Harrow Lodge Primary School

HOOK PRE-SCHOOL Inspection report for early years provision

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131787 Unique Reference Number 07 February 2008 Inspection date Carol Newman Inspector

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St. Pauls Parish Hall, Hook Road, Chessington, Surrey, KT9 1PL Setting Address

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020 8397 5226 Telephone number hookpreschool@hotmail.com E-mail Susan McNamara Registered person Integrated Type of inspection Sessional 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?

Hook Pre-School is a privately owned group that opened in 1971. It has been under the current ownership since 1995. It operates from the main room in Hook Parish Hall in Chessington. The pre-school serves the local community.

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WHAT SORT OF SETTING IS IT?

A maximum of 35 children may attend the pre-school at any one time. The pre-school is open each weekday from 09:15 to 12:15 and from 13:00 to 15:30 on Mondays and Thursdays, term time only. Children have access to a secure, enclosed outdoor play area.

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WHAT SORT OF SETTING IS IT?

There are currently 76 children aged from two to under five years on roll. Of these, 49 receive funding for nursery education. The pre-school has procedures in place to support 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 pre-school employs nine members of staff, of whom seven hold an appropriate early years qualification. A current first aid certificate is held by three members of staff.

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WHAT SORT OF SETTING IS IT?

The setting receives support from the Early Years Childcare Service.

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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 play and learn in a clean, well organised environment. They learn to follow good hygiene practices, such as washing hands after using the toilet and before snack, through the staff's gentle reminders and the pictorial prompts around the setting.

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Helping children to be healthy

Children who are infectious do not attend, thus preventing the spread of contagious ailments. Three staff hold a current first aid certificate and written parental permission to seek emergency medical treatment is requested. This ensures children’s welfare in the event of a serious accident, where parents and emergency contacts are not available. Parents give prior written consent to administer medication which ensures children receive the correct dosage according to their needs.

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Helping children to be healthy

Children thoroughly enjoy helping themselves to a range of healthy snacks and drinks at the snack bar. Children know that fruit is good for them and they willingly try new foods, such as noodles and rice cakes to celebrate Chinese New Year.

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Helping children to be healthy

Children benefit from daily opportunities to play outside in the fresh air. Indoor opportunities to develop climbing and balancing skills are also provided. Children are beginning to understand the changes in their bodies that take place after physical play and know that they need a coat to keep themselves warm. However, outdoor play is not regularly included in the short term plans. Children develop good fine manipulative skills as they engage in activities such as painting, writing their names on their work and using tongs to serve their snack.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children arrive happily and settle well in this welcoming provision. Staff display children’s work effectively and this shows that staff value the children’s contributions.

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Protecting children from harm or neglect and helping them stay safe

The setting is spacious and well organised, allowing children to move freely and play safely. Children have easy access to a wide range of carefully selected toys and resources appropriate for their age, at each session. Soft furnishings in the book area provide the opportunity for children to relax or read in comfort.

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Protecting children from harm or neglect and helping them stay safe

Children learn to take responsibility for keeping themselves safe as they practise emergency evacuation procedures. Staff are very well deployed ensuring the safety of the children at all times. Staff carry out daily hazard checks to ensure the premises are in a suitable condition for the children's use. However, full risk assessments to identify risks both indoors and outdoors including equipment, materials and procedures, are not carried out. Good staff interaction helps develop children’s awareness of safety within the setting. Children confidently reiterate the group rules, such as using walking feet, being kind to each other and tidying up, each morning at registration time.

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Protecting children from harm or neglect and helping them stay safe

Staff have a good understanding of safeguarding children issues and know what action to take if they have concerns about a child in their care. This ensures staff quickly recognise when a child is in danger and can act in the child’s best interest.

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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 enjoy a good range of activities that are stimulating and well balanced for all ages. A good variety of adult and child initiated games help children to make progress in all areas of learning. At registration time, staff outline their specific duties for the day. This ensures children know which member of staff will address their specific needs and also gives children a sense of belonging. Children are well grouped, according to age, for story time. However, whole group activities such as registration time and music time, do not meet the needs of the youngest/less able children. This is because the group is too large for these children to gain maximum benefit from the activity.

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Helping children achieve well and enjoy what they do

Staff make regular observations and record achievements in the children's profiles. This helps the staff plan for each child to ensure their learning and developmental needs are met. Staff know the children well and use strategies to support individuals. Children are interested in the activities available and spend time concentrating on self-chosen activities. For example, children are engrossed as they paint with two brushes at once, manipulate play dough and construct using a range of resources. Staff use the Birth to three matters framework to ensure activities for children under three are appropriate.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are actively involved in their learning. They are confident, work well independently, take initiative and show good levels of concentration for most of the morning. However, for a short time at the end of the session, activities do not continue to challenge and interest the oldest/more able children. Children work well independently, for example, children hang their picture on their peg, find their named sock for snack time and sweep up the sand.

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Helping children achieve well and enjoy what they do

Staff talk to children about what they are doing and respond to children's interests. Children’s spoken language is developing well. They learn to negotiate and to express their imagined experiences during role-play situations, for example, when playing in the home corner or creating scenarios using the information communication technology equipment.

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Helping children achieve well and enjoy what they do

Children are confident writers. They frequently attempt writing during role-play and easily recognise everyday situations when writing is used, for example, labelling their models with their name. They learn to recognise and write letters during informal and meaningful activities.

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Helping children achieve well and enjoy what they do

Children count confidently and recognise numbers that are important to them such as their age. They choose number activities during free play and enjoy number rhymes and songs. Staff are good role models and demonstrate a positive attitude towards learning by presenting activities in an interesting and enthusiastic manner. However, short term planning does not always incorporate activities that are varied, interesting and suitable for all ages and stages of development, at all times. Some areas, such as outdoor play, are not included in the weekly plans although activities are provided in every area.

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Helping children achieve well and enjoy what they do

Children investigate using their senses. They play games that encourage them to explore objects at the investigation table. During a planned activity children know they need eggs, milk and flour to make their pancakes. Children express themselves creatively through a range of mediums. They paint, draw and make collages that represent their experiences.

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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 Staff observe the children during free and focussed activities and use their notes to assess children’s achievements. This helps to identify children’s stage of learning and allows staff to plan the next steps in each child’s learning.

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Helping children make a positive contribution

The provision is good. Staff have a positive attitude towards diversity. Children become aware of their own and other cultures through a range of resources, planned activities and as they celebrate a variety of festivals. Children enjoy respectful relationships with adults and each other. They are beginning to develop confidence and self-esteem. This means that the children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

There are good systems in place to support children who have learning difficulties and/or disabilities. Close liaison with parents and outside agencies ensures all children's needs are well planned for and met. Staff use Makaton/PECs which helps children who have learning/hearing difficulties and those who speak English as an additional language.

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Helping children make a positive contribution

Appropriate strategies, according to the age and stage of development, help children understand right from wrong. Staff support younger children in sharing and turn taking.

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Helping children make a positive contribution

The partnership with parents and carers is good. Parents contribute to an initial assessment of their child. This ensures staff have a good knowledge of individual needs and achievements. This helps staff to build on what children already know. Parents receive good information about the Foundation Stage. The information outlines what and how children will learn. This ensures parents understand that play has an important role in developing children’s skills for the next stage of learning. Relationships with parents are friendly and supportive. Parents feel welcome and staff encourage them to become involved with their child's learning and development. Staff ensure parents know how their children are progressing.

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Organisation

The organisation is good. The hall is very well laid out and staff show a clear understanding of their role in supporting the children in their play and learning. The person in charge holds a level 4 qualification. She has regularly updated her knowledge by attending relevant childcare courses. This ensures she has sufficient knowledge of current child care practices to support the care and learning of the children. Management actively encourage staff to undertake suitable training. This helps support children within the setting.

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Organisation

Leadership and management are good. Management have clear objectives and defined roles and responsibilities. They evaluate practice constantly to ensure continual improvement in the outcomes for children. All documentation required for the safe and effective management of the pre-school is in place. This contributes to the welfare of the children.

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Organisation

The provision meets the needs of the range of children for whom it provides.

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Improvements since the last inspection

At the last inspection the group agreed to obtain written permission from parents before administering medication to children and ensure that all information relating to individual

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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 children is recorded in a confidential manner. All information is maintained confidentially and parents give written permission before medication is administered.

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Improvements since the last inspection

The group also agreed to conduct a risk assessment on the outside area security, identifying action to be taken to minimize identified risks. Hazard checks are carried out on a daily basis to ensure the setting is safe for the children's use. However, regular full risk assessments are not carried out.

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Improvements since the last inspection

In addition, the group agreed to ensure that there are effective procedures in place for appointing and vetting staff to work with children and to implement a key worker system to help new children settling. The manager ensures suitable procedures are followed when staff are employed and there is a key worker system in place to ensure that children know which member of staff to approach to address their needs.

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Improvements since the last inspection

At the last inspection, the group agreed to make sure attention is given to medium and short term planning to ensure activities are devised that meet the needs of all children, and that written observations on children are used to inform future planning. Short term planning is still insufficient to meet the needs of all the children as it is repetitive and does not always include planning for all areas. Regular written observations are made and the setting is currently devising a system whereby they can use the information to inform children's individual next steps.

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Improvements since the last inspection

The group also agreed to ensure a range of beliefs and cultures are explored to broaden children's appreciation of their sense of community. Information regarding children's culture and home language is requested on the registration form. This is used to ensure that the children explore a range of different cultures that are relevant to the children in the setting.

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Improvements since the last inspection

In addition, the group agreed to make sure children have regular opportunities to recognise the importance of keeping healthy and those things that contribute to it. Children know that healthy foods and regular exercise contribute to a healthy lifestyle and they freely express this, for example, at the snack bar.

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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 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 AND 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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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): • conduct a risk assessment to identify risks both indoors and outdoors including equipment, materials and procedures and ensure this is regularly reviewed • ensure that group activities such as registration time and music time, meet the needs of the youngest/less able children.

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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 short term planning to incorporate activities that are varied, interesting and suitable for all ages and stages of development, at all times. Include all areas of the provision (also applies to care) • ensure that the activities provided continue to challenge and interest all children throughout the session.

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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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