St. Faiths 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. Faiths Pre School Inspection report for early years provision

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Unique reference number 254277 Inspection date 18/03/2009 Inspector Melanie Calway

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Setting address Mission Room, Church Street,Horsham St. Faiths, NORWICH, Norfolk, NR10 3JJ Telephone number 077 631 78190 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). This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

St Faith's Pre-school opened over 20 years ago. It operates from the Reading Room to the rear of the Mission Rooms in the village of Horsham St Faith's to the north of the city of Norwich. Children have access to an enclosed outdoor play area. The setting is open five mornings a week during term-times and on some afternoons for part of the year. Sessions are from 09.15 until 11.45 and 13.00 until 15.30.

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Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 12 children may attend the pre-school at any one time. The setting receives funding for early education.

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Description of the setting

There are three members of staff, of whom two hold appropriate Early Years qualifications. The setting receives support from the local authority.

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Overall effectiveness of the early years provision

Overall, the quality of the provision is good. Children's individual needs are well met as they are provided with a good range of stimulating activities based on their interests and abilities. Children are fully involved in the setting and their views are taken into consideration. They can make independent choices in their play and learning and, as a result, are confident and well motivated. The setting has a very good partnership with parents, actively seeking their views and involving them in their children's learning. The manager and staff regularly review their practice and have plans in place to keep improving the service.

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further?

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

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further?

 develop the book area to make it more inviting to children  review policies and procedures to ensure that they are consistent, up to date and reflect the practice of the setting and make them more accessible to parents.

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provision

Children's welfare, learning and development are promoted well because the staff team are consistent and work together effectively. The two senior members of staff hold appropriate Early Years qualifications and all staff attend regular workshops to keep their knowledge and skills updated. The staff team are supported by a voluntary committee. The setting uses training opportunities and links with the local authority to evaluate it's practice and identify any areas for improvement. Staff are involved in the self-evaluation process and contribute ideas through informal discussion and through suggestion sheets. All of the required This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation for the safe and efficient running of the service is in place and is well organised and accessible. However, policies and procedures are not all up to date and do not always reflect the setting's practice. Parents are advised they can

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provision

request to see them but they are not easily accessible. There is a very good partnership with parents who are encouraged to be actively involved in their children's learning by contributing to their learning records. Home links, such as opportunities to write about 'Barnaby Bear', encourage parents and children to share events at home with the setting. Parents' views are actively sought and they are made to feel welcome and included.

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provision

Children are kept safe as a thorough daily safety check of the premises takes place and risk assessment are carried out to identify how any risks may be minimised. Children are well supervised and staff communicate with each other so that they are aware of each others' movements within the premises. The fire evacuation is carried out every term and held every day for one week so that all children have the chance to practise and participate. Children are given explanations, geared to their level of understanding, so they understand why they need to do it and why they need to act sensibly to keep themselves safe. Children are effectively safeguarded because there are good systems in place for ensuring that all staff and committee members are suitable to work with children. Appropriate recruitment procedures are in place and new staff are given an induction. Staff are aware of their responsibilities to refer any concerns they may have about children's

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provision

welfare to protect them from the risk of abuse and information regarding safeguarding procedures is made accessible in the setting.

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The quality and standards of the early years provision

Children make good progress in their learning and development and thoroughly enjoy their time at the setting. They are able to choose from a range of resources which they access independently. The outside area is well used for most of the session, making the most of the limited space, and children can choose whether to play outside or not. Children's views are actively sought and activities are provided which are based on their interests and abilities. Staff make detailed observations of children's play and learning and record their next steps so they know how to help them to progress. In-depth observations are carried out on children's first visit and 'All about me' documents are completed by parents to give the staff a good understanding of children's starting points. Children's interests are ascertained through observation and through the 'Wishing Well' system which encourages parents to share their knowledge of their own children's interests and

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The quality and standards of the early years provision

achievements. Staff support children in their play, asking questions to extend their learning and to encourage their recall and thinking skills. Children are very settled and confident because they have opportunities to be independent in their play.

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The quality and standards of the early years provision

Children communicate very well with the staff and with each other, particularly during role play. Mark making materials are easily accessible so that children can use them in their imaginary play, for example, to write lists or mark off a register. Children generally listen attentively to stories in a large group and at circle time. They select books from the book corner and look at them together. However, the book corner is not particularly inviting or attractive and, as a result, there are times This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 when it is not well used. Children have opportunities to count and calculate through the daily routine as staff ask them 'how many plates do we need?' or say 'I need to divide this play dough into three parts'. Children are very creative and are able to use resources imaginatively. They become absorbed in their role play as they play 'Cinderella' or play with the dolls. Outside, they use real maps and

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The quality and standards of the early years provision

binoculars as they play in the cars, using printed information in meaningful contexts. They are able to select craft resources to initiate their own projects, helping themselves to paper, tape, glue and pens. This gives them confidence, showing them that their creativity is valued. Children move about freely between the indoor and outdoor play area and develop co-ordination skills as they play with the ride on toys. They are able to explore and investigate as they play with wet sand, look through magnifying glasses at leaves and plant bulbs. They are becoming familiar with technology as they use the cameras to take their own pictures. Children are developing good social skills as they negotiate and play together. Their independence is promoted as they select resources, use the hand washing trolley and help to cut the fruit up for snack.

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The quality and standards of the early years provision

Children's welfare is promoted effectively. They learn about a healthy life style through planned topics, such as, growing and spring and through regular discussion. They have a healthy snack of fresh fruit and help themselves to water throughout the morning if they are thirsty. They have plenty of outside play and so benefit from fresh air. Children wash their hands independently and are confident in asking staff for support if they need it. Individual paper towels are provided to minimise the risk of cross-infection. Children learn to play safely as they are given explanations and encouraged to take responsibility for their own safety, for example, when practising the fire drill. They learn to respect each other's needs as they play together and are supported in learning about turn-taking and sharing resources. Children with additional needs are included and helped to progress. Children are learning useful skills for the future as they learn to take responsibility,

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The quality and standards of the early years provision

be independent and make decisions in their play and learning. 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? 2 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? 2 How well are children helped to enjoy and achieve? 2 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 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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