Scotby Pre-School

Scotby Pre-School Inspection report for early years provision

p.1

317588 Unique Reference Number 15 June 2007 Inspection date Diane Roberts Inspector

p.1

Scotby Village Hall, Scotby, Carlisle, Cumbria, CA4 8PB Setting Address

p.1

E-mail

Scotby Pre-School Registered person Integrated Type of inspection Full day care Type of care

p.1

E-mail

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

p.1

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

p.2

The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

p.2

The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

p.2

WHAT SORT OF SETTING IS IT?

Scotby Pre-School is run by a committee. It opened in 1976 and operates from the village hall of Scotby. It is situated in the village of Scotby, Cumbria.

p.2

WHAT SORT OF SETTING IS IT?

A maximum of 26 children may attend the setting at any one time. The setting is open on Mondays, Tuesdays and Wednesdays from 09.00 to 12.00, and on Thursdays and Fridays from 09.00 to 15.00, during term time.

p.2

WHAT SORT OF SETTING IS IT?

There are currently 41 children aged from two to under five years on roll. Of these, 29 children receive funding for nursery education. Children come from the village and the surrounding area. Currently there are no children attending with learning difficulties or disabilities, or who speak English as an additional language.

p.2

WHAT SORT OF SETTING IS IT?

The nursery employs nine staff. All of the staff, including the manager, hold appropriate early years qualifications. The setting is a member of the Pre-school Learning Alliance and has been awarded the Quality Standards accreditation.

p.2

WHAT SORT OF SETTING IS IT?

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

p.2

Helping children to be healthy

The provision is satisfactory. Children's good health is generally promoted. They play in a healthy environment as staff keep the premises, toys and equipment clean. Staff generally take positive steps to prevent the spread of infection. For instance, daily routines are in place before and during each session. These include the cleaning of toilets and the kitchen. Surfaces are cleaned before activities and are cleaned with anti-bacterial spray before food preparation or before children eat. Protective clothing, such as disposable gloves, is worn when attending any blood spills. Children are well supported to attend to their personal health needs, such as toileting. Due to the positioning of the toilets in the communal hallway, children are always escorted for safety reasons. In the toilets, children have access to suitable hand washing and drying facilities. Here, staff make sure that children wash and dry hands appropriately before eating and baking.

p.3

Helping children to be healthy

However, after any craft activity such as painting, children wash their hands in a communal bowl of water contained in the playroom. The water is changed at the end of each session. After using the bowl of water children use a communal hand towel to dry their hands. Thereby, the risk of cross-contamination is increased. However, at other times, staff are vigilant in making sure hygienic practises are followed. For example, children are sensitively encouraged to wash their hands again if they are seen to put their fingers or thumb in their mouth when waiting for their turn at the baking activity.

p.3

Helping children to be healthy

Children usually have their health and dietary needs met because staff work closely with parents. Records show that the relevant information about each child is taken at registration with regard to each child's individual needs. Some children know to ask for a drink when they are thirsty. However, there is very little promotion of fresh drinking water and it is not consistently readily accessible to children. Children enjoy sitting at the table for their snack or their packed lunch brought from home. At the morning session snack time, children like to choose from the healthy fresh and dried fruit available such as bananas and raisins. On other occasions, children have biscuits or cake at birthdays. Children bring their own packed lunch and sit at the disinfected tables. Food not eaten at lunch time is put back into the lunch boxes and eaten at the afternoon snack. This practice, together with the setting not informing parents about what can be safely

p.3

Helping children to be healthy

stored, is not conducive to children's good health.

p.3

Helping children to be healthy

The children's health benefits from regular exercising in the spacious hall. Well planned activities, such as moving to a good range of action songs, make sure that children are learning control over their bodies. For instance, they are encouraged to move in a range of ways such as walking, running, skipping and hopping. They eagerly join in a song that tells them to 'crouch right down'. Another action song has the children walking on tip-toe, galloping and stopping in their tracks. Children skilfully control wheeled toys around the hall. They are able to negotiate an appropriate pathway when pushing prams or wheelbarrows around the room. Children's fine motor skills are fostered well as they competently use a wide range of materials, equipment and tools. When using play dough, children show increasing control over the object as they push, pat, squeeze and pinch. At the computer, children have good mouse control with

p.3

Helping children to be healthy

developing keyboard skills. However, as computer access is presently only once a week, children are not able to develop these skills over the week. Children not attending on the day the computers are available do not have the benefit of computer access. All children have access to a range of paintbrushes and rollers for painting, scissors and glue spreaders during other creative activities.

p.3

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

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children are safely cared for in a clean and well maintained environment. Each session is organised to provide access to a range of wheeled resources such as bikes, prams and wheelbarrows. Children can safely access these items towards the end of each session. At other times during the session, children can safely access a wide range of developmentally appropriate play materials, therefore ensuring their safety. Children benefit from the use of resources, which are checked for safety by staff and set out in defined areas. Written risk assessments are in place and daily visual risk assessments are carried out.

p.4

Protecting children from harm or neglect and helping them stay safe

Children are kept safe by the good systems in place for security. For example, the door opening onto the communal hall makes a noise when opened and has a high door handle. Children are routinely escorted to the toilet even when no other users are in the building. Staff are careful to check the toilets before children's use. The entrance to the hall is kept locked and the glass doors enable staff to observe visitors before they are allowed entry. Children are learning to take responsibility for keeping themselves safe. For instance, they are familiar with the setting’s emergency evacuation procedures with fire drills carried out on a regular basis. Good ratios of staff to children were observed at the inspection, and children are always within the sight or hearing of a member of staff. Arrival and departure times are managed well by staff. This further ensures children's safety. Children are kept safe with the regular and informal lines of

p.4

Protecting children from harm or neglect and helping them stay safe

communication maintained between staff and parents. For example, well planned collection procedures are followed to ensure children's safety. Children are protected by the staff’s satisfactory knowledge and understanding of child protection issues and the implementation of appropriate procedures.

p.4

Helping children achieve well and enjoy what they do

The provision is satisfactory. Children confidently engage in their self-chosen activities, play happily and cooperatively together. They are eager to learn and are motivated in their play. Children are confident and happy in their relationships with staff and happily play alongside each other. They listen and take turns when working in group situations. Hence, children’s self-confidence is increased through having a sense of belonging, which helps to develop their personal values of honesty, fairness and respect. Children make positive relationships with their peers and the good ratios of staff to children make sure individual children are provided with good levels of care and attention. Children and adults tend to work together harmoniously. However, staff tend to tidy up after free play activities rather than fully engage the children.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Staff have a sound knowledge of the Curriculum guidance for the foundation stage. This has a positive impact on improving children’s achievements. Planned activities are usually well organised and resourced. Hence, children’s needs of varying ages are generally met, with the staff providing an environment which is conducive to effective learning. However, at the inspection a baking activity was observed with a large group of eleven children of varying ages. Although children were interested in the self-chosen activity initially, some became bored waiting for their turn with just one bowl of ingredients. Therefore, different ages of children are not consistently planned for, or the size of group consistently taken into account.

p.4

Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Stepping stones are being used to plan the next steps in children's learning. A lively, stimulating environment makes sure children are usually effectively occupied and their learning is enhanced. Children are mainly able to use the available resources at their own pace. Staff work alongside the children, valuing what they are doing and interacting appropriately. Children using hand-rollers with paint have time to try out the new equipment. They enjoy making patterns, relating them to other things they know about such as ploughing the fields. They are encouraged to use their fingers and their palms to experience the feel of the lines and the different texture created. Effective planning is in place with regard to the curriculum and the manager is knowledgeable of the early learning goals. Children are generally challenged with staff varying

p.4

Helping children achieve well and enjoy what they do

the activities from week to week and especially, near the end of term, from session to session. Staff manage children's behaviour well generally, ensuring that children are happy and settled as they choose activities throughout the session. When children start at the setting staff observe them before making any decisions on their learning. Throughout their time at the setting, children aged three and four, have the opportunity each session to have one-to-ones with a member of staff. Observations about where each child is up to in their learning are then used to plan for their next stage in learning. However, not all three-year-old children are included in this regime. To make sure children are taking advantage of the wide range of activities during free play, staff have a daily checklist showing what has been provided throughout session. However, as this is not consistently recorded it is difficult to determine how individual children

p.5

Helping children achieve well and enjoy what they do

Children show curiosity and interest. They are mesmerised by a bubble-making machine, how it works and what makes the bubbles. They want to know why the bubbles float and why do they burst without being touched. Children want to know how the paint-rollers work and how they make patterns and why the paint becomes textured. Staff explain in detail taking into account each child's understanding. They have great fun with the bubble-making machine, clapping and squealing with delight as they jump up to pop the bubbles. At times, children needing support are comforted by the closeness of staff as they try an activity for the first time. Children make firm relationships with their peers. For instance, children stand around the sand tray, mainly chatting and joking, laughing and giggling. As they are talking they lift the sand with a spade and watch it trickle back into the tray. At other times there is some bickering,

p.5

Helping children achieve well and enjoy what they do

closely monitored by staff, but on the whole children are well behaved. Children are proud of their setting. They tell the inspector about things they have done over last few weeks. They show off their dressing up resources containing a 'Goldilocks' dress following the theme of nursery rhymes and especially this week's topic of The Three Bears. Children are engrossed when playing with the Three Bears' house they have made, with its small beds and chairs for the bears and the appropriately-sized Goldilocks.

p.5

Helping children achieve well and enjoy what they do

Children are linking some sounds to letters. For example, at one-to-one, four-year-olds link 'n' for Norman the newt and 's' for snail. Throughout the session children have access to colouring pencils and paper on one or two tables. However, pencils are not consistently available around the room. Staff tend to write each child's name on their individual creations such as paintings. Therefore, children do not have sufficient opportunities to attempt writing for different purposes. Children are introduced to some print that carries meaning, such as labels on storage boxes. However, full use is not being made of all areas in the hall to show children a range of print. Children are encouraged in conversation, which promotes their confidence. They enjoy plenty of occasions for stories and songs such as Tommy Thumb. They look at books with staff and each member of staff takes it in turn to read or tell the story, thereby keeping

p.5

Helping children achieve well and enjoy what they do

it lively and interesting. Due to each member of staff having their own style of story-telling, it keeps it interesting for the children. Children are animated when listening to a particularly good story-telling of the Gingerbread Man. They join in and predict what will happen next.

p.5

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 listen with enjoyment to the stories, responding to what they have heard with relevant comments, questions or actions. They handle books appropriately and read for pleasure. However, although there is a good range of books available, the book area is not especially inviting. This means that children are not choosing to look at books on a regular basis. Children enjoy songs containing numbers, such as Five little ducks and Five little speckled frogs. They are able to say and use numbers in familiar contexts and use language such as 'more' or 'less' to compare numbers. Children match the sizes of chairs, beds and bowls of porridge to mum, dad and baby bear following the theme of The Three Bears. They use words such as 'big', 'little' and 'medium'. Children recognise shapes, such as round, when making a pretend custard-cream

p.5

Helping children achieve well and enjoy what they do

biscuit out of play dough. Children are able to sustain interest in construction activity. For instance, a child modelling with interconnecting bricks has time to create a plane and a truck. Children are able to choose suitable components to make a particular model and use language such as 'circle', 'bigger', 'smaller' to describe the size and shape of solid and flat shapes.

p.6

Helping children achieve well and enjoy what they do

Children have access to two computers once a week. They are able to complete a simple program on the computer. However, programs are not always suitable for children's use, for instance, it was observed at the inspection that an American computer program was in use. The child using the program appeared to be confused as to why the bulldozer in the program had to be driven on the opposite side of the road. Children show interest in the world we live in. For example, children especially enjoy a card game named, 'what am I and who am I?' Staff give appropriate clues to the children and they in turn have to guess the answer. The answers range from an umbrella, a bird's nest, a lion, a crocodile, a hippo and a butterfly. Children have opportunities to visit a local park, a church and a cathedral. They enjoy visits to the local ostrich farm to observe animals in their own environment.

p.6

Helping children achieve well and enjoy what they do

Children like making Father's Day cards for the forthcoming Father's Day. Individual pots of paint, wool and pipe cleaners are available for the children to use as decoration. Children enjoy good opportunities to initiate and extend their own activities and consolidate their learning. They experiment with a wide range of media and materials such as paint, sand and dough, expressing themselves well in a variety of ways and thereby developing their creative and imaginative skills.

p.6

Helping children make a positive contribution

The provision is satisfactory. Children's good behaviour is rewarded. For example, following a story-telling, children are thanked by the member of staff telling the story for their attentive, good behaviour. Hence, children's self-esteem is encouraged through appropriate and genuine praise. Children are very confident. This is encouraged by staff listening closely, enabling them to share their experiences with each other, especially at circle time. Children, as part of their play, access a sufficient range of resources that contribute to their understanding of the immediate and wider world. Appropriate books and dolls which reflect diversity are available. Staff have a keen awareness of children's backgrounds thereby ensuring children are treated individually. Family customs such as Easter, Father's Day and Mother's Day are discussed to make sure staff have a secure knowledge of every child in their care. Children’s behaviour is positively encouraged via effective

p.6

Helping children make a positive contribution

role modelling and encouragement. Staff promote acceptable behaviour and respect for others as they are considerate of one another, working well as a team. Children are learning to distinguish between right and wrong as they encourage each other to be kind, friendly and share during their play. For instance, one child is watching another on the computer. The child observing offers such praise as 'that's good' and the child receiving the praise smiles with pleasure at the acknowledgement. At tidy-up time, children are generally cooperative, hanging

p.6

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 up the dressing up clothes and finishing what they are doing. However, children are not consistently encouraged to do things for themselves. Staff manage children's behaviour well, often keeping a watchful eye on situations from a distance. Children's spiritual, moral, social and cultural development is fostered. Planned activities that raise children's awareness of their community involve visiting places of interest within the village.

p.6

Helping children make a positive contribution

Partnership with parents and carers is satisfactory. Children's well-being, development and progress are promoted through the good relationships between staff and parents. Parents are provided with quality information about the setting and it's provision. They receive lively newsletters containing information about the committee, social occasions and fundraising. An up-to-date noticeboard in the communal hall is easily accessed by parents. Children's assessment records are linked to the stepping stones. Any information provided by parents about their child is informally used to promote children's learning. Parents are clearly invited and welcome to talk about their child's progress at any time and they receive a written report, at the end of the year, which details their child's progress towards the early learning goals. Parents express their satisfaction with the setting to the inspector.

p.7

Organisation

The organisation is satisfactory. Children are cared for in a large spacious hall. The room used for play is bright, colourful and welcoming. Some children's work is displayed around the room. The staff team assume their respective roles well. Consequently, children are well cared for in the setting. The required documentation, which serves to protect children, is up-to-date and stored confidentially. Good recruitment and induction systems are in place for vetting staff.

p.7

Organisation

Staff regularly attend training courses to improve their childcare practice. They have a high regard for children’s well-being and good ratios of staff to children ensure children's security. Most three and four year old children, have the benefit of one-to-one time with a member of staff. However, some of the younger three year old children, do not. Activities are planned in advance to ensure children benefit from a wide range of play experiences. There is some monitoring of children's individual activities but this is not always consistent. There are opportunities for children to engage in activities planned by adults and also those that they plan to initiate themselves. Children also benefit from a good range of visits to facilities within local community. In general, the quality of care has improved since the setting acted on the areas for improvement.

p.7

Organisation

Overall, the leadership and management of the setting are satisfactory. The setting regularly assesses its own strengths and weaknesses. The manager clearly understands the importance of monitoring and evaluating the provision for nursery education and is committed to improvement of care and education for all children. The room is organised into attractive learning areas, for example, painting, books, drawing, construction and a role play house, providing children with a choice of activity. Posters, numerals and children's artwork make the room inviting. Staff understand their roles and responsibilities, are experienced and have a good understanding of how children learn. This contributes to the smooth operation of the setting as a whole. The educational programme is firmly based on children's first-hand experiences and organised so children can make satisfactory links in their learning.

p.7

Organisation

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

p.7

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

p.7

Improvements since the last inspection

At the last inspection the setting agreed to improve the confidentiality of the incident and accident recording. They have since reviewed their practice and now make sure any entries are on a separate page so parents signing their record cannot see other entries. Therefore, confidentiality is maintained with regard to record keeping.

p.8

Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

p.8

Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

p.8

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.8

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

p.8

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

p.8

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 hand washing arrangements for children to make sure they are suitable and are conducive to children's good health. Review arrangements for making sure fresh drinking water is always readily available to children and to ensure safe food is provided in lunch boxes, taking into account the storage facilities available • review arrangements for monitoring and recording children's activities to make sure any recording is consistent and the information is used to provide for children's individual needs

p.8

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): • review opportunities for children to use ICT to make sure resources and equipment are readily available for all children ensuring they are wide ranging and appropriate to challenge children to make real choices • review opportunities for children to experiment with writing for themselves through making marks, personal writing symbols and conventional script.

p.8

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 set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

p.8

The quality and standards of the nursery education

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

p.9