Little Scallywags Pre-School

Little Scallywags Pre-School Inspection report for early years provision

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253573 Unique Reference Number 20 February 2008 Inspection date Sarah Williams Inspector

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Community Centre, Lincoln Road,Skellingthorpe, Lincoln, Lincs, LN6 5UU

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Setting Address

01522 680311 Telephone number sallygrey25@hotmail.com E-mail Sally Gray Registered person Integrated Type of inspection Full day care Type of care

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Setting Address

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?

Little Scallywags Pre-School opened in 1991. It operates from the village hall in the village of Skellingthorpe, near Lincoln. The pre-school serves the local community and surrounding areas. The premise comprises of an entrance hall, two play areas, toilet facilities and kitchen. There is a secure outside play area.

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WHAT SORT OF SETTING IS IT?

There are 49 children on roll which includes 25 children in receipt of funding.

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WHAT SORT OF SETTING IS IT?

The pre-school is open each Monday to Friday between 09:00 and 11:30 and 12:30 and 15:00 during school term times.

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WHAT SORT OF SETTING IS IT?

Seven staff work with the children. Over half hold an appropriate early years qualification.

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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 satisfactory. Children's health is effectively managed at the setting. Children can take and use a tissue when needed, and dispose of it hygienically. The table tops are cleaned with an anti-bacterial spray before snack and lunch time. Children follow procedures such as hand-washing before handling food, however, the use of shared water and towels is a potential source of cross-infection. Children needing first aid for minor injuries or accidents are treated by trained staff. The details are recorded to be signed off by a parent or carer. Similarly, those requiring medication have the doses recorded to prevent any accidental overdosing. Children do not attend if they are unwell. Any child becoming poorly during a session is kept comfortable until they are collected by a parent or carer.

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Helping children to be healthy

Children enjoy a range of fresh fruit and vegetables at snack time, along with a drink of milk or water. Staff are proactive about finding out about any individual dietary needs and preferences, to ensure children are not given any unsuitable foods. Children can access fresh drinking water to ensure they remain well hydrated at all times. Some children bring a packed lunch, which they eat in groups with a staff member. They are encouraged to eat healthily and lots of discussion about likes and dislikes takes place at the tables.

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Helping children to be healthy

Children's physical development is promoted at each session. They may play outside if the weather permits, running and moving about freely in the fresh air. At other times they may use the large hall for planned and supervised activities such as obstacle courses, balancing and climbing activities or dance and music. Fine motor skills are developed by use of manipulative toys and equipment such as dough tools, mark-making tools and construction kits. Children have plenty of choice to self-select. Staff are on hand to support and guide if needed.

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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. The main door is monitored as children arrive and depart, they are only released to a known adult. The playroom door is kept locked when children are present so they cannot leave the premises unseen. Children are accompanied to the toilets which are across the corridor, as occasionally other users, such as the toddler group, may be in the main hall. Fire drills are practised at regular intervals so that children know what to do in the event of an emergency evacuation.

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Protecting children from harm or neglect and helping them stay safe

Children have use of safe and suitable furniture and equipment to support their care and learning needs. Tables and chairs are child-sized, except for the computer table. Children can access their toys and equipment easily as it is stored in low units, in labelled drawers and containers. This also encourages them to help tidy up at changeover times. Children are encouraged to think about their own safety by being reminded to move around carefully and avoid hazards.

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Protecting children from harm or neglect and helping them stay safe

Children are protected from potential harm or neglect as staff have up-to-date knowledge of safeguarding children procedures. Any concerns are monitored before being referred, if necessary, to the appropriate authorities. Children's welfare is paramount at all times.

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Protecting children from harm or neglect and helping them stay safe

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

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Helping children achieve well and enjoy what they do

The provision is good. Children benefit from staff's sound understanding of developmental stages and receive care and education in accordance with their needs. Children under three are cared for with regard to the 'Birth to three matters' framework. Children can rest as needed and a small area is set aside for those who wish to sleep, normally after lunch. They have low beds and a light cover provided. Staff work with parents when children are undergoing potty training and understand that the younger children need extra time to complete activities or investigate things of interest to them.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children aged three and above follow a curriculum based on the Foundation Stage. Staff plan and deliver a programme of activities designed to help children make progress through the stepping stones towards the early learning goals. Staff have a good understanding of all aspects of the Foundation Stage, including how children learn. The approach is child-centred and there are plenty of free play times when children make choices and direct their own learning, with staff playing a supportive and facilitating role. The plans are comprehensive yet able to accommodate spontaneous opportunities for learning, such as responding to snow or a rainbow which may appear unexpectedly.

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Helping children achieve well and enjoy what they do

The use of time and resources is good. Sessions are well-paced and include active and quiet times as well as reflection and discussion about what the children have learnt. Children show a sense of belonging and confidently move about the setting making their choices. Teaching methods are imaginative and targeted at the child's level of understanding, maintaining their interest and helping them make the most of the various activities.

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Helping children achieve well and enjoy what they do

Children are making good progress across the four areas of literacy, speaking and listening, reading and writing. They respond at circle times, enthusiastically talking about homes and family events, and join in with a lively interactive story, cleaning the dog's teeth and relating this to their own experiences! Children make use of the free-writing materials placed around the nursery, both in the role play area and on the mark-making table. Children start to learn to link sounds with letters, through the implementation of a structured phonics scheme, when they show readiness. The book corner is appealing and children use the books for pleasure and to find information to support their topics and personal interests.

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Helping children achieve well and enjoy what they do

Children use developing mathematical understanding to solve problems as they play and work. They use mathematical language as they sort and grade small figures by colour and type. Sand and water play introduces concepts of weight and capacity, paralleled in cooking activities. They count confidently to ten and beyond in everyday contexts as well as when calculating how may children are present. Songs such as 'Five currant buns' help with ideas of subtraction. Children have access to a number of computer programs geared towards mathematical development, involving shape, colour and quantity. They enjoy this fun approach to learning and are very independent in their use of the computer.

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Helping children achieve well and enjoy what they do

Children learn about their environment including the seasons, weather and living things as they explore their surroundings on walks and in discussions. Exciting visits from animals and their owners bring first hand experiences to life, such as the horse and rider who said 'hello' through the playroom window! Outings to local places of interest provide memorable learning experiences for the children and are celebrated in photographs so parents and others can share in the

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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 re-telling. Children use play technology items in their role play, helping them make sense of the world they live in. They see a digital camera in use and a music centre for their movement sessions. After lunch they can spend a little time watching favourite DVD's. Model-making and design skills make use of construction kits as well as found and recyclable materials, teaching children about joining and fastening materials and components.

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Helping children achieve well and enjoy what they do

Creative development is fostered through the provision of free and guided art and craft activities such as painting, collage and drawing. Sensory development is enhanced as they explore different textures and materials such as lentils and pasta in the sand tray. Role play and small world toys encourage imaginative development with supporting props and costumes to try various roles and personas. Music and movement sessions link with physical development as children explore different ways of moving and responding to music and feel the effects of exertion on their bodies. Drama and self-expression are included and a Christmas production allows children to take part in a special celebration, shared with their parents and other relatives.

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Helping children make a positive contribution

The provision is good. Children's individual needs are well known to staff. This process begins before children start attending as parents complete a detailed information sheet regarding the child's likes and dislikes, care and development needs. The key person system is well established and maintains close communication links with parents to ensure that the child's changing needs are met.

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Helping children make a positive contribution

Children develop positive attitudes to learning as they choose what they would like to play with and are encouraged to persevere and spend as long as they wish to complete a task or project. This self-directing approach fosters confidence and self-esteem and children take pride in their achievements. Children learn about the wider world through the programme of events and celebrations around festivals and cultural events. They are able to share and take turns with popular equipment and show care and consideration for one another's feelings. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Children with additional needs are well provided for. Staff are trained to recognise stages of development and know when to intervene to obtain specialist outside involvement to help a child maximise their achievement. Parents are involved at all stages from early monitoring through the creation of individualised learning plans which are reviewed and updated regularly.

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Helping children make a positive contribution

Children's behaviour is very good. They respond well to staff's consistent management and understand the routines and simple rules of behaviour. They are helpful at tidy-up time and when changing between active and more quiet parts of the session. Any altercations or minor disruptions are dealt with calmly and quietly by staff before they develop into a problem. Strategies include distraction and explanation to help children learn right from wrong and maintain a harmonious atmosphere.

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Helping children make a positive contribution

The partnership with parents and carers is good. Children benefit from the strong and effective links between parents and the setting. Staff and key workers keep parents informed at all stages and include their ideas in planning activities for the children. Formally arranged open sessions, as well as the daily chat and informal exchange of information, mean that parents are always well informed. Those who are able to are welcome to attend sessions and others accompany trips and help on activity days. A large notice board and table in the parents' waiting area carries informative literature for parents, including general child-care related issues and details regarding opening times, staffing and topics.

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Helping children make a positive contribution

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

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Organisation

The organisation is good. Children are cared for by adults who have undergone all necessary checks and are vetted to ensure their suitability to be in contact with children. Staff are qualified and have a good understanding of their roles and responsibilities, ensuring children are safe and well cared for.

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Organisation

Sessions are very well organised and well paced. Staff are seen to work well as a team to ensure a good flow of activities for the children whilst building in quiet times and time to reflect. Children's and staff attendance is recorded and they are signed in and out, making a clear picture of who is on the premises at any given time and ensuring that ratios are adhered to.

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Organisation

Children are supported by the provision of high quality documentation and paperwork to support their needs. All records are very well presented and easily accessible. Policies are kept up to date as and when changes are needed, making them living and working documents. Parents have access to an operational plan and plenty of information relating to the provision which they can peruse as they wait or when delivering children.

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Organisation

Leadership and management is good. The owner has a strong vision and ethos for the group which she successfully communicates to staff. This puts children at the centre of all the activities and creates a vibrant and stimulating play and learning environment. All staff are enthusiastic and demonstrate dedication as they interact with the children and reflect on their practice.

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Organisation

Training is seen as key to keeping up with trends and developments and the group has embraced recent changes in a wholly positive manner. They have plans for future development, such as the outside area, which will further enhance the learning opportunities for the children.

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Improvements since the last inspection

At the last inspection the setting agreed to improve resources that reflect positive images of culture, ethnicity and disability to ensure children have knowledge and understanding of the wider world. Resources have been provided, including posters and images, dressing up clothes and props as well as books and puzzles, to reflect diversity.

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Improvements since the last inspection

The setting agreed to formalise the induction process for new staff and volunteers to ensure they are aware of their roles and responsibilities within the setting. There is now a well-established process for ensuring new staff are suitable and able to carry out their role effectively.

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Improvements since the last inspection

As a result of actions taken, children's welfare and education are improved.

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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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Complaints since the last inspection

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

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

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

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • review methods for hand washing to minimise the risk of cross-infection.

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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): • ensure that furniture and equipment is suitable for children's use ( this refers to the adult-sized computer desk).

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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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