Christ Church CofE Primary 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. Bitterne Community Pre-School Inspection report for early years provision

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Unique reference number 148865 Inspection date 03/07/2009 Inspector Judith Reed

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Setting address Peartree Avenue, Southampton, Hampshire, SO19 7RB

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Telephone number 023 8042 2233 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

Bitterne Community Pre School opened at its present site in May 2001. It operates from a purpose built classroom and adjacent outside play area, within the grounds of Bitterne Infant school, in Bitterne, Southampton. It is one of two groups in Bitterne run by the same voluntary committee. The group serve the local community and surrounding areas. The pre-school offers sessional care and opens five mornings and five afternoons a week, during school term time. Sessions run from 8:30 to 11:30 and 11:50 to 14.50.

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Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 24 children may attend at any one time. There are currently 140 children from two to under five years on roll. The pre-school supports children with learning difficulties or disabilities and children who speak English as an additional language.

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Description of the setting

There are 12 members of staff working with the children, 11 of whom have appropriate early years qualifications. The pre-school 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. All children are busy and well occupied throughout the session as staff provide a good balance of free play and group activities. Staff know all the children's individual needs and ensure they are fully met. A careful self-evaluation of the provision is made and areas for ongoing improvement are planned.

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further?

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

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further?

 ensure continuity and coherence by sharing information with other providers and settings  provide sufficient space for children to move around freely and enjoy well spread activities

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provision

Children benefit as the staff team strive for continuous, ongoing, development of the provision through constant review. The committee review the practice of the staff to ensure a positive impact on the children. Policies are reviewed annually and parents views are invited as part of the ongoing accreditation of the pre- school. Children are also encouraged to talk about their likes and dislikes of the setting in small and large group times. The staff value training and the lead practitioners ensure this is discussed during annual appraisal. Staff who attend training courses feedback to the rest of the team during staff meetings, ensuring This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that everyone keeps up to date.

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provision

Children are safeguarded as all the staff are aware of child protection procedures and adults promote a safe environment, enabling children to share concerns. All equipment is designed for the age and stage of children attending. Staff effectively promote children's health and wellbeing because effective systems are in place to prevent cross-infection, accident and medication records are appropriately maintained and all relevant consents have been obtained. Risk assessments are in place and are reviewed at least annually. All areas of the setting are carefully checked daily and a record book is signed by staff. Staff remain vigilant throughout the pre-school sessions. Secondary locks and alarms are in place on the doors and outside gates are bolted and fastened with elastic ties. A canopy is in place over part of the outside play area to protect children from the weather. Children learn about safety through the curriculum as they discuss generally keeping safe and

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provision

road safety in focused activities as well as during role play.

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provision

Partnership with parents is very good and staff keep them well informed about their children's development. The partnership is built from the start of the children's time in pre-school as parents complete the 'Unique child' booklet. Key workers also meet parents and discuss the starting points for the children's learning. Regular meetings are held for parents to discuss their children's development and future learning targets and next steps. Parents are also aware they may speak to staff at any time and make comments or suggestions in a book. The policies folder is available to parents at any time and various notices and newsletters ensure parents are fully informed. Parent's are very pleased as their children are making brilliant progress and in particular some have been helped to make friends and be part of a group. There is currently very limited communication between the setting and other providers such as childminders or nurseries.

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The quality and standards of the early years provision

Children enjoy their time at pre-school as they have a large choice of activities and toys. They help themselves to toys from storage, for example one group of children bring out the large wooden building blocks and build an obstacle course. This imaginatively evolves into a train track as the children walk around and around it. A member of staff asks how many trains there are and children say 'there are four trains but no passengers'. Children join in large and small group activities and make friends. During small group times children ask questions about each others pictures and help to develop their ideas. For example children draw a picture and talk about it telling the group about their art work. Children say they have drawn a monster in space and further questioning helps everyone find out that 'you can push some buttons and make doors open'. Staff make regular observations of children's activities. The individual records are continually updated

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The quality and standards of the early years provision

enabling staff to build an accurate and reliable picture, which helps to inform their next steps. Records are always positive and this is very much appreciated by parents. The next steps are used by staff to plan the small group activities. Staff liaise closely with the Special Educational Needs Co-ordinator to ensure all children's individual needs are met. They work closely with outside agencies to support the children. Individual education plans are in place for some children to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 support their development and some children are helped to deal with their challenging behavioural issues. Children with English as an additional language are also supported and translation services are available when required.

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The quality and standards of the early years provision

Staff provide a wide-range of activities, both indoors and outside, which help children to become active learners and they strike an effective balance between adult-led and child-initiated activities. Children appreciate the opportunity to choose their own activities during free-play times. They also choose whether they wish to play inside or outside. The current excessive amount of tables and large equipment within the playroom limits open play space. Children learn to develop habits and behaviour appropriate to good learners, their own needs and those of others. Staff are positive role models. Praise and encouragement by staff helps to promote children's self-esteem. Some strategies are used to reward good behaviour, for example using stickers. The pre-school provides opportunities for children to learn about other cultures through role play, images and planned learning. Self registration helps children have sense of belonging. Children work

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The quality and standards of the early years provision

co-operatively and help to tidy away resources. 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? 1 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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