Beaupre Under 5 Centre

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

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257869 Unique Reference Number 17 April 2008 Inspection date Melanie Calway Inspector

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

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E-mail

Beaupre Under 5's Centre 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?

Beaupré Under 5's Centre opened in 1985. It operates from a mobile classroom in the grounds of Beaupré Community Primary School, in the village of Outwell, which is near to the town of Wisbech. A maximum of 26 children may attend the centre at any one time. The centre is open each weekday from 08.50 to 11.45 and from 12.30 to 15.00 during school term times. All children share access to a secure enclosed outdoor play area. They also have use of the school playground.

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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, 35 children receive funding for early education. Children come from the village and surrounding area. The centre supports children with learning difficulties and/or disabilities and children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The centre employs six members of staff. Of these, four hold appropriate early years qualifications and one is working towards a qualification. The manager is working towards an early years degree. The centre receives support from the local authority.

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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's health is promoted well because there are good hygiene procedures in place. Children are encouraged to wash their hands before eating and after using the toilet and so are learning about good hygiene through the daily routine. Children use steps to access the sink in the lobby area where individual paper towels are provided to minimise the risk of cross-infection. Children who need the toilet are escorted to the school toilets which are equipped with low-level sinks and hand dryers. Most children can use the sink in the lobby independently and support is given to those who need it. The premises are cleaned regularly. Floors and surfaces are cleaned daily after each session and a thorough clean is carried out each week. There are rigorous procedures in place for staff and visitors to wash their hands before entering the play room to protect children who have severe allergies.

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Helping children to be healthy

Children's medical needs are met as four members of staff have a current first aid qualification and a first aid kit is kept on a high shelf in the lobby so that minor accidents and injuries can be dealt with appropriately. In addition, four members of staff have been trained in the use of an epi-pen so that they can respond to incidents of severe allergic reaction. A notice of children's allergies is kept so that staff are aware of what they are allowed to eat and all the relevant information about children's medical needs is obtained from parents. An accurate record of all accidents is maintained and there is a system for recording the administration of medicines. Consent has been obtained from parents to seek emergency treatment or advice so that help can be sought in the event of an emergency. Children are protected from the risk of infection as there are clear procedures in place to exclude children who are infectious and parents are

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Helping children to be healthy

Children are able to rest, if they need to, as there is comfortable seating in the book area. Children have regular opportunities for exercise and fresh air as they can choose to play outside for most of the session. Children develop co-ordination and control as they manoeuvre around the outside area on ride-on toys. They practise balancing on tyres and have some opportunities to develop large motor skills when they use the balancing beams or throw and catch balls in the school play ground. However, some equipment in the outside area does not provide children with sufficient challenge and the area is cluttered with some equipment which is not used.

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Helping children to be healthy

Children enjoy their snack, sitting down in small groups. On four days they bring their own snack and parents are given guidance on what to provide to ensure that mainly healthy options are provided. On one day a week the centre provides the snack and encourages children to taste new and healthy foods, for example, noodles. Children are offered milk or squash to drink at snack time and a water dispenser enables children to help themselves to fresh drinking water at all times. Children are learning about the benefits of a healthy diet as staff talk to them about why fruit is good for you and through the healthy eating display and the weekly tasting sessions. Children's dietary needs are met and children with allergies are catered for.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children are cared for in premises which are safe and suitable. The large mobile allows children to move around and play freely. The play room is made bright and welcoming as it is filled with attractive displays and a good range of activities and resources, which are easily accessible to

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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 children. However, some aspects of the environment are not well maintained, in particular, the flooring in the lobby area and some outside equipment and furniture. The premises are secure as the mobile is protected by a keypad lock and all visitors have to report to the school and sign in at the centre. However, staff are not always fully aware of the whereabouts of some visitors and while children are moving between the outside and inside areas there are times when visitors are not supervised to prevent them being left alone with children. Children are escorted to the toilets in the school by members of staff. The centre has a procedure for children who are lost so that staff will know what to do in this eventuality. A wide range of toys and equipment is available, which is age-appropriate and checked regularly for safety.

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Protecting children from harm or neglect and helping them stay safe

Children are kept safe as the staff are generally well deployed throughout the setting. The manager carries out a risk assessment and daily safety checks on the environment and in addition each area has a check sheet displayed on the wall, which is marked off by the manager or the staff in that area to ensure that it is safe. Staff are made aware of safety issues through the induction procedure. Children are protected from the risk of fire as the fire evacuation procedure is displayed at both exits. Fire extinguishers are in place and regular drills are carried out so that staff and children know what to do in the event of a fire.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is safeguarded as staff are aware of their duty to report any child protection concerns. The child protection policy makes parents aware of the setting's duty to refer any issues. Three members of staff have done child protection training and two more are booked to do training this year. Information on child protection including the referral number is displayed on the notice board so that it is easily accessible.

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Helping children achieve well and enjoy what they do

The provision is good. Children enter the setting confidently. They come in with their parents and carers who help them to hang their coats up in the lobby area. They settle quickly to a good range of activities and resources which are easily accessible on low shelves and in labelled drawers. There is a pleasant buzz of activity in the room as children are busily occupied. Children are able to choose what they want to play with and staff are available to support them or make suggestions. Staff know the children well and talk to them about their experiences, listening to them and valuing their contributions. Once the children are settled, they are able to choose whether to play inside or out and activities are provided in the outside area such as painting the fence with water or attaching number labels to a washing line. Children are provided with opportunities for messy play such as sand and water inside and sand and clay in the outside area.

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Helping children achieve well and enjoy what they do

Children are confident and their self esteem is promoted as staff give them plenty of praise and encouragement. Their independence skills are promoted well as they select their own resources and activities, choose when to have their snack, pour their own drinks and choose to play outside. They attempt to put their coats on and can fetch their coats and bags from the labelled hooks.

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Helping children achieve well and enjoy what they do

The setting is aware of the 'Birth to three matters' framework and offers appropriate play experiences for children under three years including messy and exploratory play. A shorter session for younger children is available in the afternoons so that their needs can be met.

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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 The quality of teaching and learning is good. Staff have a good knowledge of the Foundation Stage and plan a range of appropriate activities. The learning environment is well planned and resourced to enable children to select equipment and resources independently and to initiate their own projects. The setting has a child-centred approach and planning is flexible to take account of individual children's abilities and interests. The manager is responsible for planning but all the staff are involved in discussing plans and for planning focussed activities and so are aware of what they are intending children to learn and what language to use. Staff encourage children to think and problem-solve by asking them open-ended questions such as "what will you need to make that?". Good examples of what to ask children and what learning might be

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Helping children achieve well and enjoy what they do

taking place are displayed in the different areas to remind staff.

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Helping children achieve well and enjoy what they do

Children are confident at communicating with adults and with each other, using language to express themselves and to communicate their needs. There is a lot of print displayed in the room and children are recognising their own names as they register and put their names in the box at the end of the session. There are good opportunities for children to mark-make as writing materials are freely available. Children are learning to write for a purpose as they write cards and party invitations and put them in envelopes. Children are encouraged to enjoy books as they take library books home every week. They enjoy stories in a large group and join in enthusiastically. They also select books to read to themselves on the sofa. Children are given opportunities to count in the daily routine and some opportunities to perform simple calculations as they are at the snack table or as they join in with number rhymes. They can recognise numbers

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Helping children achieve well and enjoy what they do

as labels as they hang up numbers on a line outside. Staff use the language of shape and size saying "can you cut me a triangle for your sail?" or "which is the biggest?".

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Helping children achieve well and enjoy what they do

Children are interested and motivated by the activities on offer and their confidence and self-esteem is promoted as they are able to make choices about what they do. They are forming relationships with each other and are able to co-operate as they play, for example, drawing figures together on a long strip of cardboard. Children join in enthusiastically at group song and story times. They are given responsibility and are able to respond to simple instructions.

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Helping children achieve well and enjoy what they do

Children are learning about the world around them as they explore with sand, water, clay and play dough. There is an attractive investigation area equipped with magnets, spectrums and bug viewers. Children use the viewers to catch ants and ladybirds in the outside sandpit and to watch them. Topics such as the seaside are used to talk to children about the natural world and children learn about other cultures as they make a Chinese dragon. Children use their imaginations as they play with small world figures. They enjoy using different media to express themselves and adults support them in finding resources to follow up their own ideas, for example, children who decide that they want to make a boat are asked how they want to do it and given suggestions to help them carry out their own ideas.

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Helping children achieve well and enjoy what they do

Key workers make regular observations of children which are used to determine the next steps for their learning. The next steps are recorded in the children's learning stories and shared with parents. Staff use these to plan appropriate activities to help children make progress. Next-step plans are displayed in the play room to remind staff of the areas they are working on with individual children.

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Helping children make a positive contribution

The provision is good. Children's individual needs are met as the centre gathers good information from parents about their care. The manager offers a home visit to all families who want one, so that she can get

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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 to know the children in their own environment and obtain information from parents about their particular needs. The registration form is also used to gather any relevant information. The information is passed on to key workers and as a result staff get to know children well. Children are beginning to learn about the wider world as resources reflect other cultures and lifestyles. Displays show positive images of people from other cultures and projects, such as making a Chinese dragon, give children an idea about how other people live. The centre provides an inclusive environment, working with other agencies such as Traveller Education to ensure that children and families from the travelling community are made to feel welcome. The centre makes use of people in the local community to provide interpretation services for parents do

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Helping children make a positive contribution

not speak English fluently. Children are given appropriate support. Children who may have learning difficulties and/or disabilities are observed to see if they need additional support and the centre works with parents and outside agencies. Two members of staff co-ordinate the work with children and individual education plans are put into place if necessary.

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Helping children make a positive contribution

Children behave well in the setting because they are busy and well occupied. Staff provide positive role models and use positive language when managing behaviour such as 'we need to be kind to our friends'. Children are given responsibilities such as helping at snack time and stickers are given as rewards for kind or helpful behaviour to encourage children to behave well. Children's spiritual, moral, social and cultural development is fostered. They are learning to co-operate with each other and with the adults in the setting, to respect similarities and differences and learning about how people with different lifestyles live.

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Helping children make a positive contribution

Children are cared for effectively because there is a good relationship with parents. Parents are given a welcome pack and a brochure when they start and all families are offered a home visit. The notice board and regular newsletters keep parents informed about what is happening. Parents can stop and chat to staff at collection times. Children take a library book home every week and parents are given a communication book which they can use to share information about the story their child has chosen or any other matter. A set of policies and procedures is available for parents to read on the notice board and all parents are given a copy of the complaints procedure. Ofsted's number is available should parents wish to contact the regulator.

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Helping children make a positive contribution

The partnership with parents and carers of funded children is satisfactory. Parents are given some information about the Foundation Stage in the brochure, although this is quite limited. The manager explains some aspects of the Foundation Stage when she meets with parents. Key workers meet with parents at regular intervals to discuss their child's progress and the next steps in their learning. Books containing children's work photographs and observations are also kept and parents can ask to see them. Parents are invited to contribute comments in the communication books which go home with the library books. However, there is no system in place to encourage parents to contribute to their children's records so that they become active partners in their children's learning. Although children are observed when they first come so that staff can ascertain their starting points and some information is acquired during the home

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Helping children make a positive contribution

visits, there is no system to ascertain children's starting points from parents.

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Organisation

The organisation is good. Children are cared for by staff who are suitable and qualified. All staff undergo the necessary vetting procedures and are not left alone with children until clearances have been obtained. There are now good systems in place to ensure that clearances are seen and evidence of these is recorded for all staff, volunteers and students. The committee is new and committee members are currently undergoing checks. The manager and deputy are tracking these to ensure that

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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 checks are completed. Four staff have a Level 3 qualification and the manager is currently working towards an early years degree. Staff regularly undertake short courses and workshops to ensure that they have the necessary skills and knowledge to work with children.

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Organisation

The environment is well organised to promote children's independence and to give them a range of interesting experiences. The manager works closely with her deputy, whose area of responsibility is the organisation and documentation. Other members of staff are given clear areas of responsibility and as a result the team works well. The key worker system ensures that staff get to know children well and are able to meet their needs.

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Organisation

All of the required documentation is in place and is maintained in an orderly and accessible manner in labelled folders in the lobby area. Confidential information such as staff files is kept in locked cases, which are protected by codes so that unauthorised persons can not access them. Overall children's needs are met.

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Organisation

The leadership and management of the funded children is good. The manager, deputy and staff team have worked very hard to effect improvement following the last inspection. They have re-assessed all areas of the provision and implemented changes to improve outcomes for children. As a result they have also re-assessed the provision of nursery education and addressed issues raised at the last inspection. The voluntary committee are new to their roles but are taking up training opportunities so that they can discharge their responsibilities effectively. The new chairperson has been given an induction and staff are also given an induction when they start. The setting has worked closely with a teacher from the local authority and acted on recommendations to improve it's practice.

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Improvements since the last inspection

At the last inspection the group was found to be inadequate and the following actions were set:

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Improvements since the last inspection

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

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Improvements since the last inspection

The setting has made good progress in addressing all the issues raised above. There is now a clear procedure in place for children who are lost or uncollected which means that staff now know what to do in this eventuality. Documentation is now in good order and the required information about the registered person, staff members and anyone living or employed on the premises is kept so that emergency details are readily available. All staff now sign an attendance register so that their hours of attendance are recorded as well as the children's. There are good systems in place to ensure that staff undergo the necessary vetting process to ensure that they are suitable to work with children. The committee has changed since the last inspection and clearances are currently being sought to ensure that they are suitable persons to provide day care 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

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 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): • ensure that all areas of the environment are maintained in a good state of repair • promote staff awareness of the whereabouts of other adults or visitors within the setting to minimise the risk of children being left alone with persons who have not been vetted.

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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 outside area to provide children with suitable challenges • improve the information provided to parents about the Foundation Stage, devise a system to ascertain children's starting point from parents and encourage parents to contribute to their children's records so that they become active partners in their children's learning.

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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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