Monkwearmouth College

Orbital Pre School Inspection report for early years provision

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130556 Unique Reference Number 21 February 2008 Inspection date Sarah Catherine Munn Inspector

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Orbital Community Centre, Haines Way, Watford, Hertfordshire, WD25 7QU

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E-mail

Kim Bennett 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?

Orbital Pre School opened in 1977 and operates from three upstairs rooms within Orbital Community Centre. There is a safe and secure outdoor play area located on the first floor roof terrace. It is situated in the town of Garston in Hertfordshire.

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WHAT SORT OF SETTING IS IT?

A maximum of 30 children may attend the pre-school at any one time. It is open each weekday from 09:15 to 11:45 term time only. An optional daily lunchtime session is offered to children from 11:30 to 13:15. Children attend a variety of sessions.

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WHAT SORT OF SETTING IS IT?

Currently there are 30 children on roll aged from two to under five years. Of these, 21 children receive funding for nursery education. Children living locally attend the setting. The pre-school has systems in place to support children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

Eight staff work at the nursery. Five of the staff including the manager, hold appropriate early years qualifications. Two staff members are working towards a recognised early years qualification. Staff receive support from the local authority 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 learn the importance of personal hygiene through well-organised routines. They wash their hands after using the toilet and know to wash them again after messy activities and before snacks. Low steps help children reach toilets and sinks so children can reach them easily. This increases children's independence skills. Staff are extremely responsive to their working practice. For example, they intermittently cleanse table surfaces periodically throughout the session and consistently wear protective gloves and aprons when dealing with bodily fluids. This ensures cross-infection is minimised. Staff are fully aware of children’s individual heath needs and take appropriate steps to care for them if they become ill or have an accident. This is further supported by the informative written sickness policy which clearly indicates the stipulated exclusion periods for childhood communicable diseases. This is openly shared with parents as

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Helping children to be healthy

is all documented first aid and emergency procedures using appropriate documentation. All members of staff hold a current first aid certificate and they are confident they can administer this to protect the children in their care.

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Helping children to be healthy

Children benefit from a healthy diet. The pre-school has implemented a healthy eating programme and great care is taken with the planning and preparation of snacks. Colourful posters and pictures give clear information about what food is good for children and contributes to good health along with additional information leaflets regarding healthy food choices. Children are given wide choices of wholesome nutritious foods such as wholemeal pitta breads, strawberries, cheese, bread sticks, raisins, apple and banana. Snacks are provided in accordance with their needs and any allergies or dietary requirements are complied with. Snack times are a happy social occasion where children sit in key worker groups and join in conversations and learn good table manners. Independence is encouraged as they help cut foods, spread butter on bread and help themselves to the snacks which they then place in their own bowls. Children

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Helping children to be healthy

are introduced to new tastes and experiences through the snacks and activities they take part in. For example, children learn about foods which are healthy as they make vegetable soup. At snack time children have a choice of drinking water or milk and older children are encouraged to develop their independence skills by pouring these for themselves. However, the younger children are not. Some children have opportunity to stay for the lunch club and bring healthy packed lunches in from home. Again this is observed as a lovely social occasion for staff and children.

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Helping children to be healthy

Children enjoy physical activities in both the indoor and outdoor areas. These contribute to their good health and body control. They have opportunity each day to get fresh air in the outside play area. The playground activities are incorporated into the planning which provides ample space for children to run around. They develop pedalling skills on the tricycles and manoeuvre and negotiate things such as scooters and themselves as they run with streamers. Many other opportunities are available such as music and movement, circle games, and the use of equipment to climb, crawl up, under and over and to balance. Staff are on hand to support and guide the children's play helping them gain the confidence to participate. They handle one-handed tools such as brushes, glue sticks, pencils and scissors and are learning new skills such as threading. This develops children's dexterity and hand and eye co-ordination.

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Helping children to be healthy

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

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a safe and secure environment where their safety and welfare is paramount. Staff are very vigilant when recognising hazards both inside and outside and take positive steps to minimise these. A thorough risk assessment is carried out on the premises, toys and equipment and all necessary safety measures are in place to protect the children and safeguard their welfare. This is complimented with a daily check list. The activities are well planned with lots of space for children to move freely and safely. The layout of the room ensures children can be supervised while playing. Staff help children gain an awareness of keeping themselves safe in pre-school as they explain and practise simple procedures such as emergency evacuation, the boundaries and limits to help keep themselves safe and safety when using the outdoor area. Other professionals such as the police, fire officers and a 'lollypop lady' have

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Protecting children from harm or neglect and helping them stay safe

come to talk to the children about keeping safe. Road safety is practised as children go for walks in their local area and is reinforced within the pre-school. Access to the premises is well monitored through the supervision and management of the entrance area. Visitors and parents have to ring the doorbell to be allowed into the pre-school. All visitors are requested to record their presence on site in the visitors book.

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Protecting children from harm or neglect and helping them stay safe

Children have access to an abundance of safe, good quality and developmentally appropriate toys, furniture and equipment. These are well organised throughout the pre-school room in low-level storage units to encourage children to become independent and gain safe access to their resources. Children play an active role in their own safety by helping to tidy toys away and therefore gain a respect for their toys and equipment. Their art work is displayed around the children's areas for parents and children to see what they have accomplished. Children have excellent access to a free-flow play environment allowing them to make the choice of where and what they play with. Designated areas are set up in a way to encourage children to participate in activities. For example, the book area has comfortable soft cushions, the creative area is colourful and equipment is accessible and the role play areas are fun and exciting.

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Protecting children from harm or neglect and helping them stay safe

Supervision is high and staff are suitably deployed around the rooms to support the children's play, enjoyment and learning.

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Protecting children from harm or neglect and helping them stay safe

Children are well protected by staff who have a clear understanding of child protection policies and procedures and give high priority to children's welfare. All policies and procedures are up to date and in line with the Local Safeguarding Children Board procedures. This supporting documentation ensures all staff are aware of the procedures to follow in the event of any concerns and a designated child protection officer is in place.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy, settled and secure. They have a sense of belonging as they come into the pre-school and know the routine. Children relate well to each other and socialise together seeking out friends to share activities together. Most children spend their time in a purposeful manner as they move freely around the activities throughout the session. They enjoy exploring new and familiar concepts such as the home corner, dressing up, creativity table and playing with the tractors and animals in the bark. Most children are able to concentrate and persist at self-chosen activities. Staff are on hand to support and engage those children whose concentration is limited and show an interest in an activity. For example, children are guided to select resources from the drawers for themselves to be creative using their own imaginations and skills.

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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 Children’s mobility is extended through excellent support and direction offered by staff as they move freely when playing inside or outside. Staff have a sound awareness of the 'Birth to three matters' framework and this has a positive impact on children's overall development, confidence and security. Staff plan activities linking activities and themes to the curriculum. Staff know the children very well and are able to ensure that they can access the activities according to their stage of development and abilities. For example, during an activity where children are learning to sew, staff adapt this for the younger children by selecting other resources that they can manipulate such as threading cards with fewer and larger holes and bead tacking frames. Children enjoy singing, action rhymes and using musical instruments. They enjoy music and

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Helping children achieve well and enjoy what they do

movement sessions and dancing with ribbons and understand how their bodies move. Many interesting themes and topics take place throughout the year using both planned and spontaneous learning opportunities.

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Helping children achieve well and enjoy what they do

Children have very good opportunities to explore their world through various play activities and are well supported by the dedicated staff team. Children develop their communication skills as they respond to others around them. For example, the children enjoy chatting to each other as they play. Children are animated and eager to take part in activities. For example, they take part in a small group making symmetrical patterns with butterfly painting. They talk about colours and what the patterns look like. Children use paint, play dough, water and sticking to express themselves and explore their own creativity.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are making good progress due to the staff's sound knowledge of the Foundation Stage. They have a good understanding of how children learn effectively and ensure children have a challenging range of activities to occupy and stimulate them. Staff gain an awareness of children's starting points from information sheets filled in with parents and by observations. Each child has a portfolio containing examples of their work, photographs and clear comments from staff to provide more detailed observations about their progress. Consistent staff impacts on children's high levels of confidence and security. Staff are kind and caring role models who praise and acknowledge the children's efforts and achievements. This helps children succeed and builds their self-esteem. Staff encourage children to participate by making the activities interesting and fun along with being

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Helping children achieve well and enjoy what they do

aimed at their individual abilities. The interaction between staff and children is fun and caring as they enjoy their time together.

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Helping children achieve well and enjoy what they do

Activity planning clearly covers all areas of learning and shows the activity and includes the aims and objectives which helps staff understand what they hope for children to achieve, such as key vocabulary and questions, resources and how the activity can be adapted for individual children. An evaluation of the activities ensures they are meeting the needs of all children. Staff use ongoing observations in a purposeful manner to plan the next steps in children's learning. Written observation and accompanying photographs give clear examples of children's progress and achievements. These identify any gaps in a child's learning which staff use when developing future planning. Staff all have input into the planning for the activities which helps them present these to the children in a challenging manner. Good quality resources support children’s learning in all areas, enabling children’s independence and allowing them to make

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Helping children achieve well and enjoy what they do

informed choices in what they play with. Staff are enthusiastic and dedicated and this impacts on the children's enjoyment and learning.

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Helping children achieve well and enjoy what they do

Children are engaged and happy in both their structured learning activities and free-play time. They have a strong sense of belonging as they greet each other and seek out friends to share

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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 play with. Behaviour is good as the children know the routines and what is expected of them. They are beginning to understand and respect the values and feelings of others. Children enjoy being part of their group. For example at registration time the older children have opportunities to bring in a ‘show and tell’ object linked with the theme the pre-school are talking about. This enables the parents to become involved with what their child is learning and extending this at home. Effective deployment of staff within these sessions aids children's concentration and learning.

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Helping children achieve well and enjoy what they do

Children are confident speakers and most will listen well to others during play and at group times. They enjoy story times listening attentively to the story which is told in various ways. For example by reading from a book, making up stories or telling a well-known story whilst using visual aids. The children recall the sequence of what happens next using puppets and story sacks. Children are inquisitive and staff are experienced in asking the children open-ended questions that encourage children to think for themselves, recall past experiences and demonstrate their knowledge and understanding of different subjects whilst taking part in discussions. Children have regular access to various writing materials and programmable toys which develop their hand and eye coordination and extend other areas of learning. Children have opportunities for using mark-making skills in role play; this extends the activity and further

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Helping children achieve well and enjoy what they do

develops their understanding that words carry meaning. Staff provide sufficient opportunity to aid children's emergent reading and word recognition skills due to labels on everyday objects around the room.

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Helping children achieve well and enjoy what they do

Children are introduced to various activities which encourage counting, sorting, grading according to size, shape and colour along with simple problem solving. They count each other and other objects in their everyday routines and play. Children weigh, measure, experiment and calculate through structured learning sessions. Children learn how things work and to connect ideas through simple scientific experiments with magnets and melting and freezing ice. They discover how things grow by planting seeds and experiment to find out how much rain falls each day, setting up a rain station and documenting. Opportunities are in place daily to use different sized and numbered pieces of puzzles depending on children’s individual abilities along with learning language and concepts of time such as today, yesterday and tomorrow.

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Helping children achieve well and enjoy what they do

Staff provide children with opportunities to extend their knowledge and understanding of the world around them. Visitors are invited into the pre-school to enable the children to see what they do. For example they have had visits from the fire service, police, a vet and a dentist. Activities are incorporated into the planning to extend children’s play, such as the role play area is turned into a dentist's or vet's surgery and small animals are brought into the setting for children to observe and touch. Children use their own experiences during role play as they take part in familiar situations, such as being in the home corner and dressing up. They are able to dress up in various costumes, look at themselves in the mirror, imitate making the tea and looking after the baby. Children participate and celebrate in a variety of familiar and unfamiliar festivals and celebrations throughout the year giving them a positive insight into

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Helping children achieve well and enjoy what they do

Children’s physical skills are encouraged through daily access to the outside play area, to use bikes and scooters, bats and balls, climbing and balancing equipment. Children have fun running around holding streamers and watching them blow in the wind behind them. They are developing a sense of space, health and bodily awareness. Children use equipment, tools and materials which promote the use of their small motor skills. For example, children are involved in painting with different implements, cutting with scissors, construction with different bricks and blocks and exploring different mediums such as play dough and foam. Staff are excellent role models

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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 and inspire, praise and encourage children to try things for themselves. They encourage children to gain the confidence to succeed and support them well as they aspire to do so.

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Helping children make a positive contribution

The provision is good. Children gain a positive view of the wider world because they have access to a meaningful range of resources and activities. This promotes and increases their understanding of others different to themselves. The pre-school increases children’s awareness of diversity by looking at different cultures and celebrations. For example, children have made flags from around the world and linked this in with the weather, clothes that they wear and what they eat. Parents are asked to share their skills or knowledge and have been in to share cooking activities from different cultures. Inclusion of all children is high on the staff's agenda. This helps them plan activities that encourage and develop children's understanding and respect for others. Staff have positive attitudes and present themselves as sensitive role models whilst valuing each child. This helps children relate to others and gain a positive understanding of the needs of others. Children are

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Helping children make a positive contribution

learning to share and take turns and respond well to direction from adults and other children. For example, children discuss how the play house is for everyone to share. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Staff are clearly committed to supporting each and every child in order to meet their needs. Effective systems are implemented to support any children with learning difficulties and/or disabilities. Activities can be adapted to include all children and additional adult support is in place for any child who requires this. The pre-school ensures that each child has the right to the same experiences and to develop alongside their peers. Detailed pre-registration forms gain full information from parents about each child in order to meet their needs effectively.

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Helping children make a positive contribution

Children have a good awareness of the boundaries within the pre-school and respond to direction from adults. They respond well to the consistent approach followed by all adults and this impacts clearly on their security and confidence because they know what is expected of them. In the main, children are learning to share in the responsibility for their own behaviour as they learn to listen to others, share and wait turns and while showing kindness to others. Staff are good role models for the children, creating a calm, positive, fun and interesting environment.

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Helping children make a positive contribution

The partnership with parents and carers is good. Parents play an active role in the pre-school and this in turn helps the children gain a sense of belonging, trust and confidence. Staff are friendly and approachable so parents are comfortable asking them for additional information and sharing any events that relate to their child at arrival and collection times. However, parents do not have a formal time to consult with key workers to share information about their child's progress and achievements. A high level of information is available to parents including policies and procedures and information on the children’s learning and curriculum. Parents have access to useful daily information on the notice board and are encouraged to help out as parent helpers. The planning of activities is displayed and parents receive additional activity information in regular newsletters. This helps them to extend activities at home with their child. Parents'

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Helping children make a positive contribution

views are complimentary and questionnaires feature positive comments about the high standard of care and education their children receive. A system is in place for recording complaints along with the complaints procedure which informs parents that complainants should be notified of the outcome within 28 days in writing. This is to ensure parents are aware that their concerns are respected and acknowledged and the children's welfare is fully monitored.

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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 feel secure and confident within this organised environment. Both indoor and outdoor space is effectively arranged to maximise the play opportunities for children. This enables them to interact with others and initiate and extend most of their own play and learning. The range and quality of activities for children enables them to be challenged. The daily routines are well planned to ensure children can maximise the play and learning opportunities each day. These also take account of part-time children so they have opportunity to participate in the weekly activities. Staff work very effectively moving with the flow of the children where they can actively involve themselves in the children’s play. Overall children's needs are met.

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Organisation

The leadership and management is good. Planning and assessment systems are good, appropriately detailed and ensure a clear focus to secure and progress children’s learning. The pre-school has a clear and positive vision for the future and has developed a positive and dedicated staff team who present themselves as positive role models for the children to relate to. High regard for the welfare of the children, their group sizes, adult support and deployment and well-planned activities contribute to children's well-being, enjoyment and achievements.

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Organisation

A robust recruitment and induction programme ensures suitable adults care for the children. Staff are well supported by annual appraisals and one to one pastoral care. All policies and procedures are well implemented to keep children healthy and safeguard their welfare. The children are cared for by staff who either hold a suitable qualification, are in the process of training towards one or have experience of working with young children. Staff are extremely knowledgeable and have a very good understanding of child development. They are committed to enhancing their knowledge through continual training and workshops and encourage staff to attend additional training to update their knowledge and experiences such as ‘Birth to three matters’ framework, child protection, diversity and various categories of the Foundation Stage curriculum. Systems are in place to evaluate and assess their practice and all staff work well as

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Organisation

a team to monitor and implement successful ways to improve their practice.

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Improvements since the last inspection

At the last inspection the provider agreed to complete the following recommendations in connection with the care inspection: to plan an appropriate and stimulating environment that encourages children to explore all available areas and resources, this refers in particular to the outdoor area; to ensure that fire drills are recorded in detail in a fire log book and to ensure the daily record of attendance includes the time of arrival and departure of children, staff and visitors if this differs from the normal session times.

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Improvements since the last inspection

The pre-school have implemented all of these issues. Children are able to explore and have access to an assortment of resources in the outside space throughout the session. Both the fire drills and children's daily attendance are documented and recorded appropriately. A separate visitors book is in place. All of the above ensure that children's care, learning and well-being is being safeguarded.

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Improvements since the last inspection

At the last educational inspection the nursery agreed to three key issues: to provide opportunities for children to observe correct letter formation within a writing area that is fully accessible; to encourage children's independence in accessing Information and Communication Technology (ICT) resources on a more regular basis and to ensure that staff are encompassing the outside

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Improvements 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 play area to promote all aspects of children's learning. The available space should be seen as an extension to the indoor learning environment.

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Improvements since the last inspection

The pre-school have implemented all of these issues. A graphics area has been set up and is available to children at all times allowing them to explore and experiment with different writing materials. Visual clues are available for the children to enable them to gain an understanding of correct letter formation, this includes child-initiated and structured activities. Children have access to programmable toys and the computer on a daily basis thus ensuring children are learning cause and effect and how things work. The pre-school planning takes into account using the out and inside spaces effectively to take the classroom outside with many different activities and to bring the outside in through various 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): • ensure opportunities for younger children's independence is encouraged with reference to snack times

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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 opportunities for parents to be able to share information about their child's progress and achievements in a more formal way.

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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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