St Oswald'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 Oswald's Pre-School Inspection report for early years provision

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Unique reference number 314174 Inspection date 22/04/2009 Inspector Pauline Pinnegar

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Setting address St. Oswalds Park, Wren Close, Newton Aycliffe, County Durham, DL5 4BG Telephone number 07974 704 213 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 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. Oswald's Pre-School is one of a number of pre-school groups run by Great Aycliffe Town Council. It has been running for over 20 years and operates from a single storey building, in a public park, on the outskirts of Newton Aycliffe town centre. Children have access to an enclosed outdoor play area. The pre-school is open each weekday from 09.15 to 12.15, during school term time only.

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Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 30 children may attend the pre-school at any one time. There are currently 29 children from three years to four years old on roll. The pre-school has systems in place to support children with additional needs.

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Description of the setting

There are four members of staff, all of whom hold appropriate early years qualifications to at least National Vocational Qualification (NVQ) at level 3. 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. Staff show warm sensitivity in their interactions with children and give high levels of attention as they play. The setting provides a caring and nurturing environment where children settle well, feel safe and secure. All areas of learning are well provided for, to give children good opportunities to make progress. Staff are proactive in promoting inclusion to ensure that all children feel valued and included. A warm welcome is offered to all families, as staff work closely in partnership with parents to ensure every child is fully included and their individual needs met. Reflection and self evaluation are embedded within pre-school practice and areas for development are constantly under review.

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further?

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

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further?

 continue to to develop the ways to involve parents in the ongoing observation and assessment process  continue to develop the system for recording children's next steps to contribute to personalised learning plans for each child.

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provision

Leadership and management in the pre-school is strong, reflective and passionate about ensuring the best outcomes for children. Staff are fully committed and well supported to promote good, child-centred practice. They strive continuously to evaluate and improve children’s play and learning experiences. Good progress has been made regarding recommendations made at the last inspection, so that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation in relation to complaints is clearly recorded in line with the Early Years Foundation Stage (EYFS) and planning now incorporates opportunities for children to link letters and sounds. Staff meet together regularly to evaluate their practice, helping them appropriately identify areas for improvement. For example, they recognised the need to re-evaluate the environment within the continuous provision and effective organisation of resources and spaces to promote children's

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provision

Thorough implementation of all required policies and procedures ensures that children’s safety and well being are consistently and effectively promoted. Robust recruitment and vetting procedures ensure that adults are suitable to work with children. The well planned induction and appraisal system helps staff to understand their responsibilities and further extend their skills. They enjoy well planned access to appropriate training opportunities. Staff fully understand their role and responsibility within safeguarding procedures. They are deployed effectively to ensure children are always fully supervised and their welfare needs met. Children's awareness of risk and safety is promoted well within their everyday play experiences. Staff have a consistent approach to management of children's behaviour and encourage children to develop safe levels of independence. Staff talk to children about keeping themselves safe as they play with equipment

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provision

outdoors and remind children about the importance of wearing hats in hot weather. Risk assessments are very well considered, helping to keep children safe in all activities. A record is kept of all visitors to the premises and children are involved in fire drill practises to ensure they are familiar with the procedure for evacuation.

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provision

Staff give high priority to establishing a trusting, cooperative relationship with parents. Parents meet with the key worker and share information about children's starting points, following an initial six week settling in period. Parents are effectively included in supporting the children's individual care, health and learning needs. However, parents are not confident on commenting and contributing to children's assessments across all areas of learning equally. This has been identified as an area for improvement within the self-evaluation process. Staff have established a 'lending library', so that children can take books home to read together with their parents. Parents receive a written 'welcome brochure' and regular newsletters. All policies and procedures are displayed and parents complete regular questionnaires for them to comment regarding the quality of care and education provided.

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The quality and standards of the early years provision

Children thrive and are very happy in the pre-school. The play environment is stimulating, child-friendly and welcoming. Attractive displays of the children's artwork and photographs help to promote children's self-esteem and sense of belonging. Well planned activities engage children, so that they are interested, motivated and enthusiastic. The staff demonstrate a good understanding of the EYFS. The key person system ensures all children are regularly observed. Staff know the children well, they talk enthusiastically about their individual development and the next steps in their learning. They are using several types of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observation effectively to establish children's level of development and what interests them. This information includes children's developmental profiles which show their good progress in all areas. However, whilst planning is, in most

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The quality and standards of the early years provision

respects thorough, there is not always sufficient emphasis on planning for children's personalised learning, based on the some of the observations.

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The quality and standards of the early years provision

Children's personal, social development is a strength of the group. Children are confident active learners and behave very well. They develop good relationships with staff and other children. Staff are consistent when handling behaviour, always reinforcing the positive aspects, for example, 'stickers' and the 'helper for the day' award for helping to tidy up. This boosts children's self esteem and helps them to learn about responsible behaviour. They are independent and make decisions for themselves and are absorbed in all they do. Children capably use various tools safely to prepare their snacks and use 'sand timers' to help negotiate the use of equipment such as the computer. During activities staff support children’s learning very well, but also know when to step back and let the children take the lead. For example, during an ice making activity children talk excitedly about how ice is made using water and then note changes that occur when put in the freezer. They

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The quality and standards of the early years provision

eagerly make choices by taking the ice outdoors to watch it melt. Staff support and extend children’s language and communication skills by encouraging them to describe the different textures of the sand with bare feet, such as, soft and cold. Children also love to explore their senses using corn flour as they describe it looking and feeling like 'soup'. In addition, children are developing their early writing skills; they have good access to a range of writing resources which they select independently. Children are happy and having lots of fun as they develop their imagination during role play. For example, they pretend to go shopping to buy various items, dress up as 'super heroes' and use cardboard boxes as boats. Children love to investigate with magnifying glasses and binoculars. There are lots of fun activities that support children’s mathematical development, for example, they make repeating patterns with coloured bears, play games that involve them in

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The quality and standards of the early years provision

using mathematical vocabulary, for example, when using tubes and plastic piping to roll cars and marbles.

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The quality and standards of the early years provision

Healthy lifestyles are promoted through the healthy snacks offered to children, such as fruit, cheese and crackers. Children are offered fresh drinking water and milk throughout the day. They enjoy sociable snack times where they chat to each other and staff about cheese and butter and how it is 'made from milk'. Children's good health also benefits from the access to the fresh air and the physical exercise on a daily basis. Children have great fun as they use a range of large equipment in the park, ride the bikes, showing good spatial awareness and go for walks to look at the squirrels and 'new life' as the seasons change. They plant bulbs and seeds outdoors and watch them grow. Children learn about their own cultures and those of others as they visit the local community library and pet shop. Visitors to the setting include the police and fire services. 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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