Christchurch Hall Pre-School

Christchurch Hall Pre-School Inspection report for early years provision

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253126 Unique Reference Number 04 December 2007 Inspection date Sjertsje Ebbers Inspector

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Christchurch Hall, Lime Grove Avenue, Beeston, Notts, NG9 4AR Setting Address

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E-mail

The Trustees of Christchurch Hall Pre-School Registered person Integrated Type of inspection Full day 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?

Christchurch Hall Pre-School opened in 1967. It is managed by a voluntary committee of parents who are elected annually. The pre-school operates from two rooms in a community hall in Chilwell, on the outskirts of Nottingham. There is a safely enclosed area available for outside play. A maximum of 26 children attend the pre-school at any one time. Children attend mainly from the local urban area.

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WHAT SORT OF SETTING IS IT?

There are currently 60 children from 2 years to 4 years on roll. This includes 39 funded 3 and 4-year-olds. Children attend for a variety of sessions. The pre-school supports children with learning difficulties and/or disabilities and children with English as an additional language.

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WHAT SORT OF SETTING IS IT?

The pre-school opens 09:00 to 11:30 Monday, Tuesday, Wednesday and Friday, and 12:45 to 15:15 Monday to Friday, during school term time only. There are nine part-time staff who work with the children of which eight staff hold appropriate childcare qualifications. The pre-school receive the support of a teacher from the Nottinghamshire Early Years Development and Childcare Partnership and are members of the Pre-School Learning Alliance.

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WHAT SORT OF SETTING IS IT?

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

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Helping children to be healthy

The provision is good. Children are learning to adopt a healthy lifestyle at the playgroup through the regular routines of the session. For example, they have very good opportunities to regularly exercise and have access to a range of stimulating equipment that enhance all areas of physical development. Staff help young children to gain control of the body and ensure children are active as well as rested with activities such as yoga. Children's dietary needs are met through the provision of snacks that takes account of parents wishes and children's individual preferences. Children sit down together in a group to enjoy a generally nutritious variety of snacks, such as fruit and breadsticks. They have a choice of milk, water or their own drinks bottles which ensure they are kept hydrated.

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Helping children to be healthy

Children’s health is given high priority at the pre-school. Children receive good quality care if they are ill or have an accident because staff are aware of their individual health care needs and all the required documentation and consents are in place to support this. When children have hurt themselves they instantly receive support and comforting from caring staff who follow clear first aid procedures. All health records relating to children are well-organised and accurately recorded. Staff also keep a record of children’s illnesses and these are evaluated to maintain children’s health whilst at the pre-school.

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Helping children to be healthy

Children learn the importance of good hygiene practices at the pre-school. They independently wash their hands after messy play, toileting and before meals. Staff monitor children to ensure they use liquid soap or dry their hands with paper towels. Consequently their risk of cross-infection is minimised and children stay healthy.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are safe and are well-cared for in premises that are safe, secure and suitable for their purpose. This is because the manager and staff ensure that the environment gives children good access to a range of facilities that successfully promote children’s development. Equipment and toys in good condition and safe for children’s use. Resources are clearly laid out so children can start playing straight away. Staff ensure a good range of toys are on offer to offer children relevant challenges to enhance their learning.

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Protecting children from harm or neglect and helping them stay safe

The provider ensures proper precautions are taken to prevent accidents and minimise identified risks to children. Staff help children to understand how to keep themselves safe. For example, while children are playing with the water tray, they are reminded that the water has made the floor slippery. Children are asked to walk and indoors and are encouraged to be careful around other children. Staff supervise children well and closely monitor children when they use climbing equipment. This ensures children can safely take risks and this promotes their increasing independence. Staff and management have a good awareness of the symptoms of children at risk. They are aware of their responsibilities to report child protection concerns. Consequently, children are safeguarded.

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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

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Helping children achieve well and enjoy what they do

The provision is good. Children benefit from the variety of play opportunities they have at the setting that promote all areas of development. They independently move to the different well-resourced tables and often play in little groups or pairs. They are developing their hand-eye coordination well because staff provide them with activities such as threading and completing jig saw puzzles. They enjoy playing with materials that promote sensory exploration, such as play dough and sand. A group of children relishes playing with water. Staff ensure the children can work together uninterruptedly to fill the jugs and bottles and keep the watermill turning. This allows children to become part in their own learning and to develop good social skills such as sharing and turn-taking.

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Helping children achieve well and enjoy what they do

Children are mostly very concentrated when they are playing and learning, in particular during free-play. Staff often read stories to children and most listen and watch attentively. However, at times some of the younger children struggle to sustain interest in activities with the entire group as they get easily distracted by others or drift off. As a result, some children are not fully engaged in the group activities. Staff know the children well because they listen and value what children say. They regularly observe children and use these to effectively plan the next steps for their play, learning and development.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. A good balance of adult-led and child-initiated play ensures children are motivated and engaged in a broad range of developmentally appropriate activities. Staff use their good knowledge of the Foundation Stage and how children learn to provide a stimulating environment which reflects all children's background and the wider community. Planning is based on topics and is balanced across the six areas of learning and is linked to appropriate stepping stones. Assessment is based upon meaningful observations recorded in children's records of progress and staff informally consider children's next step in learning.

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Helping children achieve well and enjoy what they do

Staff use an effective range of teaching methods to motivate children so they are keen to learn and make progress. They use successful strategies to engage and interest children, for example, splitting the children into smaller groups and using play to further encourage their interest and participation. Staff constantly join in with children's play to observe children and support their learning. However, at times the activities for more able children lack challenge to further stretch their learning. For example, during a maths activity there are missed opportunities for the older children to do simple calculations or take part in problem-solving.

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Helping children achieve well and enjoy what they do

Children have very good opportunities to develop their writing as a well-planned mark-making table is always available to them. They regularly engage in painting which helps to develop their grip, pen control and also promotes their creativity. Children enjoy decorating paper Christmas baubles with a variety of interesting resources. They explore the glitter and other materials available to them. Staff give them plenty of freedom to express their individuality and as a result children create interesting art works.

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Helping children achieve well and enjoy what they do

Children are confident around staff and other children. They enjoy talking about their home and past experiences and they share this with the group. Children are becoming increasingly capable and competent to complete self-care skills, however, not all staff consistently promote their independence. For example, at times older children are not encouraged to write their own

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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 names on their creative works or sometimes staff offer to help them with tasks that they can do independently. Children are regularly praised for their achievements which helps to develop their self-esteem.

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Helping children achieve well and enjoy what they do

Children are very well-supported in their technological development. The computer is regularly used to support children's learning and children have access to a range of carefully selected educational games. Staff sit with the children to monitor their development and help them learn about turn-taking. Children also benefit from having good access to well-planned activities that enhance all areas of physical development. Staff effectively support children in their physical progress and give them little challenges. As a result of activities such as climbing, balancing, aiming and throwing, children learn to move around with increasing control and coordination.

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Helping children make a positive contribution

The provision is good. Children benefit from the inclusive practice that is promoted by staff. Children have equal access to all activities because staff know how to effectively cater for young children, taking their individual needs into account. For example, there are very good support systems in place for children with learning difficulties and/or difficulties. Staff know the importance of working with parents and other professionals to effectively promote the welfare and development of children. They build good partnerships with parents and carers from the start. Parents are invited to find out information about the care that is provided and the policies and procedures. This helps them to make an informed decision about the setting. Parents have very friendly relationships with the approachable staff and are never in a hurry to leave. Information is exchanged verbally on a daily basis to ensure children's changing needs are met and to provide

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Helping children make a positive contribution

Children have developed a strong sense of belonging. They generally display good behaviour. Staff encourage children to take part in the setting, for example, by helping as 'milk monitor' or helping with tidying. Afterwards the helpful children receive praise which helps children to develop a sense of pride of their good behaviour. However, attention-seeking behaviour is sometimes not managed effectively as attention is paid to negative behaviour. Good behaviour is therefore not yet consistently promoted. Children's spiritual, moral, social and cultural development is fostered. They regularly learn about religion and a variety of cultures and traditions. For example, they celebrate religious days such as St. Andrew's day and they visit the church.

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Helping children make a positive contribution

Partnership with parents and carers of funded children is good. All the required documentation and consents are in place to ensure children are looked after according to their parents' wishes. Newsletters and displays are used to provide further information to parents about the Foundation Stage and what their children are learning. Parents are asked to contribute to their children's records of progress, which are always accessible to them. They are invited to discuss their child's progress with their key person. Parents are very complimentary about the care and education provided and the good progress made by their children. The group make parents aware how they can make a complaint and are aware of their duty to log complaints

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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

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Organisation

The organisation is good. Children are relaxed and happy in the setting. They are safeguarded as recruitment and vetting procedures ensure children are well-protected. Children are cared for by strong and committed staff who have very good knowledge and understanding of child development. The well-organised environment and effective staff deployment enhances children's enjoyment and achievement and ability to take an active part in the setting. Sessions are well-organised with clear routines which help children settle and become confident. However, at times the group size affects the ability of the younger children to sustain interest. Staff work together as an effective team to support children's care, learning and play.

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Organisation

Operational policies and procedures are comprehensive effective and evident within daily practice. They promote children's good health, safety, enjoyment and achievement and ability to make a positive contribution. The plan is organised and cohesive, clearly detailing the running of the provision and is readily available to parents. The required documentation is in place to promote the welfare of children attending.

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Organisation

The leadership and management is good. The strong leadership provided by management has built a dedicated team who are committed to self-evaluation and improving the quality of care and the provision of nursery education. Regular discussions and weekly staff meetings take place to monitor and evaluate the provision and identify areas for improvement. Staff appraisals are conducted regularly to identify individual strengths and weaknesses and areas for professional development. These are reflected upon and action is taken to maintain staff motivation and ensure they have opportunities to further develop in areas of specific interest. The group work closely with other professionals and evidently act upon any advice given. They have strong relationships with local children's transition schools and work in close partnership with them to provide children with consistent development opportunities.

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Improvements since the last inspection

Since the last inspection the setting has taken positive steps to act upon the recommendations that they were given. Children have adopted good hygiene routines, using liquid soap to wash their hands and paper towels to dry them. This minimises the risk of cross-infection. Children can now use the computer safely as they use child-sized furniture.

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Improvements since the last inspection

The setting has made improvements in the pre-school with regards to the assessment system. Regular observations are made of children's abilities and these are evaluated to identify the next steps for children's learning. Staff have also introduced more opportunities for parents to access children's progress folders. This ensures parents are well-informed of their child's stage of development and allows them to become more involved in their learning.

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

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Complaints since the last inspection

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): • continue to create an environment in which good behaviour is consistently promoted • review the grouping for younger children to ensure they are actively involved and engaged in all activities.

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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): • provide more challenge for the more able children, with regards to calculating and problem-solving • further encourage children's personal independence, with regards to writing their own names.

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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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