Cinder Ash

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. Cinder Ash Pre-School Inspection report for early years provision

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Unique reference number 253615 Inspection date 13/05/2009 Inspector Sandra Hornsby

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Setting address The Pavilion, Park Road, Long Sutton, Lincs, PE12 9DJ

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Telephone number 07773 303423 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).

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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

Cinder Ash Pre-School has been established since 1973. It is a registered charity and run by a management committee. The pre-school operates from premises which consist of a main playroom, kitchen, cloakroom and toilet facilities. There is an enclosed outdoor play area. Children attending are from the Long Sutton area and the surrounding villages. There is good access for children and families who may have physical disabilities.

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Description of the setting

The pre-school is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.. A maximum of 24 children may attend the pre-school at any one time. There are currently 28 children aged from two to under five years on roll. The pre-school is open Monday to Friday 09:10 to 11:45 during school term-time only. The setting provides funded early education for three and four-year-olds'. There are currently no children attending who have identified special needs or speak English as an additional language.

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Description of the setting

Three members of staff have early years qualifications. The group actively receives support from the Lincolnshire Early Years Development and Childcare Partnership.

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Overall effectiveness of the early years provision

Overall the quality of the setting is satisfactory. Staff know and understand the children in their care and offer a setting where all children are welcomed and respected. They identify children's basic learning and care needs, and observe and monitor the children's progress. Through play they help children to learn and develop at a steady pace. Staff are aware and clearly identify where their weaknesses and strengths lie. They are enthusiastic about making changes and are pro-actively working with the curriculum advisor to develop their understanding and practice in the Early Years Foundation Stage.

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further?

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

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further?

 plan and provide experiences that are challenging and appropriate for the more able and older children to support their stage of development as they progress towards the early learning goals  ensure linguistic diversity is valued and that opportunities are provided to develop children's home language in their play and learning  provide a well resourced and stimulating environment to enable children to express their ideas through a wide range of types of representation  develop the educational programme and experiences for communication, literacy and language, with particular reference to the book corner and the written word  develop a close link with parents by sharing information about the children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 starting points and learning needs and offer support for parents to extend learning in the home.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 devise effective systems to ensure a robust recruitment procedure is implemented and ensure records of information used to access suitability are maintained to demonstrate that checks have been done (Suitable people) 27/05/2009

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provision

The setting is managed to a satisfactory standard. The staff team work well together and the manager deploys staff to meet the needs of the children. They supervise well and sensitively support the children who need it, they have a good relationship with the children and are kind and caring. Steps are taken by staff to safeguard and promote children’s welfare, this is because they are aware of their safeguarding procedures and understand what they need to do if they have concerns about a child. They have appropriate Local Safeguarding Children Board procedures and telephone numbers available for quick reference. Parents are offered this information and are made aware of the pre-school's responsibility to protect children. Records and children's information is kept up-to-date, and policies and procedures are in place and regularly reviewed. However, staff recruitment has not been carried out as robustly as procedures state, although staff have been

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provision

employed for a number of years, the committee cannot ensure the staff, who have regular contact with children, are suitable to do so. As this process has not been carried out, they are in breach of a legal requirement. The day-to-day evaluation of the setting has been done by staff, manager and the local authority advisor. They recognise the strengths and weaknesses of the pre-school. Staff are active in setting action plans and organising training to develop their professional practice and improve the outcomes for children.

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provision

Parents and staff share information about the children's care. Daily accounts about how children have been keep parents up-to-date with any concerns. They are offered a large document at the beginning of the arrangement including the required policies and procedures and newsletters to inform them about events each term. Although parents can see children's profiles and talk about their progress, few parents take this opportunity to share information and participate in their learning. This means the partnership is less effective in identifying starting points and supporting and continuing children's learning at home. There is a relationship developing between the pre-school and local school. Children meet the reception teacher, and teaching and learning styles are being adopted by staff to ease and support children's progression into school. Louis the doll visits children and helps them to see what school is like from a small person's view. Children are

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provision

given a document to see Louis and put their own pictures in so they are building up an understanding of what school means. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

Children are supported in a satisfactory way in their learning and development, and staff demonstrate a basic understanding of the learning and development requirements. Teaching styles and planning meet the children's needs adequately. They are offered open ended questions, are encouraged to talk about their experiences and staff sensitively support children who need it. Staff understand children's learning needs and pitch adult-led activities at their level. However, the more able children are not challenged sufficiently enough in everyday play opportunities to meet their full potential. Simple observations are undertaken on all children and are used to plan for their future needs. Children are regularly monitored through spontaneous and adult-led activities and planned observations. This means staff are up-to-date with the children progress and demonstrate children are making satisfactory progress. Children are offered choices and make

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The quality and standards of the early years provision

decisions about what they do, for example, easily accessible equipment is stored on open shelves and tables are left for children to use independently. They confidently and happily help themselves to dough and construction equipment and use their creative thinking to make their own games. They play very well together, sharing resources and engaging each other in conversations. Children use construction bricks to make water shoots and dough to cut shapes, and make cakes and talk to each other about what they making. Daily play opportunities set out by staff are enjoyable, but basic, and home and book corner areas are uninspiring which discourages children to use them creatively and independently. The pre-school have spontaneous activities involving parents at the group, as children were able to feel and hold five day old ducklings brought in by a parent. Children talk about their colour, the textures of their fur and the noises they make.

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The quality and standards of the early years provision

The staff also encourage the children to get involved in community based activities, such as the local town's flower festival. These opportunities offers children a variety of experiences and broadens their knowledge about the world around them. Regular music sessions help children to listen, respond, begin to understand sound and, at the observed session, differentiate pitches and move accordingly. Children participate in regular outdoor play and action songs where they have a variety of resources to help learn new skills and practise different types of movement using their whole bodies. This support their co-ordination and balance, and their physical and emotional well-being.

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The quality and standards of the early years provision

Children's welfare is promoted to a satisfactory standard. Children are helped to stay safe by staff who supervise the children well. There are systems to record and monitor visitors and staff know who can collect children at the end of the session. Good quality risk assessments are in place that further protect children from identified hazards and risks. Children are helped to stay healthy by regular outside play and simple healthy snacks, and children help themselves to fresh drinking water when they are thirsty. Information about children's dietary requirements and medical history is up-to-date. Parents are advised about cases of contagious infection, so they can watch for symptoms in their own children and take appropriate action. Regular fire drills are undertaken and children practise these. Parents permission for staff to obtain emergency medical treatment is in place and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

staff are first aid trained so they know what to do in an emergency situation and can act fast. This further protects children's welfare. 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

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