any additional needs.

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Helping children make a positive contribution

Children are helped to develop a positive attitude to others by using play equipment which reflects positive images of race and culture and by celebrating festivals. Children enjoy first hand experiences as they make Chinese lanterns and produce mothers day cards. Children's spiritual, moral, social and cultural development is fostered. They play together co-operatively. They share the play equipment, such as the trowels in the role play garden centre. They have planned opportunities to learn about themselves and the local community. They visit the local school where most of the children will attend and the local garden centre to buy plants, compost and pots to make gifts for parents. Visitors come into the group to talk to the children about their work. Children recently enjoyed a visit from a parent who keeps sheep. Children were able to hold a baby lamb and talk about it’s environment and care. As a result children are able to

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Helping children make a positive contribution

develop a wider understanding of the different lifestyles within our society.

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Helping children make a positive contribution

Children's well-being is warmly promoted by the positive relationships which have developed between staff and their parents. There is a useful exchange of information daily. Children's records contain clear details of emergency contact numbers and those with permission to collect the children to keep them safe. An informative notice board in entrance hall gives details of provision. Articles displayed around the room give accessible information about activities and childcare. They receive accurate information about the procedures for making complaints and the process for resolving them.

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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 The partnership with parents and carers is good. Parents receive helpful details about the setting when they first join and gain worthwhile information about the early learning goals from reading the group's prospectus. Further information about topics and themes is provided through the regular newsletters. Parents feel well-informed about their child's progress. They are invited into the group by their child’s key worker to look at their child's learning story and to make contributions. They also have an assessment sheet which they complete at home, making notes about new achievements made by the children. These are transferred into the children’s learning stories which parents freely have access to.

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Organisation

The organisation is good. The organisation of the playgroup generally promotes the welfare and development of all children. The provision follows appropriate recruitment and vetting procedures to ensure that staff and committee members are suitable to provide care for children. There are good procedures and arrangements to make sure children are not left alone with anyone who has not been vetted. The staff team are qualified and a high adult:child ratio is maintained which greatly benefits the children who enjoy high levels of attention. Children benefit from the good use of space, which staff plan well. This allows them to rest, play and sit comfortably at table top activities. However, some routine activities such as, snack time, where children sit for a considerable period of time while the others complete their hand washing, lacks organisation. As a result children become restless and are not sufficiently occupied.

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Organisation

The staff maintain appropriate and accurate detailed documentation. Children's records are stored confidentially. An efficient registration system is used and children are marked in on arrival and out on departure to ensure ratios are maintained to ensure children are kept safe. The setting operates a key worker system to help children settle in and aid communication with parents. The nursery's policies and procedures have just been reviewed to make sure they meet current guidance and practices. Copies of the reviewed documents are given to parents to make sure they are aware of the changes. Staff records are kept by the chairperson to enable quick and easy reference.

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Organisation

The leadership and management of the nursery education is good. The staff deliver a broad, balanced curriculum that enables all children to make progress. They use assessment to help them be aware of children's development. They work well with parents to support children's progress. However, children’s starting points are not securely identified so that they build on what they already know to make sure all children achieve their full potential. A record of professional development is completed for each staff member and appraisal sessions are undertaken to identify gaps in their knowledge and understanding. Overall children’s needs are met.

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Improvements since the last inspection

Since the last inspection the group have made good progress in addressing the recommendations that were raised.

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Improvements since the last inspection

At the last inspection the provider was asked to develop a risk assessment on the use of large equipment and to identify any action that needed to be taken to minimise risks. A full risk assessment procedure is in place and children are made aware of how to use the equipment safely and the procedures they are expected to follow.

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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 They were also asked to ensure that hygiene is maintained in the toilets, baby changing area of the cloakroom and the kitchen to promote good health and avoid the spread of infection. A cleaning rota is in place and each staff member is aware of her individual role for each session.

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Improvements since the last inspection

The were asked to ensure that there are effective procedures in place to follow up the staff vetting process where necessary until completion. Current staff have all completed the vetting system, a policy and procedure has been developed to ensure this will continue to be met.

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Improvements since the last inspection

All the above are now met ensuring children's well-being and protection during their play.

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Improvements since the last inspection

At the last nursery inspection the provider was asked to develop the use of assessments to show progression and plan activities that are designed to challenge individual children and show clearly how to build on their existing skills and help them to make progress in their learning. Assessments have been developed to show progression by informing planning of the children's individual learning needs and how to achieve these. The process to ensure staff are aware of the starting points of all the children in regard to assessments is still ongoing.

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Improvements since the last inspection

The setting was asked to identify the learning objectives for children when they use large physical apparatus, and move to music in the programme for physical development. The learning objectives are clearly detailed on the planning documentation which are available on a daily basis for staff reference.

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Improvements since the last inspection

Children's involvement in some adult led craft activities to maximise their learning potential. The staff are more aware of the need to involve children in their work and use questioning and discussion to challenge children's learning and development.

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Complaints since the last inspection

Since the last inspection there have been no complaints made of 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 of 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): • review the current organisation of snack time to ensure all children are sufficiently occupied

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The quality and standards of the care

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

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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): • improve the current system to ensure children’s staring points are identified and used to inform planning and assessment of their individual 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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