St. Peter's Pre-School, Stafford

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. St. Peter's Pre-School, Stafford Inspection report for early years provision

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Unique reference number EY276506 Inspection date 08/10/2008 Inspector Patricia Underwood

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Setting address St. Peters Pre School, Rising Brook High School, Rising Brook, Stafford, Staffordshire, ST17 9DH Telephone number 01785 240641 or 07887 664221 Email 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).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

St Peter’s Pre-school is registered on the Early Years Register and both parts of the Childcare Register. It operates in three rooms in a separate unit within the Stafford Sports College. Each room caters for a different age group. A maximum of 51 children may attend the nursery at any one time. The nursery is open each week from 08.00-18.00 all year round, and provides a play scheme for children under 8 years of age during the school holidays.

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Description of the setting

All children have shared access to two secure outdoor areas; one a hard surface for wheeled toys, the other a grassy area. There are currently 48 children aged from birth to 4 years on roll. Of these, 15 receive funding for nursery education. The children come mainly from the local area but a few attend from further afield. The nursery currently supports two children with learning difficulties and/or disabilities and a newly arrived child for whom English is an additional language. The setting has its own access within the school building which is constantly manned to ensure only children and adults who should be there are admitted. Assess for those with disabilities is not a problem as there are no steps to negotiate.

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Description of the setting

There is little liaison with other EYFS providers apart from some of the schools that admit the children from the nursery. This is more successful with some than others.

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Description of the setting

The pre-school employs 15 members of staff all with qualifications that vary from Level 2 to Level 4, with one member studying for a degree in the early years.

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Overall effectiveness of the early years provision

Overall, provision at St Peter’s pre-school is good with some outstanding features. Staff create a very welcoming and safe environment for all the children. A wide range of interesting activities are provided which the children enjoy. The children’s welfare is a high priority of the setting. Planning, recently introduced and still being developed, is closely linked to the EYFS and takes into account what the children can already do. Assessment is carried out regularly by all staff involved with the children and is used to help plan the next steps. Contact with the parents is a strength of the setting and they speak very highly of the facilities and care provided for their children. The leadership and organisation within the setting is good and offers staff many opportunities to develop their skills further. All recommendations in the previous report have been implemented and the capacity to improve is good.

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further?

To further improve the early years provision the registered person should:

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further?

 implement a more robust system for self evaluation to highlight the setting’s strengths and areas to improve more quickly  firmly embed the new planning format so the impact of the new EYFS can This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 be monitored  provide more effective space in the Ducklings room to keep the walking babies away from the crawling babies

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provision

Arrangements for safeguarding children are very effective, regularly reviewed, carefully managed and understood by all staff. Effective procedures are in place for identifying any child at risk of harm. These procedures ensure children are very well protected and staff are very well focussed on promoting the children’s welfare and safety. However, the space in the Ducklings room is not always used effectively to ensure that the walking babies do not impose on the area needed for those who are crawling. Resources are very well used to engage children in their learning and regular assessment ensures all children make good progress.

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provision

Well established partnerships with parents are in place. Parents receive daily records of what their child has done. The format of the records varies with the age of the child. For example records for the youngest children include how long they have slept and when their nappy was changed, whereas those in the nursery class include new skills learned. Parents find these records very helpful. As well as daily records there are progress booklets which additionally use photographs to illustrate the child’s progress. Information is regularly shared between the parents and the staff. Two parents with children in the nursery class spoke with great enthusiasm, saying ‘It’s fantastic’ and ‘Couldn’t wish for better’. Parents have many opportunities to talk to staff and share experiences about the child. These discussions have a positive impact on the child’s learning and progress. There is also very good liaison with all relevant outside agencies to ensure appropriate

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provision

provision for the children with learning difficulties or disabilities. However, while liaison with schools receiving the nursery children is in place, it is more successful with some than it is with others. Although the setting knows itself well, there are no robust systems in place to record the strengths and areas for development. Much is discussed but little is written down. Despite this all the staff have a common sense of purpose to promote the wellbeing of all children.

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The quality and standards of the early years provision

The stimulating and attractive environment creates a place where children are happily settled and keen to explore their surroundings. All adults have a good knowledge of the EYFS learning and development requirements which means they are confident to help children learn in both the indoors and outdoors environments. Planning is very flexible, especially for the youngest children as the staff ensure any routines established at home are continued. Assessment procedures are very good and regularly carried out. This information is used to ensure activities planned build on prior learning so children make good progress. However planning for the EYFS is a recent innovation and is not yet firmly embedded so that the impact can be monitored. Despite this, all children are suitably challenged and enjoy their learning experiences. Because activities are well matched to their needs even those with learning difficulties and/or disabilities can succeed. All children enjoy the activities,

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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 judging by the smiles and laughter.

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The quality and standards of the early years provision

There is strong emphasis on talking and asking questions to help the development of communication skills. Children thoroughly enjoy singing well known rhymes, number or action songs and join in enthusiastically, as seen in all three rooms. Planning for the rooms dedicated to the younger children show there are more opportunities for child-led activities as the staff provide the tools for learning or exploration. In the nursery class planning is more structured with a balance of adult- led and child-led activities. There is a greater emphasis on developing skills ready for school, such as numeracy and literacy skills. However, although computers are available and switched on none were seen being used.

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The quality and standards of the early years provision

All children are encouraged to become good learners. Appropriate behaviour is praised. The personal and social skills of children in the nursery are developing well as they begin to appreciate and respect others, and understand the need to share, take turns and listen. The outdoor area is very well used and children have fun using the wheeled toys and learning to take turns. Staff are very patient as they guide the children and show them how to pedal or use the toys. For example one child needed support on the dumper truck as they could not use the levers for lifting the scoop. Both child and adult had a great time exploring this. Promotion of children’s safety and welfare are a priority and all staff ensure the highest quality of care. Healthy food is provided for all meals and snacks. Yoga for the older children takes place in one of the school’s halls and this enhances children’s physical development.

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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

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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

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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of children in the Early Years Foundation Stage?

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

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? Good

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Foundation Stage led and managed?

How well does the setting work in partnership with parents and others? Outstanding

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Foundation Stage led and managed?

How well are children safeguarded? Outstanding

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Years Foundation Stage promoted?

How well are children helped to stay safe? Outstanding How well are children helped to be healthy? Outstanding How well are children helped to enjoy and achieve? Good How well are children helped to make a positive contribution? Outstanding

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Years Foundation Stage promoted?

How well are children helped develop skills that will contribute to their future economic well-being? Outstanding

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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 B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met 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 the last inspection.

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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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