The Barn 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. The Barn Pre-School Inspection report for early years provision

p.1

Unique reference number EY387984 Inspection date 03/06/2009 Inspector Tonia Chilcott

p.1

Setting address The Barn Pre-School, Elizabeth Road, Waterloville, PO7 7LZ

p.1

Telephone number 07870634805 Email Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

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.

p.2

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

p.2

Description of the setting

The Barn Pre-School was registered in 2008. It is a privately owned provision that operates from a self contained building that is set back from the road, in Waterlooville Hampshire. Children have use of a main play area and an enclosed garden for outside play. There are no access issues. The provision takes children from the local community and the surrounding area. The setting is registered on the Early Years Register

p.3

Description of the setting

The pre-school is registered to provide care for a maximum of 18 children from two to five years at any one time. There are currently 35 children on roll aged from two years to under five years. Of these, 24 receive funding for early education. The pre-school supports children with learning difficulties and/or disabilities and also supports children who speak English as an additional language. The pre- school is open from 08:55 until 11.55 and 12:05 until 15:05 on Mondays, Tuesdays and Thursdays, although children may attend all day, and Wednesday and Friday mornings from 08:55 until 11.55. The pre-school employs six members of staff. Of these, two hold appropriate early years qualifications.

p.3

Overall effectiveness of the early years provision

Overall the quality of the provision is inadequate. Whilst children are happy and settled in the setting and make good progress in their learning and development, staff are not sufficiently vigilant when implementing procedures to protect children. Systems to notify Ofsted of significant changes to staffing are not implemented and, at times, staff deployment is not always effective to ensure that children are sufficiently supervised at all times. Whilst staff complete a range of different training events, the required level of relevant training within the setting does not meet requirements. Staff ensure that the learning environment is bright and welcoming and that all resources are readily available to children. Most required documentation is completed appropriately. Self evaluation of the setting is completed and is used to identify areas for further development, and whilst some areas have been identified, some have been missed.

p.3

Overall effectiveness of the early years provision

Overall, the early years provision requires significant improvement. The registered person is given a Notice to Improve that sets out actions to be carried out.

p.3

further?

To comply with the requirements of the EYFS the registered person must take the following action by the specified date:

p.3

further?

 improve knowledge and understanding of the requirements set out in regulations and set in place a procedure to notify Ofsted of relevant matters with particular regard to any changes relating to the person who has day to day responsibility for managing the 17/06/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 early years provision (Suitable people)  ensure that the safeguarding policy and procedures are understood and implemented at all times (Safeguarding and promoting children's welfare) 03/06/2009  ensure that at least half of the staff hold relevant qualifications (Suitable people) 24/09/2009 To improve the early years provision the registered person should:

p.3

further?

 review staff deployment to ensure that at all times sufficient staff are working directly with children and to ensure that unvetted adults are unable to access children at any time  ensure that records of children's attendance clearly record the date  continue to develop assessments and planning to clearly show identified next steps for all children’s progress which can then be measured against their achievements and be used to provide a balanced curriculum to all  review large group activities such as story and singing times to ensure that the needs of all children are met and that children continue to be involved and interested; making sure that staff make good use of the available resources such as musical instruments and story sack props

p.4

provision

The pre-school's self evaluation takes into account the views of staff, parents and children and is used as a tool to identify further areas for improvement. The self evaluation is successful in identifying areas for development relating to children’s development, however it is not effective when assessing the pre-school's procedures to ensure that children’s welfare needs are met. For instance, whilst planning and observation systems have been identified as needing further improvement, the evaluation system has not identified that some welfare requirements are not being met. Ofsted have not been informed of changes to the person who has day to day responsibility for managing the pre-school, consequently not meeting requirements. Systems to ensure that staff hold relevant and sufficient qualifications for their role, or to meet requirements, are not sufficiently robust to ensure that requirements are met, despite the pre-school

p.4

provision

having sought further advice. Staff are not always deployed effectively to ensure that children are fully supported and protected at all times and that required ratios are maintained throughout the day when children free flow between the garden and the main play room. Arrangements for ensuring that children are safeguarded are not sufficiently robust. Whilst staff have an awareness of the child protection policies and procedures, they are not implemented effectively and therefore children are at risk. Risk assessments are completed on a regular basis and are used well to identify hazards and action needed to minimise risk. Children learn to keep themselves safe when taking part in regular fire drills, the details of which are recorded and evaluated by staff. Effective systems are in place to liaise with other providers and parents and share information about children’s learning. Parents are provided with a range of information about the setting and value the time at

p.4

provision

review meetings to share information with the pre-school about their child’s This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 development. Staff take time to talk to parents on a regular basis about their children’s achievements and involve parents fully when planning children’s next steps in learning. Parents have seen their children make progress whilst at the setting.

p.4

The quality and standards of the early years provision

Whilst staff are vigilant in ensuring that the setting remains secure at all times, children are not sufficiently protected as child protection procedures are not implemented effectively and therefore children are at risk as requirements are not met. Whilst all required documentation is in place, at times some is not readily available for inspection. For instance, some records relating to staff suitability are not available and the register of children’s attendance does not provide an accurate record as the date is not recorded consistently. Children enjoy their time at the setting, confidently arriving at the pre-school, keen to begin their day. They behave well in response to praise and encouragement and proudly show their stickers when staff reward them for their good behaviour. Children access a wide range of toys and materials, many of which are exciting and stimulating, such as some sensory toys. Toys and materials are stored and presented well to allow

p.5

The quality and standards of the early years provision

children to freely access toys of their choosing. For the most part, staff use the toys and resources well to support children’s learning, however, during activities such as singing and stories, resources are not used effectively to support children’s learning. Musical instruments are given to children with no allowance for children’s choice or abilities and props used in story time are not used effectively. Large group activities such as story and singing times, do not fully engage all children. Consequently some become distracted and lose interest, causing staff to have to interrupt the activity to attempt to engage children’s interests again. Staff have a good understanding of the Early Years Foundation Stage (EYFS) and how children learn. Some confidently question and extend the children’s learning during planned and everyday activities. For instance, children learn to count and problem solve during activities where they consider whether stones and feathers will sink or float

p.5

The quality and standards of the early years provision

in the water. Planning is clearly linked to stepping stones and currently, is completed taking into account the identified next steps in learning for just one child and the activity is then adapted by staff to meet the needs of all children. Staff have begun to introduce planning systems that take into account the individual learning needs for all children. Observation and development records are in the process of being updated. Currently some are unmanageable and do not clearly record or highlight the children’s next steps in learning, despite containing some good examples of children’s work. Many children recognise their written names, reading the labels above their coat pegs when hanging their hats and bags up. Many children choose to complete formal worksheets that are available and learn to recognise and link the sounds of letters to their written counterpart. Children thoroughly enjoy snack time. The café style system allows children to

p.5

The quality and standards of the early years provision

make choices and identify when they are hungry or thirsty. They learn to share and take turns when pouring drinks for themselves and wait patiently as they each choose and select from the healthy options available. Children know when and how to wash their hands both inside and when sitting in the garden to eat their snacks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

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

p.6

of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 4 The capacity of the provision to maintain continuous improvement.

p.6

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? 4

p.6

Years Foundation Stage promoted?

How well are children helped to stay safe? 4 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?

p.6

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

p.6