Manor Farm Pre-School

Manor Farm Pre-School Inspection report for early years provision

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253644 Unique Reference Number 23 January 2008 Inspection date Jean Suff Inspector

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Manor Farm, Barholm, Stamford, Lincolnshire, PE9 4RA Setting Address

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01778 560887 Telephone number manorfarmnursery@hotmail.com E-mail Angela Flint Registered person Integrated Type of inspection Full day care Type of care

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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?

Manor Farm Pre-School is a privately run provision situated in a rural village between Stamford and Market Deeping. The pre-school operates from two converted barns which are situated within the grounds of the proprietor's residence. The premises consist of three activity rooms and two cloakrooms on two floors. Staff facilities are provided on the upper floor. There is a secure courtyard at the front of the barn for outdoor play and the children also have the use of a large enclosed garden. There are parking facilities for staff and parents.

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WHAT SORT OF SETTING IS IT?

The pre-school is open from 09:15 to 15:00 on Monday and Wednesday, 09:15 to 12:00 on Tuesday and Thursday, and 09:15 to 13:15 on Friday each week during school term time only. There are currently 39 children on roll at the pre-school. Of these, eight children are in receipt of nursery funding for four-year-olds and 20 children are in receipt of funding for three-year-olds. The setting supports children with learning difficulties and/or disabilities. No children attend for whom English is an additional language.

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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 The pre-school employs eight members of staff including the owner. Of these, six have an early years qualification. The pre-school is involved with the Lincolnshire Early Years Development and Childcare Partnership.

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Helping children to be healthy

The provision is good. Children’s good health is maintained as they are cared for in a suitably hygienic environment. They develop awareness of personal hygiene through daily routines and relevant activity themes. They increase their independence, develop their personal hygiene skills and therefore minimise the risk of cross-infection. For example, children wash their hands after toileting and before eating their snack or lunch. Staff act as good role models as they clean tables using antibacterial spray to reduce cross-contamination.

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Helping children to be healthy

The setting has a range of policies and procedures that promote children’s good health. For example, children receive medication according to discussion with parents, written permission is obtained and appropriate records are kept. Staff have attended relevant first aid training and an appropriately equipped first aid box is readily available. Therefore, staff are able to positively respond should a child have an accident or become unwell whilst at the pre-school. Accident records are maintained and signed by parents. Appropriate information is shared with parents to help monitor and support children’s well-being.

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Helping children to be healthy

Children sit together in a social environment to have food and drink at set times. Older children are encouraged to independently access drinking water from a dispenser so that they remain comfortable and well hydrated during the day. However, this facility is not available to younger children in the upstairs room. Children gain awareness of what is beneficial to eat because staff engage them in activities that promote healthy eating. For example, they take part in food tasting and cooking activities and a ‘5 a day’ topic. Children explore different tastes and textures as they enjoy a variety of fruits at snack time. Staff monitor packed lunches to ensure children eat a balanced and nutritious lunch. For example, they encourage children to eat their sandwich and fruit first before their treat item.

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Helping children to be healthy

Children have good opportunities to play and engage in physical activities on a daily basis. They confidently climb, slide, swing, push prams and steer wheeled vehicles in the large and attractive garden. Children competently kick, throw and catch balls with an adult as a partner. They experiment with sand and water and engage in imaginative play outside so benefiting from fresh air. Movement sessions indoors are offered when the weather prevents access to the outdoor area. Children therefore develop their co-ordination and large muscle skills. Children learn to effectively use tools and equipment that help to develop dexterity and their hand to eye coordination. For example, they use scissors, pencils, puzzles and telephone keypads. Children dig sand, pour water, thread beads and handle small construction pieces. Staff sensitively supervise children and offer the younger ones additional help and guidance in order

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children’s health and safety is given high priority by staff. Children are cared for in a safe environment where most risks are identified and minimised so that children are able to move

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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 around safely and independently. For example, indoor stairs are gated top and bottom and the drive has a number of bolted access points between the road and the pre-school. A daily check of the premises is carried out at the beginning of each session to ensure all areas used by the children are safe. Staff carefully monitor the arrival and collection of children and are vigilant during the session. However, a record of visitors to the pre-school is not consistently kept which compromises children’s safety. Children are developing a sense of keeping themselves safe as they take part in the fire drill and learn the rules for moving between the main building and the garden. They help to tidy away after each session and talk with staff about using equipment safely.

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Protecting children from harm or neglect and helping them stay safe

Staff provide an environment that is welcoming to children, parents and carers. Children select from a good range of organised and well-labelled resources which support their play. Staff respond positively to requests for further resources which are not immediately available to allow children to follow their own interests. Children develop independence as they are able to reach low-level coat pegs and trays for their belongings. Resources and equipment are regularly checked by staff to ensure they remain in good condition and are safe for children to use. Staff are aware of what child abuse and neglect mean and recognise their responsibilities to act on any concerns about a child in order to safeguard their welfare. Children are further protected as clear policies are in place for staff reference.

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Helping children achieve well and enjoy what they do

The provision is good. Children are interested and engaged in their play and enjoy their time at the pre-school. The key worker system ensures that children receive sufficient support and flexible planning allows children's individual interests to be acknowledged and included. Children are confident in their relationships with staff and enjoy the warm interaction and interest staff show in them. Children are curious and enjoy investigating the range of learning experiences offered each session. They acquire new knowledge and skills, for example, as they mix paint, finish puzzles and engage in small world, imaginative play. However, staff prepare and serve snacks which means children do not have the opportunity to develop manipulative, independence and self-care skills during this time. Staff are sensitive to the individual needs of children such as supporting them to settle into the setting at their own pace and carefully planning transitions when moving

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Helping children achieve well and enjoy what they do

them up to the next stage in their learning.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children benefit because staff have a secure understanding of the Foundation Stage curriculum and how children learn through play and practical experiences. The manager and staff plan a wide range of activities which are appropriate to children’s ability and stage of development. Staff carry out regular observations and use assessments of children’s progress to mostly identify the next steps in their learning. These are linked effectively to plans so activities are based on children’s interests and what they need to do next in their development. However, not all adult-led or focussed activities provide sufficient challenge for all children, particularly older and more able children. This limits learning. Staff are aware of good teaching practice and support children’s learning by encouraging them to think and ask questions.

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Helping children achieve well and enjoy what they do

Children’s personal and social development is a strength of the setting as they gain confidence and independence. For example, children make decisions regarding activities they wish to use. They extend their play by independently selecting resources which are organised and labelled

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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 around the room. They put on their own coats and Wellingtons and wash their hands by themselves. Children’s confidence is developed further through activities such as telling news at circle time. They celebrate birthdays together so learn to respect and value each other. Children learn to listen in small groups, take turns in large groups, manage their own lunch box and help at tidy-up time.

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Helping children achieve well and enjoy what they do

Children have good opportunities to develop their language skills. They sing songs and rhymes about winter and listen entranced to poems being read to them. Children develop their vocabulary as they pack a suitcase for a winter holiday, play descriptive games and listen to stories. They talk about winter weather and what to wear as they look at winter posters. Children recognise print around the room as they self-register, read labels and follow rhymes. They begin to link sounds and letters as they listen attentively to poetry and take part in listening games. Most children can recognise their own name and older children can sound out the letters of their name and other familiar words.

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Helping children achieve well and enjoy what they do

Children count accurately to at least ten and are beginning to recognise and write some numerals. They play number games such as when counting dogs or matching clothes on a washing line and match numerals to number words. They discover what floats and sinks and count themselves in a variety of situations. Children are developing their awareness of addition and subtraction through practical activities and number rhymes and use a wide range of vocabulary to describe size, shape and position.

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Helping children achieve well and enjoy what they do

Children describe features of objects as they play a ‘feely bag’ game. They investigate materials as they handle stones, twigs and leaves. They use magnifiers and mirrors and create a ‘texture tray’. Children build with a good range of commercial construction toys and construct with a purpose in mind outside as they use pipes and branches. Children competently operate programmable toys and games and refer to everyday technology in their role play, for example, using the telephone or till. Children talk about things that happened to them at home and their families. They play outdoors in all weathers and show interest in their world, for example they know the names of plants and how ducks are reared, enjoy pond dipping and make a dinosaur den. They talk about the seasons and change their weather board so learn about the environment and the natural world.

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Helping children achieve well and enjoy what they do

Children are able to be creative as they paint and mix colours together, make Jack Frost pictures, string prints and junk models. They make Chinese dragons, hats and lanterns for the year of the pig. Children sing songs, listen to music tapes and play percussion instruments so learn about sounds and rhythm. They have opportunities to act out characters other than themselves as they serve food in the role play restaurant.

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Helping children make a positive contribution

The provision is good. All children are welcomed into the pre-school where they are valued and respected. Staff work well with parents and carers to meet children’s individual needs and ensure they are fully included in the setting. Positive steps are taken to help children develop a sense of belonging. For example, all children have a named coat hook and a good variety of children’s work is displayed. The setting has effective systems in place to ensure the needs of children with learning difficulties and/or disabilities are met. Children participate in a variety of activities which are linked with festivals such as Chinese New Year, Holi and Hanukah. A range of resources are provided which reflect positive images and help children learn about similarities and

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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 differences in society. They learn about their local area as they visit the library van and attend functions at the nearby school.

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Helping children make a positive contribution

Children’s spiritual, moral, social and cultural development is fostered. Younger children learn to share and take turns with equipment and play harmoniously together through the staff’s reassurance and encouragement. Older children play cooperatively with their peers and show concern for one another. For example, they help each other to put on coats and boots before going outside. All children learn to care for living things as they look after the tortoise and rear animals such as ducklings. Staff use a range of positive strategies to encourage good behaviour, such as commenting favourably on desirable behaviour and giving clear, age-appropriate reasons for requests.

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Helping children make a positive contribution

Staff work closely with parents to meet individual children’s needs so that all children receive appropriate support. Parents are welcome to visit the setting and receive a prospectus outlining the provision. Staff note children’s likes and dislikes, allergies and information that they need know to make the children’s time at the pre-school safe. Once children are at the setting, parents receive regular newsletters including topics and themes in addition to useful information on display on boards in the reception area. Partnership with parents and carers of children in receipt of funding for early education is good. The pre-school provides information on the Foundation Stage and the six areas of learning and hold sessions when parents can discuss their children’s progress. There is regular informal exchange of information as children arrive and leave and the pre-school provides a short written report at the end of children’s time with

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Helping children make a positive contribution

them. The setting does not at present add ongoing information from parents into children’s assessment files or encourage parents to continue some play and learning activities at home so working together for the children’s benefit.

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Organisation

The organisation is good. Children’s health, safety, well-being and enjoyment is mostly promoted well by organised systems. The pre-school offers a very friendly and welcoming environment. Staff are well qualified to support children’s care and learning. Facilities and resources are planned so children are able to play freely and access resources for themselves, therefore encouraging children to become independent. A comprehensive range of policies and procedures are in place, reflecting the practice appropriately. The staff are aware of their responsibilities and mostly ensure that the necessary requirements are in place so that children are suitable cared for. Children’s welfare and health is promoted as staff ensure they have contact details and signed permission slips from parents in case of emergency. Effective recruitment and vetting procedures ensure staff’s suitability and induction processes are in place helping staff to settle quickly and ensure children

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Organisation

are safe and well cared for. Overall children’s needs are met.

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Organisation

The leadership and management of early education is good. The owner manager is highly committed to young children and is constantly striving to improve the setting's practice and facilities. Good systems are in place for monitoring and evaluating their practice, supported by the local authority. Staff are developing their skills of self-evaluation so that they are able to assess their own strengths and weaknesses more accurately.

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Improvements since the last inspection

At the last care inspection the setting was given a number of recommendations. It was asked to devise an equal opportunities policy that is consistent with current legislation and guidance

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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 and ensure that this is understood and implemented by all staff and shared with parents. An equal opportunities policy is now in place and available for parents to see. The setting was asked to improve systems for administering emergency medication. Parental signatures and information for staff are now in place. The pre-school was further asked to review the organisation of space and resources to ensure that the children's needs are met effectively. Older children now work and play in the larger downstairs room and the setting has purchased new resources which are well-organised and easily accessible to children. These requirements have been met therefore children’s care, safety and welfare is enhanced.

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Improvements since the last inspection

The pre-school was also asked to make sure the registration system shows the times of attendance of staff and children and that a record of visitors is maintained. Staff and children’s attendance is recorded and a visitor's book is in place, however, this is not consistently used therefore a further recommendation has been raised. Finally, the setting was asked to review the organisation of snack time so that children have opportunities to pour their own drinks and ensure drinking water is available to children at all times. Older children now prepare and serve their own snacks and have access to drinking water at all times so develop independence skills and remain hydrated. However, younger children do not yet have these opportunities, therefore a further recommendation has been raised.

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Improvements since the last inspection

At the last nursery education inspection the setting was given a number of recommendations. Firstly, it was asked to improve the organisation of sessions, activities and resources to ensure all children are able to participate effectively, make their own choices and select from a wider range of activities, materials and tools. It was also asked to ensure that a balance of child- and adult-initiated activities is provided at each session. The organisation of sessions has been reviewed, children are given more ‘free choice’ in their chosen activities, equipment and toys are now at child-height and adult-initiated activities have been reduced in number.

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Improvements since the last inspection

Secondly, the setting was asked to extend opportunities for children to practise their writing skills, particularly when engaging in role-play activities and provide more opportunities for children to develop their awareness of diverse beliefs and festivals. Children now have free access to equipment such as writing instruments, small white boards, large chalk boards and mark-making props to support their play in all areas of the pre-school. They engage in planned activities relating to a variety of beliefs and festivals.

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Improvements since the last inspection

Thirdly it was asked to further develop the system for monitoring children’s progress so that records are clearly linked to the stepping stones, to improve daily plans so that learning objectives are identified and to consider the most effective methods for grouping children. The setting has implemented the local authority progress charts for tracking children’s progress. Daily plans now show the learning objectives and evaluation of activities. The pre-school class has been moved downstairs so allowing more room for movement and the additional small classroom is used for ‘small group’ activity time. These requirements have been met therefore children’s learning is enhanced.

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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 by 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): • ensure fresh drinking water is available to all children at all times • ensure a record of visitors is consistently kept • review the organisation of snack time for younger children to ensure opportunities for the development of independence and self-care skills are provided.

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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 activities provide sufficient challenge for all children, particularly the older and more able • develop ways to add information from parents into children's assessments and encourage parents to continue some play and learning activities at home.

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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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