Ad Astra Infant School

Melrose Pre-school Playgroup Inspection report for early years provision

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141755 Unique Reference Number 03 October 2007 Inspection date Sarah Fletcher Inspector

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Frank Moran Centre, Melrose Avenue, Bletchley, Milton Keynes, Buckinghamshire, MK3 6PA

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E-mail

Melrose 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?

Melrose Pre-School opened in 1976 and is run by a committee of parents. The pre-school operates from a large room in the Frank Moran Centre and is situated in a residential area of West Bletchley, south of Milton Keynes. A maximum of 36 children may attend the pre-school at any one time. The pre-school is open each weekday from 09.15 to 11.45 and 13.00 to 15.30 during term times. All children share access to a fully enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 39 children aged from two to under five years on roll. Of these, 24 children receive funding for nursery education. Children come from a wide catchment area. The pre-school supports a number of children with learning difficulties and/or disabilities and children who speak English as an additional language. The pre-school currently employs six staff. Of these, five staff including the manager, hold appropriate early years qualifications.

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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 stay healthy because staff follow current and appropriate environmental health and hygiene guidelines. They are beginning to follow and understand simple good health and hygiene practices, for example, washing their hands before eating and after using the toilet or messy play. Children are also encouraged to clean their own noses with tissues and use paper towels when drying hands, learning to put soiled materials into the bin. Toilets are freely accessible with staff encouraging children to wash their hands after use, developing independence. Staff are good role models for children, washing their own hands before handling food. They protect children from the spread of infection by following a clear sickness policy to ensure children's individual care is paramount. Staff use anti-bacterial sprays to clean surfaces and changing mats and clean toys and resources regularly. Different sinks are used for washing

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Helping children to be healthy

food and drink utensils and to clean up after messy play activities.

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Helping children to be healthy

Children have their health and dietary needs met because staff work well with parents. They ensure they meet parents’ wishes and children’s preferences, together with any religious or dietary requirements to nourish children in their care, with food from other cultures regularly provided with help from parents whenever available. Children learn about healthy living bringing in several choices of fruit each week for all children to share during snack-time. Staff chop up large fruit and vegetables, giving children safety knives to cut smaller pieces as they require. Children choose from a variety of healthy choices, such as apples, bananas, cucumber or carrots, with drinks of milk or water available throughout session, which they pour for themselves. Snacks are sometimes hot, such as when making 'hedgehogs' of jacket potatoes with baked beans and sausages. Periodically during snack time children help to wash the utensils and

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Helping children to be healthy

cutlery, with support from staff when required, further increasing their independence.

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Helping children to be healthy

Children learn about healthy living, through regular physical play and activity, which is promoted indoors at circle time and outside on a daily basis. Children can choose to go outside in all weathers; playing with tricycles and scooters, various balls, a slide, sand and water play or sit-in cars. Children go on nature walks in the locality to learn about their environment and to get physical exercise. They also enjoy participating in the Bear hunt story outside, with staff performing words and actions together with the children. This is a popular activity and children ask for it repeatedly. Children can use many opportunities to run, jump and slide; catch, throw and bounce during outside play together, developing their balance skills and learning to control their bodies to avoid collisions. Children enjoy chalking and painting large pictures on the walls and floor outside, together with growing plants, such as sunflowers. Children are able to rest

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Helping children to be healthy

according to their needs on comfortable cushions and furniture in the quiet book area.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in warm and welcoming premises, where they can relax and enjoy their surroundings. The staff provide a secure and safe indoor and outside environment, which is clean and well maintained. They ensure children remain secure by keeping them under close supervision at all times, but allowing them to move around and play freely. Children safely access a fully enclosed outdoor area, which is spacious and well equipped, together with a large hall which has a wide range of suitable and safe equipment, toys and resources. Staff ensure children have easy access to all resources and carefully check them for signs of wear and

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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 cleanliness. Children choose from a wide variety of resources, for example, they use a range of differing role play, various types of construction, a good selection of books and musical instruments, with many choices of resources for artwork. Staff ensure they meet children’s individual needs by talking to the children and their parents, and ensuring toys and equipment are appropriate for children’s age and stage. Large play equipment, such as the slide, has crash mats for increased safety, together with staff on hand to supervise. Children learn how to use equipment, such as scissors appropriately to ensure their safety, with staff closely supervising them to prevent accidents.

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Protecting children from harm or neglect and helping them stay safe

Children are safe and secure in the staff’s care as they reduce risks and hazards to children, and minimises dangers inside and outdoors. Staff ratios are kept appropriately at all times and children receive close supervision by being within sight or hearing of the staff at all times. Secure entry systems prevent un-vetted adults from entering the premises unobserved and visitors sign in and out. This effective collection procedure requires photographs of authorised adults and a password system, which works effectively alongside staff who closely monitor all movements in and out of the building. Rooms have appropriate safety precautions and are child friendly with all dangerous and hazardous items stored out of children’s reach in suitable areas, such as the inaccessible kitchen or office. All children learn about fire safety and evacuating in case of a fire, because the staff share the clear evacuation plan, helping children

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Protecting children from harm or neglect and helping them stay safe

to understand with regular practise. Children learn to keep themselves safe and avoid accidental injury by following staff’s guidance on road safety and by not running around inside the premises, in case they slip, trip or fall. For example, staff teach children about road safety in the outside area, making traffic lights from coloured card to play a fun game of ‘stop and go’ while children ride around on tricycles and scooters.

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Protecting children from harm or neglect and helping them stay safe

Children are protected because staff have an understanding of their role in child protection and are able to put procedures into practice when necessary. They are able to demonstrate how they protect children and have an awareness of their responsibilities, knowing the importance of recording information confidentially. Although some of the staff have attended training for child protection in previous years, none of the current staff have attended recent Safeguarding Children courses to update their knowledge and their individual understanding of child protection. Parents are aware of the staff’s role and their responsibilities to protect children because this is included in the pre-school policy. It is made clear to parents that staff may have to report any concerns to the appropriate authorities. The manager knows what to do if allegations of abuse are made against her staff and has a named child protection officer

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Protecting children from harm or neglect and helping them stay safe

in place, which is known to staff. Children receive appropriate care because the staff are correctly vetted and have relevant experience, knowledge and skills. They help to protect children by recording pre-existing injuries and asking parents to sign that they happened outside the pre-school’s care.

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Helping children achieve well and enjoy what they do

The provision is good. Children are beginning to develop confidence, independence and self-esteem, responding to the challenges the staff provide. They show interest in what they do and ask questions about the world around them. Structured and free-play activities are based around a theme, which enables children to use a variety of experiences that will challenge their learning. For example, the current topic on autumn helps children learn about seasonal changes in trees and lives of small animals in different formats throughout their play. The staff find out what children know and can do when they first attend by talking to parents and observing children when they are playing. They take time to ask parents about their child, using the information to help children

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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 settle into the pre-school gradually, over a period of several days or weeks, ensuring they are confident in their surroundings and parents start to build trusting relationships. The staff encourage regular discussions with parents and their child to develop continuity of care.

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Helping children achieve well and enjoy what they do

Children and their families are individually welcomed on arrival, which aids the positive development of strong relationships between staff, parents and children. Younger children respond well to the relaxed atmosphere and are becoming settled with both adults and their peers. They are beginning to distinguish between right and wrong, understanding acceptable behaviour from an early age. Children of all ages are beginning to build their independence, which staff encourage through a wide range of interesting activities to develop new skills and offer appropriate challenge. The staff use the Birth to three matters framework, making observations and records of progress to share with parents. This ensures young children benefit from interesting experiences and their progress is positive.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff have a sound knowledge and understanding of the Foundation Stage and plan an appropriate curriculum for children across all areas of learning. They challenge children and expect the most from them, using various methods to help children learn. Staff make good use of time, space and resources to enable children to enjoy their time at the pre-school. Children are becoming well known to staff, who use their experience to develop an understanding of children’s individual needs and their levels of development, recognising any child who needs extra support through daily keywork time. Staff record children’s progress through the stepping stones towards the early learning goals and create good quality Foundation Stage planning, which is evaluated on a daily basis. However, there is no link from the individual achievement records through to the planning to show

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Helping children achieve well and enjoy what they do

Children are developing their independence well and are able to select and prepare their own snack from several choices; pouring their own drinks from a large jug and cutting up fruit and vegetables. They use aprons freely for messy play and wash their hands routinely. Flexible activities allow children to make their own decisions, such as adapting the role play corner into a different scenario when their play dictates. For example, when the home corner is set up as a shop, children want it to become a young children's theme park. So staff help the children to make tickets and a sales kiosk; supplying chairs for ride-seats. Children comfortably discuss their family life with staff together, with their likes and dislikes during snack-time and free-play. Themed artwork displays help children feel a sense of belonging and increase their self-confidence. Children are learning to recognise their name through regular use of name

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Helping children achieve well and enjoy what they do

cards during structured activities and at snack times. Labels around the room on familiar objects and the use of mark making resources in role play help children learn there are different types of writing for many purposes. Children have free access to a comfortable book area with a wide selection of fiction and non-fiction resources.

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Helping children achieve well and enjoy what they do

Children learn counting skills in a variety of ways, such as when counting themselves with staff at registration; using objects of interest or when counting forwards and backwards during action songs. They are able to use compare bears to sort colours and sizes and cut out leaf shapes when drawing them symmetrically. Staff encourage children to use appropriate language to describe proportion and colour, together with positional words during action songs and stories. Staff also use everyday opportunities to explain about calculation, such as at collection time when staff help children to count how many children remain. Children play freely with simple equipment, such as cameras, binoculars and telephones; with kitchen equipment, science

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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 apparatus and musical instruments easily available. They explore differing textures, such as play-dough and dry pasta and enjoy making birthday cakes with clay and plastic straws for candles. Children explore the world around them on nature walks and discover how they can use objects, such as leaves to paint and print. A well resourced home corner enables children to express their ideas to develop and extend their imagination. For example, they enjoy cooking, caring for babies and dressing up; selling items in the shop or café and going for a picnic with the play-food. Children have access to animal puppets and group games at circle time, which involve making appropriate movements as animals and singing the action songs together.

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Helping children make a positive contribution

The provision is good. Children become aware of our wider society and are beginning to understand the wider world through the wide range of toys and resources that reflect positive images of culture, gender and disability. Children attend from families of many nationalities, where they can learn about other cultures, celebrating festivals from around the world. Parents are invited into the group to share their cultural differences, which help children to learn about diversity and to value it. Children learn about their local community through walking around the neighbourhood on nature walks, taking their learning through the curriculum outside. They collect items of interest to use in their activities; learning about seasonal changes of their local area. Children feel a sense of belonging in the relaxed and friendly atmosphere. They are content and show their confidence by making choices and taking decisions during play, as toys, resources and equipment

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Helping children make a positive contribution

are accessible to all children. Staff treat children as individuals, but with equal concern, meeting their individual needs. Children are encouraged to play and co-operate with each other and to treat others with respect and kindness. The staff ask children to share and take turns, using a sand timer to help children learn about equal periods of time when playing with popular toys.

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Helping children make a positive contribution

Children receive appropriate support and all children are valued. They are aware of their own needs and the needs of others, as staff encourage children to respect each other as individuals. Staff work with parents to meet specific children’s needs and ensure they are fully included. Children attending with learning difficulties and/or disabilities and those children who attend with English as an additional language receive strong support to help them progress. Staff consult parents and obtain their permission to involve professionals with their child’s development if any concerns are noted. Staff also create individual education plans and observe children; monitoring their progress to share with parents. Children understand responsible behaviour, knowing and understanding the pre-school rules. For example, children do not run around inside, only when outdoors. They know routines well, understanding that when staff

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Helping children make a positive contribution

start to clap rhythmically, it is time to be quieter for tidy up time. Behaviour is generally good and children show they understand by behaving appropriately for the majority of each session. Behaviour management is verbally agreed with parents and in the pre-school's policy; incidents are clearly recorded. Staff use consistent strategies, such as diversion and distraction, with discussion and explanation appropriate to the age or stage of the child. Staff believe in using positive praise and encouragement and consistently praise all children; particularly those who sometimes show behavioural problems. This positive approach fosters children’s spiritual, moral, social and cultural development.

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Helping children make a positive contribution

Children develop self-esteem and respect for others, working harmoniously with each other during activities. For example, most children share the play dough or clay readily with each other, although one or two children are reminded to share. Children benefit from the developing two-way relationship between parents and staff. For example, parents are comfortable to discuss any concerns with staff on arrival or at collection time, particularly with their child's

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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 individual keyworker. Children are cared for according to their parents’ wishes, ensuring continuity to meet the child’s needs. The staff listen to parents and children to try to meet their individual requirements. Paperwork relating to individual children, including contracts and child detail forms are up-to-date; records are shared for accidents and incidents with confidentiality maintained with individual families. Parents are aware of Ofsted contact details through the complaints procedure and the parents’ poster on display. They are invited to be involved in the life of the group through parent rotas, nature walks and committee membership, together with taking part in the annual local carnival celebrations.

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Helping children make a positive contribution

The partnership with parents and carers of children who receive funded nursery education is good. They receive good quality written and verbal information on the care and education of their child. The pre-school uses home-link books as part of the communication with parents, together with informative notice boards, termly reports and parents open evenings to ensure appropriate opportunities for discussion on children’s individual achievements and progress. Parents are invited to complete their child’s profile sheet, informing staff of their religious celebrations, together with any allergies or children’s phobias, which gives staff an insight into each child and their family. A clear and informative prospectus is given to parents to provide them with an overview of the quality of care and education their child will receive.

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Organisation

The organisation is good. Staff have a high regard for the well-being of all children. They ensure the children receive the best care by working together as a strong team and creating a relaxed and friendly atmosphere, where children and parents feel relaxed and welcome. Good organisation and planning of activities ensures children are progressing in all areas of learning. Staff know the children well and use their knowledge and skills to help individual children develop. Routines are flexible and staff adapt them to fit the children's individual needs. The adult:child ratio positively supports children’s care, learning and play, with staff appropriately deployed for close supervision. Staff keep parents informed of their child’s individual achievements and their progress using clear communication systems.

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Organisation

Policies and procedures work in practice to promote children’s health, safety and enjoyment and their ability to make a positive contribution to the group. All policies are up-to-date, comprehensive and readily available to parents. Children’s records contain all relevant details, remaining confidential to individual families, with all documentation stored securely. Parents are actively involved in the life of the pre-school. For example, many parents accompany children on nature walks, enabling staff to expand the curriculum to the local community.

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Organisation

Leadership and management are good and contribute to children’s progress towards the early learning goals. The play leader, manager and committee work well together to ensure all children have the best available care and to continually monitor the education programme and outcomes for children to meet their individual needs. Staff are able to recognise children who need more support and take appropriate steps to aid their individual development. They work together to assess the group’s strengths and weaknesses, working through any areas of difficulty at regular meetings. Staff use nursery education plans to enable children to progress at their own speed and regular evaluation of activities to assess and improve children’s learning. The play leader works as a good role model and leads her strong and committed team to ensure the best care for all the children who attend. Staff have a good knowledge of the Foundation Stage,

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Organisation

which ensures children have appropriate support in their learning.

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

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Improvements since the last inspection

At the previous care inspection, the provider was asked to improve the safety procedures for children during collection and on the premises and to develop policies and procedures with regard to child protection, lost children and complaints. The provider has now developed an effective and comprehensive collection system; ensured the kitchen is inaccessible to children and improved the policies and procedures with regard to allegations concerning child protection issues, lost children and complaints from parents.

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Improvements since the last inspection

At the previous nursery education inspection, the provider was asked to develop staff's observation skills and provide further opportunities for children to develop their writing and counting skills. The provider has now provided staff with training to develop their observational skills; increased the opportunities for children to develop their awareness of phonics and provided further opportunities to develop children's writing and counting skills in structured and everyday activities.

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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 parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

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

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • update staff's knowledge and understanding of child protection through an appropriate training course

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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): • develop the link from the individual achievement records through to the planning to show children’s next steps for learning

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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 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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