Piccolo Pre-School Nursery

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Piccolo Pre-School Nursery Inspection report for early years provision

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Unique reference number EY371480 Inspection date 02/12/2008 Inspector Melissa Cox

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Setting address Chute Recreation Ground, Vyne Road, Sherbourne St. John, Basingstoke, Hampshire, RG24 9HX Telephone number 07528726248 Email crc-hunt.imperatori@talktalk.net Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10). This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

The Piccolo Pre-School Nursery was registered in 2008 and is registered on the Early Years Register. It operates from a hall at the Chute Recreational Ground. A maximum of 24 children may attend the nursery at any one time and there are currently 39 children on roll. The nursery is open for five days a week from 09.00 - 15.00 term times only. Children are able to attend for a variety of sessions or all day. The nursery currently employs four members of staff and two volunteers. All staff hold appropriate early years qualifications. The setting receives support from the local authority.

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Overall effectiveness of the early years provision

The provision is weak as the staff lack sufficient knowledge and understanding of the Early Years Foundation Stage (EYFS) to effectively promote children's learning and development or their welfare properly overall. The nursery does not follow the Early Years Foundation Stage guidance to monitor children's achievements and does not plan activities that help children make good progress in all areas of their development. Activities are over directed and the organisation of the day is regimented with little free choice. The nursery fails to monitor or self evaluate their own practice to identify areas for improvement. Risk assessment procedures are poor, with staff taking little action when an issue has been identified.

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Overall effectiveness of the early years provision

Overall, the early years provision requires significant improvement. The registered person is given a Notice to Improve that sets out actions to be carried out.

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further?

To comply with the requirements of the EYFS the registered person must take the following action by the specified date:

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further?

 ensure staff are aware of all children's needs and the keyperson system is effectively implemented (Organisation) 12/01/2009  implement a system to ensure the effectiveness of the practice in the provision to improve outcomes for children (Organisation) 12/01/2009  ensure risk assessment is thorough and that prompt action is taken to manage or eliminate risks (Organisation) 12/01/2009  ensure the children are offered and adequately supported to engage in planned purposeful play, with a balance of adult-led and child-initiated activities (Learning and development requirements) 12/01/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

There are weak systems in place to monitor the overall provision and managers are unaware of daily practice which is inadequate. The staff team are failing to grasp the planning required to implement the key person approach and as a result this is not being effectively put into practice across all areas. The lack of an effective key person system has a negative effect on the communication aspect of their partnership with parents and impacts significantly on children's welfare and learning needs. The progress of children with learning difficulties and/or disabilities, as well as children with English as an additional language, is satisfactory as the support systems set up by the Special Education Needs Coordinator are effective in supporting this group of children. There are developing systems in place for the sharing of information with others involved in the care of children with learning difficulties and disabilities, however this does not extend to

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provision

other settings the children attend or ensuring parents are kept up to date with their children's progress. Staff understand their responsibilities with regard to safeguarding children and are fully aware of the procedures to follow if they have any concerns about a child in their care. Records, policies and procedures are maintained although they are not always used effectively to promote positive outcomes for children. The learning environment is inviting for the children but staff are not deployed effectively to support them in their learning and play. Poor planning and lack of evaluation of activities, means that some resources are not used effectively to promote positive learning outcomes.

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The quality and standards of the early years provision

Children are not adequately supported in their learning as staff's knowledge and understanding of the Early Years Foundation Stage is poor. The nursery fails to ensure children are offered planned, purposeful play, with a balance of adult-led and child-initiated activities as sessions are based on a regimented time- table with little free play. Staff over direct children, especially during craft work and limit their natural curiosity, failing to make good use of questioning to extend their learning. A lack of consistency across the nursery means that overall children do not make sufficient progress in relation to their starting points and capabilities as some groups of children are well supported, whilst others lack the necessary support.

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The quality and standards of the early years provision

Children are encouraged to wash their hands at appropriate times and develop an understanding of hygiene routines. Visual displays are used to remind children and many do this without prompting for example after visiting the toilet. Children become aware of their own safety as they are involved in the evacuation drill and follow the instructions from staff. They learn about healthy eating and are offered milk, water and a choice of fresh fruit at snack time. All areas are decorated with displays of children’s work, photos of them at play and illustrations to support the learning and behaviour although these are too high up for children to see. The environment is arranged creatively to offer interesting play and learning opportunities and resources are stored within easy reach to promote children’s independence and choice. However the children do not have always have the opportunities to make these choices, as they are called over to participate in

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The quality and standards of the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 structured craft activities by staff.

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The quality and standards of the early years provision

Children talk about the day of the week and weather at registration time as they come together in a large group. However, the organisation of large group times does not sufficiently support the learning of all children as staff fail to capture all children's interest during this lengthy routine. In addition they do not have a secure understanding of some of the early phonic sounds which limits children's progress in literacy. Children have opportunities to enjoy physical activity both indoors and out. They benefit from daily timetabled opportunities to participate in structured PE sessions inside or access play outdoors in the fresh air to practise their physical skills. Children are generally well behaved and some respond to staff requests to tidy up and take turns during activities.

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The quality and standards of the early years provision

Children enjoy books and stories. They are confident in using books by themselves. They turn the pages from front to back and point to the pictures and text, recalling the story and demonstrating their increasing understanding that print carries meaning. Numbers and counting are used in some areas of the nursery. Children are encouraged to consider simple number problems and to count in their daily play. Observations are used to assess how children are developing but this information does not link to the planning and does not always promote children's learning in all areas. Staff understand their responsibilities with regard to safeguarding children and are fully aware of the procedures to follow if they have any concerns about a child in their care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 4 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 4

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Years Foundation Stage promoted?

How well are children helped to stay safe? 4 How well are children helped to be healthy? 4 How well are children helped to enjoy and achieve? 4 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

There have been no complaints made to Ofsted since registration.

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Detail of the complaint/s

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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