Dinnington Pre-School

Dinnington Pre School Inspection report for early years provision

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Unique reference number EY216729 Inspection date 14/09/2009 Inspector Lynn Rodgers

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Setting address Dinnington Resource Centre, Laughton Road, Dinnington, Sheffield, South Yorkshire, S25 2PP Telephone number 01909 569 158 Email dinningtonpreschool@hotmail.co.uk Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Dinnington Pre-school opened in 1965 and was re-registered in 2003. It now operates from the Dinnington Resource Centre, in a suburb of Rotherham. The pre-school serves the local and wider communities. A maximum of 26 children may attend the pre-school at any one time. There are currently 51 children on roll including 30 funded three year olds. Children attend for a variety of sessions. The pre-school opens for 10 sessions a week, for 39 weeks a year, during term time. The opening times are 9.15am to 11.45am and 12.30pm to 3.00pm. All children share access to a secure, enclosed, outdoor play area. The room is one large area, sub-divided into smaller areas to meet the needs of the attending children. There are six members of staff in total, who have relevant experience, skills and ability and hold a level 3 qualification in childcare and education. The relief staff member is qualified to level 2 and there is a school secretary. The nursery receives

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Description of the setting

support from a local authority outreach worker and the early years partnership. The nursery is registered on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The provider demonstrates a good understanding of her strengths and areas for development, which effectively contributes to the ongoing improvement of the service. The staff meet children's individual needs well, through verbal communication with parents and observing the children. They establish all relevant information, children's interests, likes and dislikes and use this information to provide activities that are appropriate to their capabilities and strengths. Continuous improvement is ongoing, with all staff making comments and suggestions, taking note of parents' comments and by asking the children what they want to do. The manager has completed a self-evaluation record and uses this to highlight any areas for improvement.

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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 existing system for the monitoring of children's progress and the next stage in their development  keep a clearer record of risk assessment findings and any action taken.

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the early years provision

The manager and staff take their responsibilities for safeguarding the children very seriously and have completed relevant training in this area. They fully understand the implications of keeping a record of any concerns raised and have informed the parents of their legal duty to do this. The staff have a very good knowledge of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedures to follow and report any issues to the manager who has responsibility for being the child protection liaison officer. Therefore, the effectiveness of safeguarding children is good, with emphasis placed on the children's welfare and well-being. All staff are vigilant, would not hesitate to talk to a parent about any concern, and are proactive in the updating of appropriate information and regular training. The manager has completed a course entitled 'Improve your inspection' and the setting takes part in the 'Enabling environment' and 'Every child a talker'

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the early years provision

systems. Staff look at how they organise the area and rearranged this according to training suggestions. They are positive about personal development and have attended conferences and use this information to make adjustments in the way they set out the provision. They have established an action plan to work more closely with parents and other carers.

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the early years provision

Most documentation is in place and available except for a clear record of any hazards and the action taken from carrying out risk assessments. There is a daily checklist, weekly comments sheet and one staff member has the responsibility for carrying out this task. She will report to the centre manager any major issues that cannot be dealt with within the setting. The staff are dedicated and embed ambition by striving to achieve outstanding judgements in the future, working as a dedicated team to give children the best start they can. Staff encourage the parents to realise they are the most important person in their child's life and build on what they do in the home environment. They organise parents' evenings every term, talk to parents and take action when they can on any suggestions parents make. Staff provide questionnaires, feedback sheets, verbal and written communication, invite parents to stay and play sessions,

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the early years provision

and reflect on practice constantly though observations and the children's interests. Resources are effectively used to ensure children are stimulated and achieve their goals and they have access to a wide range of activities that can be adapted to suit their ages and stages of development. They are very well presented to children and staff give plenty of thought into making activities exciting and inviting. Toys and equipment are suitable for the intended purpose, regularly checked and in excellent condition, age appropriate and stored for easy and free access.

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the early years provision

The effectiveness with which the setting promotes equality and diversity reflects in the way the staff are very welcoming to the children and their families. They find out about each child’s particular needs by talking to parents, collecting the 'All about me' sheets parents complete, arrange for three pre-visits before children begin attending and have key workers allocated to individual children. Children's dietary and religious requirements are recorded, along with any medication requirements, and kept on file. Parents are always made to feel as if they belong in the setting and they are invited to come and help with specific activities, accompany their children on trips, and are encouraged to share and demonstrate any particular skills. The staff are very good role models and encourage positive behaviour, make children think how they would feel and to be responsible for their own actions. Children listen to stories about bullying and they are actively

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the early years provision

encouraged to apologise when they have been unkind. Staff listen to the children, focus on the positive, say why something is good, point out negatives, and take time to explain to children in language they understand. Activities are available to all children and the staff ensure no stereotyped activities are provided. Some staff have completed training for inclusion and there are two designated staff members This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 who are trained in the care of children with special educational needs and/or disabilities.

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the early years provision

Partnerships with parents, children, outside agencies and other carers are very well established. There is a two-way flow of information between all parties and the nursery staff are very welcoming and approachable. Staff share observations and assessments with feeder schools, fill in transition booklets, include any local childminders that have links with the setting and ensure they have obtained parents' permission to share information. To ease the transition into school, staff meet the older children at the local school and stay with them until they feel comfortable. A parents' notice board has all details of the setting, copies of policies and procedures, timetables, planning sheets, menus and any other pertinent information. They receive regular newsletters and have access to their own child's assessments. Parents are very positive about the setting and happy to make comments to others about the care and education their children receive. Staff fully

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the early years provision

engage with the children on all levels, attend to their needs, support and help them.

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and outcomes for children

The premises are exceptionally clean, newly decorated and provide a calming and child-friendly atmosphere. There is a fully enclosed outdoor play area, containing areas where children can run, climb, ride toys and be quiet if they so wish. The facilities for staff and children are appropriate and the centre manager is on duty to support and advise the setting staff. Planning of activities is very well presented and ensures children are working towards the early learning goals. The key workers plan for their own groups, but all children access all activities that are set out prior to their arrival. The centre is used by other users so staff sometimes have to clear everything away after each session. Staff take into account children's interests and capabilities when organising planned activities and key workers get to know their group of children first to establish their individual needs. Children are

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and outcomes for children

assessed, monitored and observed to ensure staff know they are making sufficient progress in all stages of their development. Observations and assessment records for each child include their starting points and their next steps. Staff are beginning to develop other ways of doing this and are trying several systems to find the one that works best for them and the children.

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and outcomes for children

The staff are proactive and show very good levels of interaction with the children. They engage the children in meaningful activities to stimulate and inspire them to learn, and use lots of praise and encouragement. Staff are on hand to help the children and children know when to ask for help. For example, a child had deleted the computer programme by mistake; the adult showed them how to retrieve it and waited until the child was fully confident with this. They are given instructions that they understand which, in turn, helps them to become independent and self- sufficient. A wide range of children's behaviour is managed consistently and in a calm way. Careful explanations to children encourage them to share and take turns, and they know what to do and how to wait patiently. Staff ask open-ended questions to encourage them to think for themselves. Children are able to play This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

together or alone, as they wish. They join in circle time to sing the 'caring and sharing' song, and are able to sit still, listen and be part of the group. The children know the rules and generally follow them, for example, a set number of children are allowed in the workshop, which is illustrated by signs and photos of two children playing. Staff hold discussions with the children about families and siblings, and talk about days of the week and sunny weather. Children's creativity is fostered through painting techniques. They also access music and dance, play instruments, mark-make and have many opportunities to be involved in role play situations. Their work is beautifully displayed and illustrated with script, they talk about food, making meals together and pretending to cook. Children are very confident and ask adults what they like to eat, are able to initiate their own play and use their active imaginations.

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and outcomes for children

Children take part in action rhymes, for example, 'Hickory dickory dock' and use their hands to illustrate the time. They listen to instructions and staff use visual aids to keep children interested. There are displays of different cultures with visual aids, such as felt animals, food, books and atlases. Children join in the local church for harvest festivals and they have their own nativity in the main hall of the centre. Staff invite the emergency services to talk to the children regularly. They show a sense of time and know when it is time to tidy up. Communication and language is positively fostered in everyday activities. Children constantly chat, engage with adults and each other and hold meaningful conversations. For example, they exchange ideas, help each other, use the listening centre to listen to stories and music, and relate the story to the books set out to match the tapes. The children

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and outcomes for children

enjoy spontaneous stories with adults and help staff place their names on the board for snack. They are beginning to recognise some names and letters. They are able to construct, build models, show good keyboard skills, recognise colour, size, shape and some numbers. They are able to work out how things fit and move, use math language and handle tools appropriately. Staff help children to feel safe by teaching them how to cross roads. They talk about not running indoors and holding tools correctly. Children are able to follow rules and routines, such as 'climb up the steps' and 'slide down the slide'. Staff remind children to be careful and encourage them to think why things might not be safe. They share stories, such as 'Come and tell me', to help them be aware of stranger danger. The community police are invited to talk about the shops and strangers. They take part in fire evacuation, respond to instructions and inform staff when something is

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and outcomes for children

broken or does not feel right. Children are able to make choices about what they eat and play with, and where they go. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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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