St.Wulstan's Pre-School

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.Wulstan's Pre-School Inspection report for early years provision

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Unique reference number EY372899 Inspection date 19/01/2009 Inspector Janet, Elizabeth Singleton

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Setting address St. Wulstans RC School, Rushton Street, Great Harwood, BLACKBURN, BB6 7JQ Telephone number 01254 884 533 ex 1 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. Wulstan's Pre-School is registered to provide sessional care for a maximum of 25 children from two years up to five years on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 40 children on roll. The group operates from St. Wulstan's Roman Catholic Primary School in Great Harwood, Blackburn, Lancashire. The registered provider is Salford Roman Catholic Diocese. Children attend morning and afternoon sessions. Monday 13.00 until 15.30, Tuesday to Thursday from 09.00 to 11.30 and 13.00 to 15.30 and Friday 09.00 until 11.30, term-time only. Children have access to the main pre-school room, the school hall, outdoor play areas and bathroom facilities, which are all on the ground floor with access through the small rear playground. There are four staff working directly with the children, including the manager. All staff have appropriate qualifications in child care.

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Overall effectiveness of the early years provision

The setting promotes children's welfare effectively and seeks information from parents regarding their starting points. They are kept safe and secure and are well engaged in the activities provided for them. Although, limited use of the planning and observation systems means that children's individual needs are not fully identified and planned for, regarding their progress towards the early learning goals. The staff team evaluate the provision and take steps to identify gaps in order for them to implement appropriate improvements. Required documentation is in place, however, some is not in enough detail to be robust.

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further?

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

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further?

 undertake sensitive observational assessments in order to plan to meet young children's individual learning priorities and match these observations to the expectations of the early learning goals  ensure the child protection policy clearly identifies the action to take in the event of an allegation being made against a member of staff in order to safeguard children whilst attending the pre-school  ensure parents are fully included in their childs learning and development programmes and are invited to contribute to this process to enable children's individual needs to be identified and to improve the partnership with parents obtain written parental consent for the seeking of any neccessary emergency medical advice or treatment in the future to ensure children's medical needs are met and action taken should a medical emergency arise.  give time for children to pursue their learning without interruption, and to

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further?

return to activities, in regard to the time taken to carry out snacktime. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The setting has a satisfactory understanding of its strengths and weaknesses through the completion of a self assessment provided by an external agency. The management team have a plan for future development of the service which includes the aspects of play and areas of continuous provision, to enhance the environment for children. The manager is very committed and is open to improvement of the setting. She takes on board all that is said and discusses this with the staff team enabling a culture of self assessment and improvement to develop. All policies and procedures are in place to support children, although some are not in sufficient detail, for example, child protection and the written consent for the seeking emergency medical attention. The organisation of the staff and the resources means that children are effectively encouraged and can make choices and decision about their play. However, the snack time takes considerable

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provision

time to complete and interrupts children's play, as they all stop to prepare for their snack.

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provision

Parents and carers are made welcome and are provided with information pertaining to the setting. They are confident about approaching staff regarding their child and understand they can access their child's development folder. They are made aware of the activities provided, however, they are not involved meaningfully to develop shared understanding of their child's learning and development needs, in order for them to make progress towards the early learning goals. Although those children with additional needs are very well supported and parents are fully involved in identifying and planning for their child's individual needs. Feedback from parents is sought through the parents evening and the sending out of questionnaires.

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provision

Children play and learn in a safe setting with all security and safety measures being in place, for example, the external door is secured and fire equipment is regularly serviced. The organisation of the setting means that children can select toys and equipment from the securely stored resources, these being at child height. Documentation for the safe keeping of children includes an appropriate risk assessment, accident, medication and recording of child protection issues. There is a satisfactory vetting procedure for all staff with all checks completed and records of the training needs and training attended recorded to ensure they are suitable to work with children. The staff team has undertaken training both in first aid and child protection.

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The quality and standards of the early years provision

The children confidently enter the setting, placing their coats on their named hooks and sitting down for the introduction to the session. Each session starts with a discussion on the day's topics and activities and some lovely explanations are given about patterns and sequencing, this being today's topic, children actively listen and make comments on the string of coloured beads. The staff sit and support children as they play, talking about the activity taking place and asking generally appropriate questions to make children think, for example, 'why do you think we This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 need to wear a hat when riding a horse?'. They plan and provide a balance of adult-led and child-led activities which gives children a choice of what they want to do, developing their self confidence and self esteem. Children are settled and seek out staff for support or to chat as they play. They are confident and readily occupy

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The quality and standards of the early years provision

themselves in the home corner, malleable area or with the table toys. Children count at circle time to identify how many children are present, confidently counting to 18. They are confident in their use of numbers and talk about the sequence of the beads, discussing which colours follow on. They confidently chatter as they explain where further resources are in regard to the set up of the messy area. They delight in handling malleable materials, for example, sand and pastry as they learn about the properties of material which changes shape and those materials that are rigid such as bricks.

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The quality and standards of the early years provision

The staff plan activities and free play and these link to the six areas of learning, but they are not inclusive enough to identify and meet each child's individual needs. This links to the observation process, although it identifies children's needs there is no clear system to use this information to plan for meeting the individual needs of the children and nor is it used to inform future planning. Spontaneous observations are used and comments recorded onto the significant comments sheet. This is all stored with the child's individual learning journey.

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The quality and standards of the early years provision

Children's health needs are attended to as they learn about washing hands and keeping clean. They understand the behavioural expectations of the setting and are generally well behaved as they listen to instructions which keeps them safe and enables a positive learning environment to be maintained to meet their learning and development needs. Children who have additional needs are supported and included as all the children are learning Makaton to assist in communicating with all children. This approach assists children to understand the differences of people and in developing those skills necessary to enable them to be an active member of their society and contributes to their future well-being. 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? 3 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? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 3 How well are children helped to be healthy? 3 How well are children helped to enjoy and achieve? 3 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 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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