Newton Flotman Pre-School

Newton Flotman Pre-School Inspection report for early years provision

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254189 Unique Reference Number 27 June 2007 Inspection date Christine Eglinton Inspector

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Newton Flotman Village Centre, Norwich, Norfolk, NR15 1QF Setting Address

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E-mail

Newton Flotman 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?

Newton Flotman Pre-school has been registered since 1977. It operates from the village centre in the village of Newton Flotman and children from the local village and surrounding villages attend the facility. A maximum of 26 children may attend the pre-school at any one time. The pre-school is open each weekday during term time only and offers two sessions from 09:15 to 11:45 from Monday to Thursday and from 12:43 to 15:15. On Friday children attend from 9:15 to 13:15 when they bring a packed lunch.

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WHAT SORT OF SETTING IS IT?

There are currently 58 children on roll from two to five years. Of these, 30 receive funding for early education. The pre-school has experience of supporting children with learning difficulties and/or disabilities and has supported children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The pre-school employs five staff who all hold appropriate early years qualifications and two are working towards a foundation degree in early years.

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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 benefit from playing in a very clean environment where staff follow effective health and hygiene practices, which help to sustain children’s good health. For instance, staff clean toys and equipment regularly, and wash tables with appropriate anti-bacterial sprays before children sit down to eat. From an early age children learn the importance of good personal hygiene through effective daily routines. For example, children wash their hands before they eat their snacks, and after visiting the toilet. They are encouraged to wash their hands after digging in the soil, and understand why they need to wash the freshly picked vegetables and soft fruit they have grown, before eating them during snack time.

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Helping children to be healthy

All staff hold a current first aid certificate which enables children to be given appropriate care if there is an accident. Parents give prior written consent to administer medication which ensures children receive the correct dosage. Children with specific medical conditions are welcomed into the pre-school which demonstrates a commendable and positive approach to inclusion. Staff have worked very closely with parents to share relevant medical information and knowledge, concerning children’s medical conditions, and some staff are very knowledgeable about specific medical treatments due to their own personal experiences. However, the group has not sought individual training from a qualified health professional specific to each child’s individual medical needs. Consequently, children’s individual medical needs may potentially not be met.

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Helping children to be healthy

The pre-school operates an exclusion procedure for infectious illnesses which is made known to parents. This helps to prevent the spread of infectious ailments and contributes towards keeping children healthy.

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Helping children to be healthy

Children have a good choice of healthy snacks and are learning about healthy foods in meaningful ways. For instance, they have grown carrots and strawberries which they pick and then eat at snack time. They have visited one of the parent's allotments, and visited a local farm where they picked other soft fruits such as raspberries, as well as rhubarb and potatoes. Staff use every day activities to help children gain an understanding of a healthy diet. For example, an adult sits with the children during snack time and explains that putting too much spread on their toast is not very healthy. Children are able to freely access their own drinking water during the day which helps them to think about their personal needs.

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Helping children to be healthy

Children enjoy regular physical activities that help keep them in good health. They eagerly take part in music and movement activities which involve shaking their arms and legs, jumping and skipping, and matching their movements to music. Large play equipment in the outdoor area give children the opportunity to practise and develop their physical skills, including balance and co-ordination. They enjoy using the obstacle course which involves them balancing along a beam and climbing through hoops. They are competent in using a variety of wheeled toys which includes operating a tandem wheeled toy, requiring both children to pedal simultaneously together to operate the vehicle.

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Helping children to be healthy

Children’s fine motor skills are developing well. They are competent when using a range of equipment such as using the scissors to cut paper, and use rolling pins and cutters when playing with the dough.

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Helping children to be healthy

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

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children benefit from playing in a welcoming and well-organised environment which enables them to move around safely and freely. Children’s creative work is displayed during the session while it dries, and a display of children’s previous creative work, and appropriate posters adds to the welcoming environment. Children use a wide range of good quality toys and resources appropriate to their age and stage of development. Toys and equipment is easily accessible, enabling children to make choices, and take the initiative during their play and learning. Staff have made effective use of the available space within the hall. For instance, they use the hallway effectively for snack time and for role play areas. Children are able to freely use the outdoor play area which is accessible during every session to offer them further learning opportunities.

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Protecting children from harm or neglect and helping them stay safe

A good deployment of staff ensures the safety of children at all times. Children enjoy their play in a safe and secure environment, and regular risk assessments in each room and outside, minimises hazards and ensures the safety of the children. Children show a good awareness of safety when they talk about ‘nails being sharp’ during listening to a story. Visits from the firefighters and regular fire drills, help children learn about fire safety in a meaningful way.

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Protecting children from harm or neglect and helping them stay safe

Staff have sound understanding of the signs and symptoms of abuse, and update their child protection training to ensure they remain knowledgeable about what action to take, if they have any concerns about a child in their care. This ensures staff quickly recognise when a child is in danger and can act in the child’s best interest. However, some staff are not fully conversant with all aspects of the settings procedure, in respect of if an allegations is made against them, and the setting’s procedure is not in line with the Local Safeguarding Children Board procedures. Consequently, this does not ensure that the policy is being effectively used to promote all aspects of children’s welfare.

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Helping children achieve well and enjoy what they do

The provision is good. Children are warmly greeted by staff when they first arrive and confidently enter the pre-school setting and immediately involve themselves in play. Younger children who show signs of distress, are immediately picked up by staff and comforted. They are taken over to the window so they are able to wave their parents 'goodbye', while staff reassure them that their parents will come back. This helps young children develop secure and trusting relationships. Children relate well to staff and confidently approach staff for support during their play. They are encouraged to talk about important people in their lives such as their grandparents. This helps children develop a sense of belonging within the setting.

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Helping children achieve well and enjoy what they do

Children are very competent in taking care of their own personal needs. For example, the older children are encouraged to change into their PE kit to help develop important self-care skills required before they attend school. All children self-register when they first arrive by recognising their name cards which they place in a posting box. Children are able to make important decisions in their day such as when they want to eat their snacks, and what they want to play with. This helps children to become independent. Staff praise children’s efforts and recognise their achievements. For example, staff tell children they have drawn a ‘fabulous picture’ and praise them for being such a good artist. Other children very proudly show their pictures to the other children. This helps children develop a sense of achievement and helps them develop good self-esteem.

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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 Staff make good use of ‘Birth to three matters’ framework to plan a good range of sensory experiences for all the children. For instance, play dough contains different smells due to staff adding a variety of essences such as lemon and lavender, and all the children are encouraged to smell the toast during snack time. Children are able to explore different textures such as cotton wool, and other textures when they make collages by using a variety of materials..

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are making good progress towards the early learning goals and are engaged and enthusiastic when they take part in the activities. There is a good balance of adult-led and child-initiated activities, and staff are skilful at providing activities based on children’s interests. For instance, staff previously noticed that children were showing an interest in using the constructional toys to make rockets. Staff then planned a relevant creative activity involving music and dance, which eventually covered all key areas of learning. This allows children to resist distractions and helps to develop their concentration, because activities are capturing children’s interests.

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Helping children achieve well and enjoy what they do

Staff have a good understanding of the Foundation Stage and they plan and provide a good rage of practical activities. However, sometimes staff do not always ensure they make full use of each and every learning opportunity, which arises during spontaneous events. For example, by using appropriate resources which are available within the designated areas of the facility, and by using open ended questions to help children connect ideas to help them think, and extend their learning.

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Helping children achieve well and enjoy what they do

Written plans are linked to the six areas of learning and make clear what children are expected to learn. Focused activities are evaluated which demonstrates that learning objectives have been successful. Staff observe children during free and focused activities, and use notes to assess children’s achievements. This information is then used to inform planning, and allows staff to plan the appropriate next step in children’s learning.

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Helping children achieve well and enjoy what they do

Children speak confidently to their peers and adults. They listen to each other in large and small groups, and are learning new vocabulary which is sometimes linked to focused activities. For example, children are learning the correct parts of a plant such as ‘stem’, ‘petals’, and ‘roots’ which is linked to the current growing topic. Children are confident writers and they are encouraged to write their names on their pictures and write their names on the plant sticks, following a planting and growing activity. Children enjoy listening to stories and are able to recall information obtained from their favourite stories. For instance, one child looks at a butterfly cocoon and confidently explains that they have learnt about ‘cocoons’ when they read the story of the ‘Hungry Caterpillar’.

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Helping children achieve well and enjoy what they do

Children learn how to use numbers in every day situations. They tell staff how much petrol they need when they pretend to fill up their cars by pointing to the petrol pump number gauge, and sing number songs involving simple calculation and subtraction skills. They are learning to count the cups and saucers in the role play area, and are learning about measure when they compare the small, medium and large bowls. Children are able to recognise shapes that are displayed within the large play mat which is used for block play and story time.

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Helping children achieve well and enjoy what they do

Children are confident in using information and communication technology. They enjoy taking photographs on the digital camera which they then download on the computer. Children use tools for a purpose such as using a trowel to dig the earth, and use the broom to sweep the outside play area. Children have good opportunities of learning about their local environment

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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 through planned trips and walks to the local village, where they have visited the local shop. Children have had numerous visitors to the pre-school to help children learn about people working in the local area, and enjoy exploring and investigating different objects and materials such as ice, and battery operated torches.

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Helping children achieve well and enjoy what they do

Children use their senses to explore and describe experiences such as tasting and smelling food, listening to music and feeling a range of textures. Children enjoy singing sessions and regularly explore sound and musical instruments. Children express themselves creatively through using a range of mediums. They paint, draw and make collages that represent their experiences. They are encouraged to use their imagination during role play and enjoy dressing up as builders, and pretend to be painters and decorators.

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Helping children make a positive contribution

The provision is good. Children’s spiritual, moral, social and cultural development is fostered. Staff encourage and support all children so they can maximise the experiences and enjoyment of the activities on offer. Planned activities help children appreciate other cultures. For instance, one of the parents has talked to the children about a national dish she makes, which they have sampled and eaten by using their fingers. Children have also used chopsticks to eat Chinese food when celebrating Chinese New Year. This helps children to learn to appreciate and value each other’s culture by discussing similarities and differences.

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Helping children make a positive contribution

Children who speak English as an additional language are given good support by staff using appropriate strategies, which has proved to be beneficial to the other children attending the setting. For example, the group have previously employed a French teacher to offer individual support to one child, which led to all the children learning some aspects of the French language. There are appropriate systems in place to support children with learning difficulties and /or disabilities. Close liaison with parents and outside agencies ensure all children’s needs are well planned for and met.

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Helping children make a positive contribution

Children’s behaviour is managed in a consistent and age-appropriate way. Staff use simple explanations to help children learn about the groups agreed behaviour rules. For instance, children are encouraged to think in their head before offering any suggestions during circle time, and are encouraged to raise their hands which encourages children not to talk over one another. Children play well together, and they work together in small groups to tidy away the toys. One child smiles readily and nods her head in approval when another child shows her the picture she has created. This demonstrates that children are learning to show consideration towards other children’s feelings. Staff treat children in a respectful manner and thank children for listening to the story, which includes a story to help children understand about social rules such as being polite.

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Helping children make a positive contribution

The partnership with parents and carers of funded children is good. Relationships with parents are friendly and supportive, and parents speak warmly of staffs welcoming approach. Parents are given appropriate information about the pre-school through the prospectus and newsletters, and they are able to visit the pre-schools website to gain further information. Parents are able to attend an open afternoon once a year, where they are able to learn about the Foundation Stage and the benefits of messy play exploration. There are also open invitations to view children’s progress records at any time. However, the setting needs to develop further opportunities for parents to take an active part in contributing towards their child’s Foundation Stage record.

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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 All children are given a note book which records what the children have done during the morning which is made available to parents. Although parents are able to read a daily notice about the focused activities, they are not always given appropriate information and resources, to help them continue learning at home with their child in meaningful ways.

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Organisation

The organisation is good. Staff work well as a team, and appropriate rotas enable staff to be clear about their defined roles and responsibilities. Staff are encouraged to enrol on relevant courses and then cascade new information and ideas, to the rest of the staff team. This supports staff in their role and ensures they have the latest, and most relevant information available. Information kept about children is relevant and helps to promote their welfare. All mandatory documentation is in place and stored in a confidential manner.

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Organisation

Children receive good support from staff who enjoy their company, which helps children feel secure and confident. The session is well planned allowing children time for quiet and active play. Staff are supported by management through regular meetings and appraisals, and are able to make suggestions about specific activities which are then incorporated within the focused activities.

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Organisation

Leadership and management of the nursery is good. There are effective systems for monitoring the quality of nursery education, and the manager is very pro-active in continually looking at ways of improving the overall service. For example, she has devised a development plan which includes areas of development, which shows how, and when this is going to be achieved. She has liaised with other professionals and outside agencies to enable her to enhance the overall curriculum. She is a positive role model to staff in relation to furthering her own professional development, through attending higher level training. Children’s care and learning is enhanced by the effective deployment of staff and clear leadership of the setting. Overall the provision meets the needs of the range of children for whom it provides.

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Improvements since the last inspection

At the last inspection the group were asked to ensure the contents of the first aid box were complying with appropriate regulations. They were also asked to develop the role play area further. The setting now uses an appropriate content list to ensure first aid supplies are meeting appropriate regulations. This ensures staff are able to carry out first aid treatments more effectively. The setting now utilises the role play area more effectively, and has purchased additional equipment and resources, which is used imaginatively to support children's overall learning and development.

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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.

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Complaints since the last inspection

The provider is required to keep a record of complaints made by the 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

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 AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

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

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure individual training is sought for staff from a qualified health professional for the administration of prescriptive medication requiring technical/medical knowledge that is specific to the individual child concerned • ensure the child protection procedure is in line with the current Local Safeguarding Children Board procedures, and improve staff’s knowledge of all aspects of the procedure

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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): • encourage staff to fully utilise every learning opportunity within spontaneous events • continue to develop further opportunities for parents to become involved in their child’s learning at home in meaningful ways, and increase opportunities for parents to contribute towards their child's ongoing development record.

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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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