Cavendish Pre-school

Cavendish Pre-school Inspection report for early years provision

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251441 Unique Reference Number 12 October 2007 Inspection date Lynn Clements Inspector

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Jubilee Room Memorial Hall, Melford Road,Cavendish, Sudbury, Suffolk, CO10 8AD

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E-mail

Cavendish 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?

Cavendish Pre-school opened approximately 30 years ago and operates from the Jubilee Room in the Memorial Hall, in the village of Cavendish. All children have access to a secure fully-enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

The pre-school is registered to provide care for a maximum of 16 children at any one time. The setting is open during term time from 09.15 to 13.00 five days a week. There are currently 17 children aged from two to under five years on roll. Of these nine children receive funding for early years education. The pre-school currently supports a small number of children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The pre-school employs three members of staff. One member of staff holds an appropriate early years qualification. Two members of staff are currently working towards recognised early years qualifications. The setting 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 are confident in the setting and in their daily routines. They clearly know why they have to wash their hands after using the toilet or before eating. Visual clues and labels are used around the setting as gentle reminders to new children, as they begin to develop their hand washing routines. Staff take time to talk with parents prior to placement. At this stage information is obtained to help them meet each child's medical and dietary needs. All health related documentation is in place. All staff have completed first aid training enabling them to care for children in the event of an accident. Any accidents occurring on the premises are recorded and parents are kept fully informed. There is a clear sick child policy in place which is shared with parents and implemented in practice to protect children from the spread of infection.

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Helping children to be healthy

Healthy eating is promoted and encouraged by members of staff through discussions while children sit for snack or lunch. Parents provide both snack and packed lunches for their children. Staff encourage them to support their healthy eating programme. In addition to this, children learn about foods which are good and those which are not so good through discussions, healthy food topics and growing their own fruit, vegetables and herbs, in their award winning pre-school garden. Staff have completed food hygiene training and clear procedures are implemented in practice to limit cross-contamination. All lunches boxes are stored appropriately and ice packs are used to keep food fresh for the children. Staff meet children's individual dietary needs and respect parental wishes, for instance when providing drinks for their children and ensuring they eat what they parents have provided.

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Helping children to be healthy

Children have plenty of opportunities to engage in physical activities. Staff understand the importance of physical development and have extended their practice to fully include the outside play area. Children have access every day to the outside play area and it is well used as an extension of the classroom. Children have their own impressive garden where they grow fruit, vegetables, flowers and herbs. They use all of their senses as they smell, touch and feel their plants. Children use wheeled toys and negotiate pathways both inside and outside developing good spatial awareness. Staff provide regular opportunities for children to use the adjacent playing fields where children have fun running up and down hills or joining in games on a larger scale than is possible indoors. All children are able to rest or be active according to their individual needs.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children have access to a safe and secure play environment. They move freely around the setting, making their own choices and selections. Children help themselves to additional resources as required from the well thought through child-height accessible storage. This enables them to take control of their independent development. There is plenty of child-height furniture which enables them to play in comfort and safety. The premises are welcoming for children, families and visitors. The children's creations are used to create striking wall displays. These enable children to develop a sense of achievement and pride as they point out what they have done to their families and visitors.

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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 Risk assessments are in place and reviewed regularly by members of staff to ensure the setting continues to provide a secure environment for young children. Children learn to keep themselves safe as they hold hands when out and about or practise fire safety drills, so everyone knows what to do in an emergency. They move safely around the setting showing good spatial awareness. Children push their chairs under the tables and pick up toys to prevent tripping hazards. They learn how to carry and use equipment responsibly.

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Protecting children from harm or neglect and helping them stay safe

All staff have completed safeguarding children training. They clearly know how to make concerns known and have a thorough understanding about the signs and symptoms of abuse or neglect. Children's welfare is paramount.

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Helping children achieve well and enjoy what they do

The provision is good. Children develop confidence and a sense of place, as they hang up their belongings independently, return greetings to each other and members of staff and move around the pre-school making their own decisions and selections. Staff plan a wide range of exciting play opportunities to extend children's emotional, physical, social and intellectual capabilities. Registration time is used exceptionally well to develop children's interest and participation. They excitedly share news from home, enjoy counting how many children are attending and discuss the activities they want to join in. Staff bring learning to life, for example, after discussing the weather during registration, children go outside into the garden to check if it's sunny, cloudy or raining, they check the rain gauge and thermometer and see how their plants are growing.

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Helping children achieve well and enjoy what they do

Children work confidently on their own or in larger groups. They investigate man-made and natural materials, such as battery operated toys and role play equipment, or, sand, soil and straw while playing in their garden. They negotiate small world and role play scenarios based on real and imagined experiences, busily making pretend meals in the home corner or dressing up. Children communicate extremely well, sharing their ideas while they play and seek out others to join in their games. Younger children are encouraged to become vocal through, for example, imitation and use of appropriate language and gestures to communicate their needs. Older children communicate their thoughts, ideas and experiences, using language well and building on existing skills.

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Helping children achieve well and enjoy what they do

Parents have many opportunities to join in pre-school activities and share resourses from home. For example, Cavendish Ted, is the pre-school teddy bear who travels all over the world with families, encouraging them to send back photographs. Children plot his travels with members of staff, using maps and discussion well. Children respond very well to new challenges by questioning and using their own initiative. Staff have excellent strategies in place which reflect the ‘Birth to three matters’ framework to support their practice with children under three years.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are making very good progress towards the early learning goals. Staff have a clear understanding of the foundation stage and how children can make progress through play, in all six areas of learning. They work with other professionals, such as the local authority development officer and teachers from the local primary school. This enables them to develop and build on their existing good practice and provide high quality learning opportunities for children. Staff organise the pre-school room to provide varied and exciting activities which promote the children’s learning, decision 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 and independent skills. The outdoor play area is also used effectively to consolidate and develop the children’s learning in different ways and on a larger scale than is possible indoors. Staff are very good at supporting children in their play and learning, particularly in small group work. They know when to stand back and give children time to develop their own ideas. All staff are interested in what the children say and do and use positive methods including descriptive praise to promote their good behaviour.

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Helping children achieve well and enjoy what they do

Key worker observations of the children at play are used to monitor progress and update their records of assessment. Records provide staff and parents with a clear picture of what each child is able to do, this enables them to effectively identify their next steps for learning. Staff ensure they provide a broad range of activities and experiences which encourage the children’s interest and investigation skills. The adaptation of activities to meet the needs of the less and more able children is also planned well to ensure that all children make continued progress.

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Helping children achieve well and enjoy what they do

Children enjoy what they do and are able to sustain interest in a range of activities which promote their understanding and learning. Overall, children are motivated and concentrate well at activities which capture their imagination. For example, children are increasing their knowledge and understanding about the world around them and developing personal independence as they learn about their environment. They learn to recycle their rubbish throughout the session in different coloured bins, helping to make their own compost or recycle their hand washing water for use in their garden. They also learn how to care for living things such as plants, growing herbs, fruits, vegetables and flowers in their sensory garden.

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Helping children achieve well and enjoy what they do

Children use writing for a purpose, putting their names on their creations and writing labels or taking messages during role play games. They join in story time, using the pictures as clues to the text and guessing what may happen next. Staff support children to use maths in everyday situations. For example, as they develop simple calculating skills when working out how many children are going home, and how many will be left for lunch. They investigate information communication technology, as they use the computer with increasing awareness, negotiating programmes which help to consolidate previous learning.

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Helping children achieve well and enjoy what they do

Children learn about volume and capacity when they play in the sand or use the water container for washing their hands. Children learn how to care for living things when they plant seeds and watch them grow. They learn about the passage of time while discussing the weather or talking about days of the week and the changing seasons of the year. They develop their imagination, creating three dimensional models, painting and colour mixing or using musical instruments as they investigate different sounds.

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Helping children achieve well and enjoy what they do

Staff work together as a team to ensure the curriculum captures children’s imagination and participation.

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Helping children make a positive contribution

The provision is outstanding. Staff are extremely pro-active in promoting integration with the local community; including them in the life of the pre-school and encouraging volunteers to help in the setting, bringing with them, their own experiences. This helps to bring a diverse range of interests and skills, which, in turn brings the curriculum to life. Children learn about the world on their doorstep as they take walks in the village or become involved in local projects, such as Anglia in Bloom. Staff provide plenty of opportunities for them to develop their knowledge and understanding about the wider world, through topics and open discussions. Books and resources are used

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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 extremely well to support children's developing knowledge. Staff ensure there is no bias in their practice in relation to gender, race or disability.

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Helping children make a positive contribution

There are currently a small number of children attending the setting with learning difficulties and/or disabilities. Staff have devised clear systems to support them and their families, seeking one to one funding as appropriate. Staff work closely with the local authority special needs coordinator. They are careful to include families when setting appropriate targets and holding review meetings, so everyone involved can provide support in the best interests of the child. Staff also share information with the other settings the children attend, to build continuity and ensure they make good progress.

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Helping children make a positive contribution

Behaviour management is excellent. Staff take time to listen to children. Children are fully involved in making and discussing the rules and boundaries of their setting. They have ownership and this is demonstrated as older children remind new or younger children about holding hands to stay safe or sharing the toys so no one feels sad. Children behave extremely well. They show care and consideration for each other, helping to find toys or inviting others to join in their games. Staff know the children well and are consistent and supportive in their approach, always demonstrating good role models. They work closely with parents to address any potential behaviour issues.

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Helping children make a positive contribution

The registered person and staff work in partnership with parents to meet the needs of the children, both individually and as a group. Staff provide clear information for parents. Notice boards and newsletters provide updates on forthcoming events and always encourage the parents to become involved in the daily running of the group. For instance, sharing their skills, by volunteering or providing resources to support topic work. Parents feel included and consulted. A complaint procedure is in place enabling any issues relating to the care of children to be effectively addressed.

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Helping children make a positive contribution

Partnership with parents and carers of children in receipt nursery funding is good. Open evenings are held twice a year, providing opportunities for them to discuss their child's progress with the relevant key worker and view their children's records of assessment. However, there are few opportunities for parents and carers to include observations of their children achievements at home or view records on a more regular basis. Information about the foundation stage is good. Clear displays are in place enabling parents to see the six areas of learning and how children make progress towards these through various play activities.

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Helping children make a positive contribution

Children learn about the wider world. They enjoy bringing in items from home for show and tell. Children are interested in what others have to say and behave well together. Children's spiritual, moral, social and cultural development is fostered.

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Organisation

The organisation is good. The registered provider and manager, have a clear understanding about employing suitable staff and have developed robust systems to ensure staff and volunteers, working with children are suitable to do so. Criminal Record Bureau checks are undertaken to protect children from harm. There is a helpful range of policies and procedures which are shared with parents and implemented in practice. However, some policies, for instance child protection and the complaints, do not include sufficient detail or clear procedures to follow in the event of allegations being made against members of staff or volunteers, or how parents can make a complaint to the regulator if they need to. This impacts on the safe management of the setting.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Induction and appraisal systems are in place to support staff development and ensure they continue to work well with the children. However, registration systems for staff and children do not include times of arrival and departure to ensure that all children are properly accounted for and protected from harm.

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Organisation

The organisation of the setting ensures that children are well cared for. Staff support children to develop positive attitudes and dispositions towards their learning. Staff work with parents and carers to support their child's progress. Overall children's needs are met.

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Organisation

Leadership and management of early education is good. The recently appointed manager has worked closely with the new staff team to implement clear systems, such as planning, regular staff meetings and key worker groups. The implementation of these new systems supports children and enables them to make good progress in all six areas of learning. Staff work closely with the local authority to support and develop existing practice and ensure a broad and balanced curriculum is provided for the children.

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Improvements since the last inspection

Since the last inspection the provider has improved outcomes for children. The outside play space is secure to ensure children are unable to leave unescorted. The provider has greatly increased the range of good toys and resources which provide opportunities for children to explore and investigate and extend their learning and development. The child protection and complaints procedures have not been updated, to ensure the safe management of the provision, due to a change of staff and this has been taken forward at this inspection.

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Improvements since the last inspection

Since the last education inspection staff have worked very closely with the local authority to develop their assessment and planning systems. Key workers now regularly monitor children using the early years stepping stones and planning is now clearly based on observations of what the children know and can do. This ensures children make good progress towards the early learning goals.

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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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Complaints since the last inspection

There have been no complaints made to Ofsted since the 1 April 2004.

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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 AND 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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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 current registration system to ensure times of arrival and departure are included for children and members of staff • further develop the safeguarding children policy to ensure it includes clear procedures to be followed in the event of an allegation being made against a member of staff or volunteer; update the complaints policy to ensure it includes clear information about the regulator, Ofsted, including contact details.

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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 opportunities for parents to share in their children's records of assessment on a regular basis.

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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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