Bolsover First Steps Pre-School

Bolsover First Steps Inspection report for early years provision

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EY246133 Unique Reference Number 06 February 2008 Inspection date Karen Ann Byfleet Inspector

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Assembly Rooms, Hill Top, Bolsover, Chesterfield, Derbyshire, S44 6NG Setting Address

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01246 471523 or 07840 078083 Telephone number

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E-mail

Bolsover First Steps 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?

Bolsover First Steps Pre-school was registered in 2002 and provides sessional care for a maximum of 24 children aged two to under five years. It operates from a ground floor room within the community centre and is situated within Bolsover town centre. They are open Monday to Friday from 09:30 until 12:30 during term time only. There are currently 35 children on roll and of these 14 are in receipt of funded education. The setting also supports children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

Four staff are employed. Two staff hold appropriate early years qualifications to level 3 and two are working towards a level 3 qualification. Parent helpers/volunteers also assist in the setting and the pre-school receives support from the local authority.

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WHAT SORT OF SETTING IS IT?

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

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Helping children to be healthy

The provision is good. Children's health is promoted well. They follow daily routines for hand washing after using the toilet and prior to snack time and they have a good understanding of why they need to wash their hands as staff use explanation in order to raise their awareness and understanding of their personal hygiene. They are encouraged to be independent and they know and follow routines well. However, children are not given plates at snack time and they eat their fruit and toast from the table, compromising their health and hygiene and impacting on their learning about positive hygiene practices. Staff have regard for the setting's policies and procedures which are in place for sick children and two of the staff hold relevant first aid certificates. Accident, incident and medication records are all well maintained and staff ensure parental signatures are obtained as acknowledgement of being informed of any accidents which occur. Written

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Helping children to be healthy

permission for staff to administer any medication is obtained if required. Written permission from parents, for staff to seek any emergency medical advice or treatment is also in place, ensuring children are protected from any infections and illness and that their well-being is safeguarded.

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Helping children to be healthy

Children are provided with a good variety of healthy, nutritious snacks and drinks. They enjoy a varied range of snacks such as an assortment of fresh fruits and toast with various toppings. Snacks are prepared in the kitchen by the staff and the children do have opportunities to engage in the preparation of some of their snacks in order to enhance their independence. For example, when they have toast the children are able to independently spread their own with butter and toppings. Drinking water is available to the children throughout the session at their request and they are offered a choice of squash or milk with their snack. Children's individual dietary needs and requirements are met as staff discuss these with parents and record them. A list of any requirements or food allergies any children have is kept where staff have confidential access to it.

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Helping children to be healthy

Children enjoy a good varied range of physical games and activities. They have access to outdoor equipment for developing their co-ordination skills, such as wheeled vehicles, climbing frame and a slide. Staff plan and provide a good range of both outdoor and indoor physical play, which the children enjoy participating in, for example, ring games, dancing and moving to music in a variety of ways. Staff regularly talk to the children about how they feel after exercising, running and jumping around, developing their understanding of the effect exercise has on their body. As a result, children's learning in this area is good. Outdoor play space is utilised well to provide children with daily access to fresh air.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The setting provides a clean, warm, welcoming environment for children and adults. Space is well used and children have sufficient space to move around in comfort and safety. They are able to freely self-select from the range of suitable, age-appropriate toys, games and resources which are well maintained and in good condition. Daily risk assessments of the premises and toys are undertaken by the staff to ensure children's safety is maintained. The kitchen, where all snacks are prepared, is located next to the play area and children do not have access to this. A policy for lost or uncollected children is in place and understood by all the staff. The main door to the play room is fitted with secure locks which ensures the premises are secure and

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 children are unable to leave unsupervised. The children are developing an awareness of how to stay safe in an emergency as the staff regularly practise and record evacuation drills.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is further promoted well as staff have a good awareness and understanding of child protection. They are familiar with signs of abuse and how to ensure any concerns are dealt with confidentially and the procedures to follow. Parents are made aware of staff's responsibilities with regard to child protection in the statement which they are given in the welcome pack. All staff have attended training and are fully aware of the Local Safeguarding Children Board procedures.

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Helping children achieve well and enjoy what they do

The provision is good. Children are happy and settled within the setting, making them feel secure. They form good relationships with their peers and the adults caring for them. They seek out their friends and play well together in small groups, learning to take turns when playing games. They are developing good social skills during group activities and the younger children are developing their independence as they are learning to access resources for themselves. Staff plan and provide a suitable range of activities for all the children and they have attended training in 'Birth to three matters'. However, this is not fully implemented and the planning does not take account of children's different ages and abilities as learning objectives for the focussed activities are not highlighted with differentiation. Observations made by staff of the children's learning and development are carried out well. However, they are not used effectively in order for them

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Helping children achieve well and enjoy what they do

to plan the next steps in children's learning. Opportunities for children to relax are good. They have independent access to a quiet book area which contains a good selection of story and picture books and soft seating where the children are able to relax. Children's self-esteem and confidence are developing as staff offer lots of praise and attention to all the children.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff have a good knowledge and understanding of the Foundation Stage and how the activities they plan are clearly linked to the six areas of learning. However, planning lacks detailed information about the learning objectives for any of the activities the staff have planned. The system for recording children's progress is good. Staff make detailed observations of the children and use this information effectively to complete development records, although these are then not used effectively to plan for their next steps in learning. Staff use appropriate methods to develop children's learning in adult-led activities as they sit with them and ask appropriate questions which provide suitable challenges. Children's behaviour is very good and is managed well. The play area is well organised, offering a stimulating environment which enables children to make their own choices from the toys and

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Helping children achieve well and enjoy what they do

activities provided. The children have a good attitude to learning and good concentration levels. They enjoy sitting with books on their own, concentrating as they look at the pictures and they sit with staff for extended periods to play board games and complete jigsaws.

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Helping children achieve well and enjoy what they do

Children play well together. They form good relationships as they co-operate, share and take turns. For example, two four year olds on the trampoline initiate their own game by counting how many bounces they can each do in turn. They behave well and respond positively to boundaries. Their independence is developing well as they use the bathroom independently and are encouraged to pour their own drinks at snack time. Children recognise their own name as they find their individual name cards on entry into the setting and writing skills are encouraged through daily access to mark-making activities with various writing implements such as pencils,

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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 crayons, plain paper and note pads. The children are encouraged to attempt to write their own names on their art work and there are opportunities for them to practise writing for a purpose through various role play situations such as 'cafe', hairdressers and 'shops' as they use appointment books and make lists.

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Helping children achieve well and enjoy what they do

Children have a good awareness of number and number concepts as they actively engage in a range of activities that show numbers, colours and shapes and staff provide many opportunities in practical situations such as snack time and group activities for children's understanding and learning in this area to be reinforced. They are beginning to learn about shape and size through activities such as jigsaws and construction with different sized bricks. Through daily access to free painting and collage children can explore colour and texture. Their access to role play is good and they use their creativeness in many ways. For example, a small group of children spend time with the wooden car and tools 'fixing the engine'. Their imaginative skills are developing well through their regular access to small world play such as the dolls, train track and other small world resources. Their development and understanding of the world around

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Helping children achieve well and enjoy what they do

them is making good progress as staff plan and implement activities which introduce the children to various celebrations around the world. For example, the children enjoy making dragon masks as part of the Chinese New Year celebration. They are developing a clear understanding of their local community as they talk about where they live and the setting has welcomed visitors from within the local community, such as the fire brigade, police and dental hygienist. Children have also enjoyed visits from 'Zoo Lab' and have taken part in handling rare and exotic animals and reptiles from around the world, enhancing their learning and development of the natural world. Children have planned access to programmable toys and technology such as cash registers and telephones and the computer. They show inquisitiveness and when engaging in computer games they show good control and understanding of the on screen instructions. Through physical

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Helping children achieve well and enjoy what they do

play activities, such as riding wheeled vehicles, use of the climbing and balancing equipment and their use of small tools such as scissors and pencils, their co-ordination skills are developing well.

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Helping children make a positive contribution

The provision is good. All staff have a good understanding of equal opportunities and they treat all children with equal concern. All children are able to freely access the age-appropriate activities and their individual needs are discussed with parents when they start attending. The setting has a good range of toys and resources which promotes positive images of culture and gender, such as small world toys and a good selection of books. Through planned activities around world celebrations, children are beginning to develop an understanding of the wider world and visitors into the setting such as the police, dentist and fire brigade help children develop a sense of their local community. The setting is very pro-active in the care and education they provide for children with learning difficulties and/or disabilities. A designated staff member ensures the good systems which are in place are implemented well. Children are cared for in line with

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Helping children make a positive contribution

parental wishes and staff work closely with other outside agencies in order to maintain consistency of care.

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Helping children make a positive contribution

Staff are pro-active in ensuring the setting's policy for behaviour management is implemented well. They talk to children about their behaviour and are consistent in their approach helping children to feel secure. For example, when a child kicks out at another child staff intervene and speak calmly and quietly to the child using explanation and reasoning as to why their behaviour is unacceptable and encouraging the child to apologise for their actions. Children know and understand the setting's boundaries well and as a consequence they are generally well behaved.

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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 They take turns well and co-operate and this is recognised by staff as they offer lots of praise to the children for their efforts and achievements. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

The partnership with parents and carers of funded children is good. Staff form positive, friendly relationships with them. They are made aware of how the setting operates as they have access to the setting's policy files which are available at their request. In addition, information such as the setting's complaints procedure is also available. Children's individual needs are fully discussed and recorded with parents and 'settling in' periods are offered on an individual basis to ensure children feel secure in the environment. Daily exchange of information keeps parents informed of their children's day in the setting. An effective key worker system is in place and staff record observations of the children in the activities provided. These are then recorded into the children's individual development record books which are shared at the end of each term with parents, giving them detailed information about their child's development and

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Helping children make a positive contribution

progress through the stepping stones. All relevant written consents are in place, helping to protect children.

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Organisation

The organisation is good. Children are happy within the organised environment. Staff are caring towards the children and they liaise well with parents in order to help children settle. Children benefit from the good range of activities and the deployment of staff around the play room ensures the children are kept actively involved. All required documentation is in place and well maintained. Attendance records are accurate with attendance of staff and children recorded clearly. Staff suitability is assessed with all relevant checks being undertaken by the committee to ensure children are cared for by staff who have appropriate qualifications, experience and that they are vetted. Staff qualifications meet the requirements and all staff attend additional training which is identified by themselves as part of their annual appraisal. This helps contribute to the quality of care provided.

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Organisation

The leadership and management of early education is good. Regular revision of the setting's policies and procedures take place as well as regular reviews of the practice by the manager, supervisor and staff. The committee are aware of their responsibilities and they meet regularly with the staff team to discuss relevant issues, budgeting and progress the setting is making. All relevant systems are in place and this contributes to the effective practice. The committee, management and staff continue to work together to ensure the care and education provided continues to flourish. The management and staff have a sound vision for the setting and are currently working well towards this. Overall, children's needs are met.

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Improvements since the last inspection

At the last inspection the setting was asked to: ensure the complaints procedure contained Ofsted contact details and that it was made available to parents, ensure good hygiene practices were in place for children at snack time to reduce the risk of cross-contamination. With regard to nursery education the setting was asked to: improve the recording practices within aspects of planning and children's individual developments, extend the opportunities for children to develop their independence, allowing them to make choices and select a full range of resources and freely express themselves and to improve the information available to parents regarding the curriculum and how they can continue the learning at home.

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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 The complaints procedure has now been revised and shows Ofsted contact details. In addition, staff have provided information on how parents can contact Ofsted as they have displayed the information on the parents notice board. This enables parents to make confidential contact if they need to. There has been no improvement in the hygiene practices at snack time and therefore another recommendation has been raised in respect of this. With regard to nursery education, staff maintain detailed records of children's development and progress. However, these are not fully utilised in the planning process. Children have more opportunities to self-select, use their imagination and express themselves through a good range of resources and their self-initiated play which enhances their learning. Staff provide parents with information

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Improvements since the last inspection

about the topics and activities they have planned each term and within the information are suggestions for activities that parents and carers can do at home with the children to further enhance their learning.

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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): • promote children's learning about hygiene, with regard to revising the practise of placing snack food directly onto the table • ensure learning objectives with regard to 'Birth to Three Matters' and differentiation are included in the planning.

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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 further the planning process of funded education to ensure the learning objectives around the stepping stones are highlighted.

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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 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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