Sleaford Methodist Pre-school

Sleaford Methodist Pre-School Inspection report for early years provision

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253601 Unique Reference Number 15 January 2008 Inspection date Susan Hoult Inspector

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Sleaford Methodist Church, Church Lane, Northgate, Sleaford, Lincolnshire, NG34 7EL

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E-mail

Sleaford Methodist Committee 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?

Sleaford Methodist Pre-School has been running since 1973 and is managed by a voluntary committee. The pre-school operates from a church hall situated in the town centre of Sleaford, Lincolnshire. There is currently no suitable area for outdoor play.

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WHAT SORT OF SETTING IS IT?

The pre-school serves Sleaford and the surrounding areas. It is open during school term times only. A maximum of 26 children aged from two to under five years may attend at any one time. There are currently 50 children on roll. This includes 27 children in receipt of funding for nursery education. Sessions are from 09:15 to 11:45 each week day morning for funded children and from 13.00 to 15.30 on Mondays, Tuesdays and Wednesdays for younger children. The pre-school supports children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The pre-school employs eight staff to work with the children. Of these, six have appropriate childcare qualifications. The pre-school receives support from the local authority and is affiliated to 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. Staff promote children's good health well, following the pre-school's policies and procedures. Children quickly develop an understanding of why and when they must wash their hands through routines and a pictorial reminder at the entrance to the toilets. Staff provide hand cleaning gel for children when they go on outings. Children know how to use and dispose of tissues hygienically and learn about dental hygiene and maintaining healthy teeth through displays, activities and visits from a dental practitioner. Staff use antibacterial spray to clean surfaces before preparing food, wear gloves to change nappies and make sure parents understand what illnesses will prevent a child attending. This helps prevent infection through cross-contamination. All regular members of staff hold a current first aid certificate and the first aid box is easily accessible. Therefore, any accident can be dealt with effectively. Staff ensure children arriving

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Helping children to be healthy

in the rain are changed out of any wet clothes and use towels to rub their hair dry as needed.

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Helping children to be healthy

Children learn about the importance of regular exercise and rest and the effect it has on their bodies through displays, activities and discussion. Although there is not an outdoor play area available, effective planning ensures all children take part in a good range of challenging physical activities that contribute to a healthy lifestyle. Children have fun whilst developing their large muscle skills, body control and hand-eye co-ordination through using ride-on and pedal toys, balancing, climbing, sliding, flowerpot stilts, taking part in parachute and ball games and moving to music. At the start of each session children enjoy taking part in gentle exercise routines which include stretching. Children show good control when using tricycles and enthusiastically take part in team games using bean bags and hoops in a variety of ways.

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Helping children to be healthy

Staff liaise closely with parents to ensure they are aware of individual children’s dietary requirements and any allergies. Several staff have food hygiene certificates ensuring food is prepared and served appropriately. Children gain a good understanding of healthy eating through activities, discussion and an interactive healthy eating display. They enjoy a variety of nutritious snacks including a section of fresh fruit and dried fruit, cheese, vegetable sticks, crumpets, scones, toast and flapjacks with a choice of milk, water or diluted squash. They also have opportunities to try other foods relating to themes helping stimulate an interest in new tastes. For instance, Chinese, Indian and Jewish dishes as well as pizzas, soups and cakes they have made themselves. Children freely access water during sessions to ensure they do not become thirsty.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are looked after in a safe, welcoming, warm and secure environment where the play space is used effectively. Wall displays and several excellent child height interactive displays on topics ranging from diversity to recycling help create a stimulating environment. The comfortable, inviting book corner is attractively laid out with child-size, softly furnished settees and cushions in front of a realistically painted fire place. This area is particularly welcoming to young children and is used frequently during sessions by children and staff looking at books or chatting together. Children use a wide range of good quality, well maintained toys, books and equipment a selection of which are laid out sessionally to enable children to access them freely. This helps maintain their interest and ensures they all have the opportunity to gain the most from the resources available.

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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 Staff are conscientious about maintaining safety both inside and outside the pre-school. They vigilantly supervise the children and maintain ongoing risk assessments of the premises and the places they go to on outings. Daily routines, staff encouraging safe practices, planned activities, outings to the local fire station and visits from the local 'lollipop person' and community police officer aid children's increasing understanding of taking responsibility for their personal safety. Fire drills are practised regularly to ensure that children know how to evacuate the premises safely and quickly should the need arise.

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Protecting children from harm or neglect and helping them stay safe

Staff safeguard children as all regular staff have attended child protection training. They have a good understanding of their responsibilities and know what action to take should they have concerns about the welfare of a child. Although staff are aware of what to do should an allegation of abuse be made against a member of staff or volunteer this is not clearly stated in the written procedure. Therefore children's welfare may potentially not be fully promoted. Children are never left alone with persons who have not been vetted. Effective procedures are in place to ensure that the staff know who will collect children at the end of each session and the action the pre-school will take should an emergency arise.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy and settled in the pre-school. Staff cherish the children and foster their emotional wellbeing raising their confidence and self-esteem through the very caring relationships they form with them. Children are eager to attend and quickly become interested and busily involved in the wide range of purposeful and developmentally appropriate activities available. A good balance of adult-led and child-initiated activities promotes choice, independence and learning through play. Staff take account of the 'Birth to three matters' framework when planning care and learning for children aged under three years. Staff cater for these children's needs well giving them time in group activities to chat amongst themselves encouraging their social development. Children feel confident to explore the resources available. For example, one child becomes totally absorbed in exploring the wide variety of musical

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Helping children achieve well and enjoy what they do

instruments on display carefully examining each one by looking and touching before working out how to produce sounds. Two young children concentrate for a long period as they sit together 'working' using pencils and paper and sharing a telephone. Children are proud of the finger paintings they create discussing them earnestly who value their efforts by responding positively.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. The staff have a secure knowledge of the Foundation Stage, the stepping stones and how children learn. This enables them to plan a broad range of practical activities that motivate children to extend their learning whilst enjoying themselves. Plans show the learning intentions for children across the six areas of learning and take into account children's interests. Although long, medium and short term planning is written to ensure a balance over time staff are adept at being flexible to meet individual children's changing needs and much of the day to day planning is done verbally before and during sessions. Staff know the children extremely well and intuitively extend and differentiate activities to challenge children. However, this is not fully effective as not all written assessments made through observation fully reflect children's starting points or the good progress children are

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Helping children achieve well and enjoy what they do

making towards the early learning goals. This means that next steps planning for individual children may not always be totally effective. Staff are enthusiastic, animated and use a variety of teaching methods to meet children's needs and help them progress. They are particularly

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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 skilled at using conversation and carefully framed questions to develop children's knowledge and understanding. Staff use time, resources and the space available well to enable children to develop their independent learning skills without being rushed. Children with learning difficulties and/or disabilities are fully involved in activities with staff supporting them effectively to gain the most from their experiences. Staff manage children's behaviour skilfully, enabling them to develop their self discipline by understanding how to behave responsibly and distinguish between right and wrong.

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Helping children achieve well and enjoy what they do

Children are confident learners as they feel safe, secure and form positive relationships with the staff and other children. For instance, three children link arms to go and play together in the well resourced 'shop'. Children happily follow routines and take the initiative to choose activities and access resources for themselves promoting their learning by following their interests. They take turns well and understand that certain resources such as ride-on toys need to be shared. Children’s language skills are developing well. They use talk to organise their play with one another and to ask questions of each other and staff. Staff actively involve children in a phonics scheme which increases their phonological awareness whilst they are having fun. One child proudly announces that they have an 'e' in their name. Children have many opportunities to mark make and are learning to recognise and write their names on their pictures.

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Helping children achieve well and enjoy what they do

They are aware that books are used to gain information as well as for telling stories and handle them well. Staff capture children's imaginations as they tell stories using puppets and other resources which helps them develop their listening skills. Children's number, colour and two and three dimensional shape recognition skills develop through daily activities and play. They confidently count to 10 and beyond, match and compare objects and understand the concept of opposites. Sorting, measuring, problem solving and weighing are included within many activities and children are beginning to use mathematical language spontaneously in play.

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Helping children achieve well and enjoy what they do

Children are developing the knowledge, skills and understanding that help them make sense of the world. Although there is not an outdoor area for exploration children have access to a wide range of activities and resources indoors and when they go on outings, for instance, to Sherwood Forest, to stimulate their interests and curiosity. Activities, such as celebrating birthdays, recalling past events, growing seeds, baking cakes, feeding the birds in winter, walks in the town and looking at the globe develop children's sense of time and place. They enjoy using the computer and have even more fun accessing resources from the technology box such as digital cameras, binoculars, calculators, magnifying glasses and remote controlled toys. Many opportunities are provided through play for children to develop their small muscles skills. These include using paint brushes, glue sticks, scissors, fitting interlocking construction materials

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Helping children achieve well and enjoy what they do

together, chopping fruit and vegetables, using puppets and threading pasta and shapes. Two children work together co-operatively to drive a remote controlled aeroplane between the legs of tables. Children admire each other as they dress-up in a variety of costumes before climbing into the 'pop-up' bus and develop their imaginative play further. Children are proud of the snowflakes they make using scissors and chat happily with staff about their winter pictures. Children become engrossed as they transport shopping in a trolley from the shop to other areas of the room and all enjoy taking part in singing and action rhymes. Children and staff laugh together as they move their hands in shaving foam loving the texture and chatting about how it feels. They have great fun taking part in music sessions with a visiting musician.

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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 support all children, whatever their ability or background, to take a full part in the life of the pre-school creating a

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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 fully inclusive environment. They respect and value them and their parents as individuals. This and the effective key person system ensures children develop a good sense of belonging and helps raise their confidence and sense of autonomy enabling them to make positive choices and decisions. Children are encouraged to express their feelings and this is supported through pictorial representations and books suitable for young children that parents can also borrow if they feel they will help their children with any changes in their lives at home. Children increase their awareness of their own and differing cultures through planned activities. Children are currently taking part in a signing course which helps them learn about forms of communication other than language. Children are becoming aware of their local community through displays,

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Helping children make a positive contribution

visitors to the pre-school and outings such as to the library, a farm park and a local supermarket.

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Helping children make a positive contribution

Children's behaviour is very good. Staff maintain a gentle approach whilst using praise and encouragement well. They use positive intervention techniques as needed helping maintain a calm, friendly atmosphere where children learn to play co-operatively together. For example, a child gives a hat to a child to try on in the dressing up area and children work together to help put toys away when it is 'tidy-up time'.

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Helping children make a positive contribution

The partnership with parents and carers is good. Parents comment very positively about the pre-school. They find the staff 'so approachable and friendly' and 'very supportive' helping their children 'blossom' and providing 'a good foundation for school both socially and academically'. Parents say they know who their child's key person is and find the feedback on their children's progress 'very valuable' and welcome the weekly diary reports. Staff form good relationships with parents and carers, recognising them as the first and main educators of their children and exchanging information regularly to meet children's care needs. Parents receive information about the Foundation Stage curriculum in the brochure and learn about their achievements and progress through on-going discussions and the parents' evenings held twice a year. Parents are encouraged to be involved in their children's learning through discussion,

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Helping children make a positive contribution

notices about topics and leaflets on numerous child related subjects.

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Organisation

The organisation is good. Children’s care is enhanced by the staff who have a very high regard for the well-being of all children and put them first. Although there have been unavoidable staff absences over the last year the committee and staff have worked hard to ensure this has not had an impact on the children. Adult:child ratios are high and space and resources are used effectively resulting in children's needs being met well. Students are made welcome and are clear about their roles. Children's records are accurately maintained and are stored confidentially. Policies and procedures are currently being reviewed to ensure they are up to date.

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Organisation

The quality of leadership and management is good. The manager leads the staff by example creating a conscientious, committed team who promote equality of opportunity and an inclusive environment where every child matters. The dedicated staff team are fully aware of their roles and responsibilities, are very good role models and are consistent in their approach enhancing all children's experiences within the pre-school. Effective recruitment, vetting and induction procedures, regular staff and committee meetings, the manager attending cluster meetings and on-going professional development of the staff ensure that children are cared for by staff who are motivated, knowledgeable and keep up to date with childcare practices. Ongoing evaluations, monitoring of nursery education and action plans enables the staff and committee to maintain the good standards of teaching and learning within the pre-school. The pre-school

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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 has forged good links with local schools helping make the children's transition from pre-school to school a positive experience. Overall children’s needs are met.

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Improvements since the last inspection

At the last care inspection the group agreed to further develop written policies, procedures and records with regard to child protection, behaviour management, complaints, medication and lost children. This has been done improving the care and welfare for children. However, the procedure relating to allegations of abuse against persons working in the pre-school is not yet fully effective.

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Improvements since the last inspection

The point for consideration raised at the last nursery education inspection has resulted in observations for assessment records clearly relating to the stepping stones and demonstrating examples of how staff gathered the information helping to form a base to further improving next steps planning and learning opportunities for children.

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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): • review written procedures with regard to the action to be taken should an allegation be made against a member of staff or volunteer.

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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 further the written assessments of children's starting points and progress to plan next steps in learning for individual children.

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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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