Northfield Quaker 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. Northfield Quaker Pre-School Inspection report for early years provision

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Unique reference number EY275033 Inspection date 30/03/2009 Inspector Ann Doreen Burford

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Setting address Quaker Meeting House, Meeting House Lane, Birmingham, West Midlands, B31 2LD Telephone number 0121 476 0111 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

Northfield Quaker Pre-school is a privately managed group. It re-registered in 2004, although has been running for more than 20 years. It operates from the Quaker Meeting House in the Northfield area of Birmingham. The premises has an accessible entrance and accessible toilet facilities. The building consists of three main play areas including a large hall and two smaller rooms. Children have access to an enclosed outdoor play area. It is open each weekday from 08.30 to 15.30 term time only.

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Description of the setting

The nursery is registered on the Early Years Register. A maximum of 30 children may attend the pre-school at any one time. There are currently 82 children from two to under five years on roll, most in part-time places. The pre-school currently supports a number of children with learning difficulties and/or disabilities. A carer and toddler group runs alongside in the main hall two mornings a week on Tuesday and Thursday, 09.45 to 11.45. This group is for children aged from birth to two years and six months.

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Description of the setting

There are nine members of staff and the manager who work with the children, all of whom hold appropriate early years qualifications. The setting provides funded early education for three and four-year-olds.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. There is a vast range of indoor activities and children usually have daily access to the adjoining outdoor area. The dedication of the enthusiastic staff team ensures children make good progress in their learning with some outstanding elements. The effective settling-in process and close working relationship between staff and parents identifies each child's starting point and the newly developed planning system enables inclusive practice to be fully promoted for all children. The setting is particularly effective in their support of children with learning difficulties or additional needs. Many new initiatives have been implemented in the managements and staff's commitment to making continuous improvements. They are now beginning the process of reviewing the impact of these changes.

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further?

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

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further?

 improve the frequency of children's access to the outdoor play area and the range of learning opportunities  review the quality and improvement processes to monitor and evaluate the strengths and weaknesses of the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The setting has already achieved a gold quality assurance award 'Growing Together' and are currently re-applying for this award. The staff and management have embraced new initiatives such as the Early Years Foundation Stage, consequently they have made many changes to their working practice as they endeavour to deliver high quality care and learning. They are beginning to start the process of reflecting on these changes to identify how they can move further forward in promoting the outcomes for children.

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provision

Many of the staff have completed training on safeguarding children at different levels so they have a clear understanding of their roles and responsibilities in protecting children. High levels of supervision and organisation of the session keeps children safe. For example, a staff member always stays by the entrance door during arrival and collection of children. The door is always kept locked when children are indoors and has an audible alarm so staff are alerted should it be opened. Robust vetting systems are in place to ensure staff are suitable to work with children and all staff hold a relevant childcare qualification. There is a designated member of staff with responsibility for health and safety and completing risk assessments which are very thorough.

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provision

Strong partnerships are developed with parents and other external agencies so that children have every opportunity to reach their full potential. The manager meets with new parents to explain the policies, procedures and to ensure they are fully informed about how the setting meets the welfare, learning and development needs of their child. A key person is allocated to the child and they also meet with the parents to identify the starting point for children and how they can work collaboratively to help children's progress. If necessary, advice and support is gained from external agencies to help children with additional needs. Individual plans to help children reach their full potential are developed in consultation with parents and relevant professionals.

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The quality and standards of the early years provision

Children enjoy participating in a wonderful range of indoor activities. There is a fully enclosed outdoor play area which children use at set times. Activities covering all areas of learning are often provided outdoors. However, the free flow between the indoor and outdoor area and the emphasis on physical play does not promote the same level of learning opportunities as the indoor activities. The newly developed planning system is working well at identifying the next step in each child's learning. The observation system informs the planning so children are continually challenged whilst having the opportunity to practice existing skills to develop their confidence. The key person system is very effective in supporting children's achievements in their learning and development as they progress towards the early learning goals considering their starting points, ability and age.

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The quality and standards of the early years provision

A sense of being healthy and well-being is well promoted. Children can access their own drinking bottle at any time. Additional snacks are organised to promote social This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 manners and good eating habits. Older children can stay for lunch and parents provide a packed lunch. Staff sit with the children to have lunch so again good social manners are developed as they chat together. Parents are provided with information about healthy contents for packed lunches. Children love to play outside and are quick to put on their coats. They also often go for walks to the shops, library and park as they learn about the local community and enjoyment of walking to the local facilities. The well-being of children is understood by adults as they allow children to experiment, learn from their mistakes and when necessary time to be quiet if they need. Children are developing their own ability to know

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The quality and standards of the early years provision

how to keep themselves safe. They participate in emergency evacuation procedures and learn about road safety when walking to the local shops.

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The quality and standards of the early years provision

Developing effective communication skills for children is a priority in this setting. Staff have a good understanding of how to support children who have English as an additional language or have delayed speech development. They work closely with speech therapists and parents to identify how best to help each child make progress in their language skills. Staff monitor planned activities to ensure children have balanced experiences across all areas of learning. For example, it has been identified that children are not always using numbers and numerical language in their play so activities, resources and staff focus on supporting this aspect has fully addressed the concern, so children are becoming confident mathematicians. At group time staff introduce the sessions' activities so children understand the rules and boundaries and this is done with enthusiasm so children are becoming enthusiastic life-long learners themselves.

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The quality and standards of the early years provision

Children have a strong sense of belonging in the setting and are developing their understanding of how they fit into the local community and the wider world. Staff respond positively to children's suggestions so that they can greatly influence the play and experiences for themselves. This is monitored by staff recording the activity with the child's initials and how this influences the planning. This then enables the staff to ensure all children have a voice because they can clearly identify if a child is not expressing themselves and they then actively ask for the child's opinion or suggestion to ensure all are included in this vital part of learning. Parents' visit the setting to share their expertise if they should wish, such as when children learn about people who help them. There is an excellent set of home- made books about the children and the setting. They enjoy looking back at the photographs to help them develop an understanding of their own history as they

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The quality and standards of the early years provision

reminisce about past experiences. Children learn about their own and other cultures through activities and access to lovely images and resources. At snack and lunch time children say a short non-denominational prayer of thanksgiving. 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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