Beaupre Under 5 Centre

Beaupre Under 5's Centre Inspection report for early years provision

p.1

257869 Unique Reference Number 14 June 2007 Inspection date Sally Ann Hubbard Inspector

p.1

Church Drove, Outwell, Wisbech, Cambridgeshire, PE14 8RH Setting Address

p.1

E-mail

Beaupre Under 5's Centre Registered person Integrated Type of inspection Sessional 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 inadequate - notice of action to improve. The registered person does not meet 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?

Beaupré Under 5's Centre opened in 1985. It operates from a mobile classroom in the grounds of Beaupré Community Primary School, in the village of Outwell, which is near to the town of Wisbech. The centre serves Outwell, Upwell and the surrounding villages.

p.2

WHAT SORT OF SETTING IS IT?

The centre is registered for 26 children for both morning and afternoon sessions, aged between two years and under five years. There are currently 47 children on roll. This includes 36 children in receipt of funding. Children attend for a variety of sessions. The centre currently supports children with learning difficulties and those who speak English as an additional language.

p.2

WHAT SORT OF SETTING IS IT?

The centre opens five days a week during school term times. Sessions are from 08.50 until 11.45 and from 13.00 until 15.00 Monday to Friday. The centre employs six members of staff, five of these work full time with the children and one is a part-time administrator. Four staff have early years qualifications to NVQ level 2 or 3 and the other staff member has relevant experience. The centre receives support from the local authority.

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 health is appropriately promoted and they learn about good personal hygiene through the daily routine, for example, they always wash their hands after toileting and before eating their snack. Children know that they need to do this to make their hands clean and staff have discussions with them to help them understand the importance of good hygiene. Children's medical needs are able to be appropriately met. Staff have clear procedures in place for when they need to administer medicines and a method of recording this and sharing with parents. They can respond to accidents as they are trained to administer first aid and have permission to seek emergency medical advice or treatment for each child if they need to.

p.3

Helping children to be healthy

Children can help themselves to a drink of water whenever they feel thirsty, which helps them to recognise their own needs. Children enjoy a good variety of healthy snacks which are provided by parents for four days a week. On day five staff buy different fruits and vegetables for children to try. Children enjoy a social relaxed snack time and are fully involved in helping with this. Children are physically active inside and out. They move freely between the activities and have a range of resources available which enable them to exercise to keep healthy.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is inadequate. Children's safety is potentially compromised as there are no procedures to follow if they are lost or uncollected. Therefore staff cannot be sure they will take appropriate action. Children arrive to a well prepared, attractive and welcoming room. They are personally greeted by staff and settled appropriately. Children have sufficient and appropriate furniture, toys and resources. These are checked to ensure they are safe and conform to safety standards. Children easily access the toys and resources as they are stored around the room on low shelves and units where children can reach them.

p.3

Protecting children from harm or neglect and helping them stay safe

Children play safely because staff are aware of hazards and take appropriate steps to minimise these, for example, they have good security on the entry door, and are replacing the front steps that have become worn. Children learn to keep themselves safe as they play, for example, they are reminded to walk otherwise they might trip and hurt themselves. Children also learn how to get out of the building safely as they have a regular practise of the emergency evacuation procedure.

p.3

Protecting children from harm or neglect and helping them stay safe

Staff are generally able to safeguard children the children in their care because they have a clear understanding and knowledge of child protection issues. They can recognise some of the symptoms that would cause them concern and have the relevant contact number and referral information available. Staff would always put the welfare of the child first. However, they are not able to ensure children are fully safeguarded as there is no information included in their policies detailing the procedures to be followed if an allegation of abuse is made against a staff member.

p.3

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

p.3

Helping children achieve well and enjoy what they do

The provision is satisfactory. Children are well settled and happy to come to pre-school, staff are available when they arrive to welcome them and settle them at activities. Children are learning to select their own resources and be independent; they freely choose activities and have a good range available. they learn right from wrong as staff teach them to be courteous and polite, for example, they ask each other nicely for the glitter and say thank you spontaneously. Children share resources with each other and play well together. Staff do know the children well as individuals and generally know what stage they are at. They are appropriately supported as they play because staff spend time listening to children. They sit and get involved in children's play and ask some questions to support children’s learning, for example, they ask children to count and think about what number comes next. However they are not always sufficiently extending children's learning.

p.4

Helping children achieve well and enjoy what they do

Children have a variety of appropriate play opportunities, they can be active or they can sit quietly. Children frequently go and sit in the book area and look at books together. They enjoy using all areas of the room. The outdoor area is also well used by children who are very active and busy involved in play throughout the session. Staff teach children to share and take turns saying ‘we must all share and play nicely not take things away from others’, children respond well to this. Staff are beginning to use ‘Birth to three matters’ to help the development of the younger children in the pre-school.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Staff have appropriate knowledge and understanding of the Foundation Stage. They know what they are expecting children to learn and where the activities link to the Foundation Stage. Most of the time staff discuss the everyday activities with the children and support them as they play providing them with some challenge and questioning to help their development and progress. A planning system is in place and although staff are able to get involved with and contribute ideas to the long term plans there are no plans available during the sessions. Therefore staff are not able to refer to them or effectively implement them and as a result children are not always provided with sufficient challenge or extension as they play. Staff are positive with the children. They give them praise and provide good role models for their behaviour. They prepare the room well before the

p.4

Helping children achieve well and enjoy what they do

children arrive and set out a good range of activities for them making it a welcoming learning environment. Although staff have some progress records in place these are not used consistently to assess children’s progress. Staff do not effectively identify children's next steps for learning and are not using these to inform the future plans.

p.4

Helping children achieve well and enjoy what they do

Children's learning is generally effective. They are very confident, well settled, they come into the room and straight away settle to the activities. Children are all very busy and interact well with staff and each other. They are learning to be independent when selecting resources, for example, children freely using the mark-making area choosing the materials they use. Children are developing personal independence, for example, with toileting and hand washing. They willingly share resources and are kind and helpful to each other. They show care and concern, such as telling others when they need aprons and saying goodbye to each other when they are going home. Children communicate well with adults and other children, confidently relaying information from home. Examples of print are displayed around the room helping children to learn that print has meaning, for example, displays are clearly labelled with different types of

p.4

Helping children achieve well and enjoy what they do

print. They enjoy listening to the group story and looking at books individually in the comfortable book area.

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 Children count and learn about number through everyday routines and some of these opportunities help them to learn about simple calculations, for example, when children count how many are present they know to add ‘one more’ to include themselves at the end. They use a good range of resources to help them develop their physical skills appropriately, such as scissors, glue and pencils. Children are excited to go outside; they have opportunities to do this every day when the weather allows. They use a variety of outdoor equipment and sometimes staff plan specific games and activities for outdoors to help children further develop their physical skills and hand to eye co-ordination. They especially enjoy using the outdoor sand pit with the large trucks and other sand tools. They use the equipment confidently, ride around

p.4

Helping children achieve well and enjoy what they do

on the bikes and other ride on toys avoiding others and stopping with skill.

p.5

Helping children achieve well and enjoy what they do

Children learn about their surroundings and the sense of community is strong within the group. They can explore and investigate and have appropriate activities and opportunities to support this. Children also learn about the wider world such as looking at the different countries that some of the fruit they eat comes from, and they have a large map to show them these. They learn about other cultures by looking at some of the festivals they celebrate, such as Chinese New Year. Children have resources available that reflect diversity in society, such as puzzles, dolls and books. They have some opportunities to learn about and use technology. Children have free access to painting and the creative area throughout the session; they enjoy freely using the available materials. They use different sized paint brushes and can use their imaginations. Children explore different media, such as water, sand, paint and glue; they can

p.5

Helping children achieve well and enjoy what they do

choose to play with any of these throughout the session. Although children's learning is generally satisfactory on a number of occasions they are not sufficiently challenged or extended as they play.

p.5

Helping children make a positive contribution

The provision is satisfactory. All children play freely with the resources and activities, they have a range of toys to help them learn about others and look at different festivals they celebrate. Staff keep suitable records about children so they can effectively meet children’s individual needs, for example, regarding allergies or medication. Children’s spiritual, moral, social and cultural development is fostered. Staff are aware and able to recognise that some children may have learning difficulties or disabilities. They have a designated support worker in place so that children can be appropriately supported. Children generally behave well and they are beginning to learn and understand how to behave appropriately. This is because they are given good role models to follow. Staff are kind, caring and give explanations to help children’s understanding, for example, telling them why they should share toys, or walk indoors.

p.5

Helping children make a positive contribution

Staff have developed sound relationships with parents and carers. They take care to get to know the children and their families well so that they can settle children into pre-school effectively. Parents have opportunities to exchange verbal information and they can write comments and information in their child’s book. Parents know how they can make any concerns known and would approach the centre manager. They give positive comments about the pre-school, saying that ‘it is a nice relaxed friendly environment and children love the staff’.

p.5

Helping children make a positive contribution

The partnership with parents and carers of funded children is satisfactory. They are provided with suitable information about the centre. At the beginning of each term a meeting is held to tell parents about the Foundation Stage and any special topics. Parents are encouraged to share what they know about their children as staff take time to find out about children, for example, each child is offered a home visit. Parents are encouraged to be involved with their

p.5

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 learning as they are given information about the topics to be covered and they are encouraged to share books with their children at home. However, as progress records are not consistently used to chart children’s progress, these are not yet appropriately shared with parents.

p.5

Organisation

The organisation is inadequate. Children’s welfare is not appropriately safeguarded because the procedures for ensuring new staff employed are suitable and appropriately checked are not robust. There are no written polices and procedures in place for recruitment of staff and new criminal record checks have not been completed even though staff were employed in January. Attendance is appropriately recorded for children and visitors; however there is no accurate record of when staff are present. Therefore the register does not accurately reflect who is present on the premises in the event of an emergency.

p.6

Organisation

In addition not all of the records required for the safe management of the centre are kept on the premises and readily available, for example, the operating policies and procedures and details including emergency contacts for adults working on the premises are not available. Some other records are readily available and well organised such as, children’s details and emergency contact numbers. The manager is aware to inform Ofsted of any significant changes or events. Overall children's needs are not met.

p.6

Organisation

Leadership and management of early education is satisfactory. The centre has a brochure which states that every child and family is important. The staff work well together as a team and all have clearly identified roles and responsibilities. They communicate well throughout the day to ensure sessions run smoothly. Improvements have been made to the learning environment and this is now attractive and inviting to children. This has had a positive effect on children’s learning as they can now freely choose activities and resources throughout the sessions.

p.6

Organisation

Most of the weaknesses identified at the last nursery education inspection have been successfully addressed as detailed in the action plan; however they are still in the process of developing children’s assessments so they can be shared with parents. The manager monitors staff performance by observing them working with the children. If there are any issues she addresses these with staff straight away. Staff are very caring and work hard to improve the education they provide for the children.

p.6

Improvements since the last inspection

At the last care inspection the centre were given a number of actions and recommendations to complete. They have completed one of the actions as they have produced a complaints procedure and give parents appropriate contact details for Ofsted. However they have not yet completed two of the actions. They do not have a procedure in place for if children are lost or uncollected therefore they cannot fully ensure children’s safety. Also they do not keep contact details of all those who work on the premises readily available on the premises in case these are needed in an emergency. Therefore these will remain actions at this inspection.

p.6

Improvements since the last inspection

In addition the provider was given several recommendations to be completed by the next inspection. Not all of these have been appropriately completed. They have not put staff files in place for each member of staff and they do not keep an accurate record of attendance therefore the safety of those attending is potentially compromised. Records that relate to the

p.6

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 day care activities are not all readily accessible on the premises. Some of the policies and procedures have not been reviewed or put in place, for example, the procedures for recruitment and vetting of staff to ensure they are suitable. Therefore these will be given as actions at this inspection.

p.6

Improvements since the last inspection

The centre were also asked to develop and implement an action plan detailing how at least half of all childcare staff will hold a relevant qualification in childcare. The centre employs five members of staff and four of these are appropriately qualified. They were asked to ensure good hygiene practices are in place regarding hand washing and to continue to encourage children to tidy up during the session. Good hygiene is now in place regarding hand washing and children are learning why they need to do this. Children are fully involved in tidying away resources when they have finished playing with them which helps them develop their independence appropriately.

p.7

Improvements since the last inspection

At the last nursery education inspection the centre were given two areas to address. They were asked to devise strategies to evaluate training needs of staff to enable them to teach the Foundation Stage effectively. The centre has since recruited new staff who are appropriately qualified and have suitable knowledge of the Foundation Stage. They were also asked to develop more opportunities to ensure that mathematics is taught through everyday activities. Appropriate opportunities are now offered to help children learn about mathematics through the activities.

p.7

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.7

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.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are inadequate - notice of action to improve. The registered person does not meet the National Standards for under 8s day care and childminding.

p.7

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

p.7

The quality and standards of the care

To improve the quality and standards of care, the registered person must take the following actions: • produce a procedure to be followed in the event of a child being lost or not collected • ensure that the name, address and telephone number of the registered person, staff members and anyone living or employed on the premises is available on the premises • maintain an accurate record of attendance at all times • ensure staff caring for children and having unsupervised access are suitable to do so.

p.7

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 These actions are set out in a notice of action to improve and must be completed by the date specified in the notice.

p.7

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): • ensure that observations are used to plan the next steps for children's play and learning and that records of children's progress are shared with parents • ensure that the planning is used effectively within the centre to support children's learning and progress and to enable staff to provide sufficient challenge and extension of activities.

p.8

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

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.8