Brandon Preschool

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. Brandon Pre-School Playgroup Inspection report for early years provision

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Unique reference number 251423 Inspection date 04/02/2009 Inspector Deborah Kerry

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Setting address Old Forest School, School Lane, Brandon, Suffolk, IP27 0AD Telephone number 01842 810913 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

Brandon Pre-school Playgroup is managed by a voluntary management committee, made up of parents of children attending the pre-school. It opened over 30 years ago and operates from a classroom in the old Brandon Forest School situated in the town of Brandon. There is an additional room available which is used for large equipment for physical play as there is currently no outside play area. A maximum of 18 children may attend the pre-school at any one time. The pre-school is open on Monday, Tuesday, Thursday and Friday mornings from 09.00 until 11.30 and on Tuesday, Wednesday, Thursday and Friday afternoons from 13.00 until 15.30, during term time only. The setting is accessed via a step.

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Description of the setting

There are currently 48 children from two to five years on roll. Of these, 36 are in receipt of funding for early education. Children attend from the local area. This provision is registered on the Early Years Register. The pre-school supports children with learning difficulties and children who have English as an additional language.

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Description of the setting

The pre-school employs six staff. All of whom hold appropriately early years qualifications and all have relevant experience. They receive support from the Suffolk County Council support teacher and the special educational needs support teacher.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children's welfare, learning and development in the Early Years Foundation Stage (EYFS) is effectively supported by the experienced and well qualified staff. The staff know children's individual needs well and through regular observations, the next step in their learning is clearly identified and included in the weekly plans. The setting has excellent relationships with parents and seeks support and advice from other professionals to ensure that each child's needs are fully understood and met. The setting has established excellent procedures for evaluating and monitoring their good practice and have in place clear action plans for improvement to benefit the children that attend.

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further?

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

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further?

 continue to develop the evaluation of the adult focussed activity to show how the activites can be adapted for children's differing abilities  continue to develop the exchange with other providers delivering the EYFS to ensure progression and continuity of children's learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The setting has in place a comprehensive range of policies and procedures to support their good practice, they are regularly reviewed and up-dated in line with changes in legislation. Staff are in the process of up-dating the written risks they have undertaken for all areas, equipment and activities within the setting to ensure that children are effectively protected from any potential dangers. Children's welfare is fully supported as all staff have attended safeguarding children training and are fully aware of the steps to take should they have any concerns. The groups policies show clear procedures for staff to follow and includes local contact numbers which are displayed so they can be accessed easily.

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provision

Parents are kept fully informed of their child's progress as their child's records are sent home on a regular basis which they can add to if they wish. The group also has a parents evening and questionnaires are sent out for parents to complete each year, so that their views can be sought and enables the playgroup to review their practice and implement changes to benefit children. When children start parents complete an 'all about me' booklet which helps staff to identify children's abilities and starting points in their learning and development. Parents are invited to help on the parents rota, join the committee to be involved in the running of the play group to support their child's early education. Parents also support the setting by helping to improve the environment through painting and decorating the walls.

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provision

All staff hold appropriate early years qualifications which effectively supports children's learning and development. All staff have undertaken EYFS training and have input with planning activities each week around the individual needs of their key children. The staff are keen to continue their training and development to ensure that outcomes for children continue to remain positive and to consolidate their experience and knowledge. All staff and committee members helped to review and evaluate the groups practice and have put in place a clear and effective action plan for improvements to benefit children's learning and development and to further improve the staffs good practice.

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The quality and standards of the early years provision

As children exercise to develop strong, healthy bodies, they join in with counting how many of each exercise they do which keeps them fit and also develops their numeracy skills. Children's independence is effectively promoted as children help themselves to cups and plates for a snack, they spread toppings on their toast and pour their own drinks. Children are provided with a variety of food at snack time which effectively promotes their healthy development. For example, they have toast with a variety of topping with a range of fresh or dried fruit. Snack is on a rolling plan so that children can eat according to their own needs and fresh drinking water is freely available.

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The quality and standards of the early years provision

Children develop their knowledge of positional language as they play a game and staff involve them directly by placing them in front of them so their learning is supported effectively. For example, they say in front of and behind, on top of and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 under when looking at pictures. Staff effectively develop children's thinking and extend their learning through asking open ended questions when talking about shapes and colours. For example, staff ask the children to count how many shapes and how many sides each one has. Children have free access to a range of materials for craft activities. For example, they can collage, paint and create models from boxes and pots which helps to develop their imagination and creativity.

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The quality and standards of the early years provision

The setting has regular meetings with the local nursery school for children who will attend in the next term so that their individual needs are known to future staff. They have meetings with the local health visitor on children due to start so that any health, medical or developmental needs can be provided for appropriately. Staff ensure that they work closely with other settings to support children with additional needs so that there is consistency in their care and learning. However, the exchange with children's individual carers for working parents has not yet been fully established. Several staff have completed training to support children with additional needs and the group has a range of posters, pictures and information in other languages to support parents with children where English is a second language.

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The quality and standards of the early years provision

Staff undertake close observations on children when they start which enables them to gauge their abilities and helps them to effectively plan for the next step in their learning. Each child is assigned a key person to help them settle and support their progress. Children's individual needs are included in the weekly plans which ensures that their development is fully supported. Staff take turns with undertaking the adult focussed activity to target individual children's needs and interests. However, this does not include adaptation for children's differing abilities to ensure that all children can participate. 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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