Southlands Kindergarten

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. Southlands Kindergarten Inspection report for early years provision

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Unique reference number 218488 Inspection date 14/01/2009 Inspector Lynne Milligan

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Setting address 15 Southlands Avenue, Newcastle, Staffordshire, ST5 8BZ

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Telephone number 01782 626148 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

Southlands Kindergarten opened in 1991. It operates from three rooms within a purpose built extension at the registered person's house. There is a fully enclosed outdoor area available which is accessible from either the side of the driveway or through the conservatory. The area is on two levels offering a paved patio, with either steps down or a ramp to the large grassed area. The kindergarten is situated in Wolstanton, close to local shops, schools and park. It serves the local and surrounding areas.

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Description of the setting

The setting is registered to care for 24 children in the Early Years age group. There are currently 33 children attending from two years to four years who attend for a variety of sessions. The kindergarten opens five days a week all year round. Sessions are from 08:00 hours until 17:45 hours. The setting is registered on the Early Years register and is also registered on the Childcare register to provide care for children in the later years age group. The setting supports a number of children with special needs.

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Description of the setting

60% of the staff working with the children are part-time, and 40% are full-time. All have Early Years qualifications to NVQ Level 3. The kindergarten has achieved an award for healthy eating, has achieved investors in people, quality counts and an accreditation with the National Day Nurseries Association.

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Overall effectiveness of the early years provision

Children are very well cared for in a fully inclusive environment that values and respects all children, parents and staff. Every child's efforts are consistently celebrated as they are made to feel special in everything they do. They excel at their learning and are provided with a wealth of activities and experiences that inspire and encourage their self-confidence and independence. Systems to monitor the effectiveness of their setting are rigorous, demonstrating a clear understanding of the benefits of reflective practice and how this can be used to inform change. A proactive approach to inclusion ensures links with other settings and parents are purposely maintained so that all children’s needs are consistently met.

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further?

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

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further?

 ensure children's arrival times are accurately maintained. (premises and security)

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provision

Records, policies and procedures are generally well maintained and used effectively to promote positive outcomes for children. All of the legally required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information is in place but the system used to register the arrival and departure of all children is not always consistently maintained. This results in some inconsistencies between the numbers of children at the setting not corresponding with the number of children on the register. The comprehensive range of well presented policies are shared with parents and regularly updated to remain current and relevant. Staff and management work tirelessly to fully implement these into their everyday practice. A clear understanding of the EYFS and its requirements underpins good practice, along with staffs’ commitment to placing children at the centre of everything they do. Staffs knowledge and understanding of safeguarding

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provision

procedures is extremely well understood. They are confident in identifying and reporting any concerns should they arise. All supporting information is in place and staff are fully aware of the procedures to follow should an allegation be made against them.

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provision

The process of self-evaluation has been used effectively to accurately assess the settings strengths and weaknesses. Management have a firm understanding of their operational plan which is shared with all staff and parents. Information gained from parents through questionnaires, parents’ evenings and daily discussions informs their practice, with changes made to ensure parents are involved and valued. All staff are committed to improving their skills and all have recently attended many training courses such as, safeguarding, equality and EYFS. Plans for the future are well-targeted, with timescales in which they aim to complete them by. Improvements from the last inspection have been addressed and used to change future practice.

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provision

Staff build and uphold dedicated relationships with parents and local schools. Although none of the children currently attend any other settings, the manager is proactive in ensuring that the transition process for older children, as they move from kindergarten to school, is made as smooth as possible. Her commitment to their welfare, learning and development shows her and the staffs understanding of inclusion and their dedication to the children they care for. Information is shared regarding the children’s development, including the care needs such as, their favourite foods or what makes them happy or sad. Parents are fully included and encouraged to become involved as they provide information about their child’s likes and dislikes through the form of a CV, share their experiences of their child's early years and maintain friendships as they socialise together.

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The quality and standards of the early years provision

Children’s welfare, learning and development are significantly promoted through the secure routines and activities that fully support children’s independence. They enjoy a healthy diet, where they make choices, prepare their tea time snacks and lay tables, working out how many plates or settings they will need. Opportunities to explore their own health are abundant as they are helped to understand how eating fresh fruit and vegetables makes them strong, growing produce from seeds and then harvesting and cooking it, understanding growth and change. Children help themselves to fresh water from the cooler after playing outside, where they scoot about on their bikes or push each other around in the cars. Staff actively engage in their play as they kick balls to each other, demonstrating high levels of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skill and control, aiming for specific targets used as goals. Staff plan for outdoor

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The quality and standards of the early years provision

play, incorporating a free flow of activities as children use the gazebo to shelter under, playing with their cars or making patterns on the peg boards. Children are actively encouraged to play out in most weathers as they are provided with wellies and raincoats. Children thoroughly enjoy their time outside, sometimes going out three to four times a day as they often take their learning outside. Staff talk to them about the benefits of fresh air, encouraging them to run about and let off steam. Their safety is closely monitored as staff are vigilant and carry out checks on equipment and areas the children use. Children are also helped to develop an understanding of their own personal safety as staff ask them why they need to be careful when using scissors, why it's important to stay close on outings and why they should wear seat belts in the mini bus. This close attention to children’s welfare is demonstrated through the staffs' secure relationships with the children

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The quality and standards of the early years provision

and the value they place on their happiness. Staff are consistently praising children for their efforts, celebrating their successes and encouraging them when they find things difficult. Children adore the staff and enjoy the close, trusting relations they have that make them feel confident and self-assured. This is further extended as staff manage behaviour extremely well. Children are able to negotiate, share and take turns as staff are proactive in their approach, dealing with any situations quickly and effectively. Children understand the consequences of their actions and use their manners to maintain friendships. Staff act as wonderful role models and this results in very few incidents, with happy, confident children.

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The quality and standards of the early years provision

Children are fully stimulated and engaged in the vast range of activities and experiences on offer. Staff have a very secure understanding of child development and use this to carefully plan for each and every child. Written plans are simple yet very effective, with all staff contributing to the process. Activities are delivered effectively, demonstrating the staffs’ confident knowledge of the learning and development requirements of the EYFS. They use various techniques to adapt activities so that all children develop at their pace and at their own level, no matter what their needs. Evaluative observations offer insights into children’s progress against the early learning goals and the accurate assessments of children’s learning inform staff of their next steps, which are then used to inform future planning. This approach to reflective practice demonstrates the staffs commitment to ensuring all children progress at their individual level. Activities are developed

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The quality and standards of the early years provision

around themes, with staff revisiting some to reinforce learning. Children excel in every area as they cut out ladybird spots, using scissors with skill. They count the spots, adding odd and even numbers or comparing their total to their friends to see if they have more or less. Children learn about wildlife as they discuss the features of their wings or how they fly. Staff are consistent as they cover almost all areas of learning through one activity, introducing language, physical and social development. Children explore change as they decorate biscuits, mixing icing sugar from a powder and noting what happens when they add water. They investigate the ice on the grass outside as they predict what will happen when they take it indoors. Children develop their numeracy skills as they are able to identify numbers in print form, count up to and beyond 20, pick numbers out of sequence, knowing what comes before and after. They use positional language in their play as they

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The quality and standards of the early years provision

complete jigsaw puzzles or make models. Children concentrate with intensity, moving pieces around, figuring out which way they go, sometimes helping each other match colours or patterns so they fit. Their imagination takes hold as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 build models, adding features in 3D forms, standing back and admiring their efforts. A wide range of electronic resources such as a computer, digital camera and used mobile phones provide the children with an understanding of modern technology, programs and systems. They take photographs of their work, paint and print off pictures and act out roles with the phones, creating conversation as they stamp their pads, adjusting the dates. They understand that print carries meaning as they write lists, recognise letters in large and small fonts and listen to stories, predicting what may happen next. Children are able to confidently recall

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The quality and standards of the early years provision

elements of the story, remembering fine details and key words. All around the setting children are exposed to numbers and letters in all formats, along with some element of literacy and numeracy in every activity but delivered through play. This attention to detail and consistency in their learning ensures children are developing above and beyond their expected levels, with some children being very able for their age. Staff are well qualified at optimising children’s learning at every level, adapting their practice or the way in which they question children in order to extend their learning or support those that need that extra help. This approach fully supports inclusion and additional monitoring from the Senco, ensures all children receive a wonderful, exciting and happy experience. 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? 1 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? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 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 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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