Delaware Pre School

Delaware Pre School Inspection report for early years provision

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Unique reference number EY383189 Inspection date 04/11/2009 Inspector Anne Mitchell

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Setting address Delaware Cp School, Drakewalls, GUNNISLAKE, Cornwall, PL18 9EN Telephone number 07891 031 786 Email 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 . You may copy all or parts of this document for non-commercial educational purposes, as long as

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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

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.

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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

Delaware Pre-School is a committee run group. It has been registered in new premises since April 2009. The pre-school operates from a room in the purpose built community centre, adjacent to Delaware County Primary school, in Gunislake. The premises are accessible by a sloping pathway from the private car park.

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Description of the setting

The pre-school opens from 9 am to 3 pm each week day in term time only. It is registered on the Early Years Register, as well as the compulsory part of the Childcare Register. A total of 24 children from two years old may attend at any one time. There are currently 47 children on roll, all of whom are in the early years age range. Of these, 24 are in receipt of funding for nursery education. The pre-school supports children for whom English is an additional language.

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Description of the setting

A total of seven staff work directly with the children, working on a part-time basis. All staff hold relevant qualifications in early years, and one is working towards a higher qualification. The Pre-School is a member of the Pre-School Learning Alliance and is supported by the Local Authority.

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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

Children are making good progress towards the Early learning Goals, given their starting points. They come into the pre-school happily and settle quickly. Staff know their key children well and make sure their needs are met through a balance of well planned activities and child initiated play.

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The overall effectiveness of the early years provision

The pre-school's capacity to improve is good because there are effective systems in place to monitor the level of care and education.

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further?

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

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further?

 ensure Ofsted are notified of any significant changes to the committee and the nominated person (Suitable people) 25/11/2009

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further?

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

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further?

 develop systems to share relevant information with other childcare professionals and providers to ensure continuity and a coherent approach to children's care and education  increase resources that promote positive images of diversity and provide additional visual support for children with English as an additional language This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  include areas of learning in the observations on children to ensure all are covered equally, and provide more regular opportunities to consider their next steps for development.

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the early years provision

Children are effectively protected from harm and neglect because the staff have a good understanding of signs and symptoms of possible abuse, and follow appropriate procedures in the event of any concerns being noted. Clear risk assessments are in place, as well as daily safety checklists to ensure children can play safely in all areas of the pre-school. Comprehensive policies and procedures and documentation effectively support children's health and wellbeing. These include effective procedures to recruit and vet staff to ensure that all adults working with children are suitable to do so. However, the registered person has failed to inform Ofsted of changes to the committee.

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the early years provision

Systems to monitor and assess the provision work well. Priorities for improvement are discussed in staff meetings, and action plans are drawn up and promptly addressed. The pre-school has regular support from the local authority, and seek parents' views, through discussion and parent questionnaires. Staff demonstrate a clear commitment to personal and professional development through continued training, and share these skills with their colleagues.

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the early years provision

All areas of the pre-school are fully accessible, and children are able to make choices in their play, selecting from a broad range of good quality resources both inside and out. However, resources that provide positive images of diversity and additional visual support for children to aid their communication are limited.

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the early years provision

Partnership with parents and carers is good. Parents state that they find the staff '…friendly and experienced'. They are provided with an informative prospectus and a regular newsletter keeps them informed of planned projects and events. Parents enjoy the regular informal feedback they receive about their children's progress and achievements, and have opportunities twice a year for more detailed discussion at the parent consultation meetings. Partnership with other providers that children may attend, however, is not consistent.

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and outcomes for children

Children are happy, settled and demonstrate good levels of confidence. They are warmly welcomed at the beginning of the session and are keen to meet their friends, and choose a favourite activity. Staff know the children well and support children in their play if required, and are skilled at standing back to allow children to play independently. There is a good level of positive interaction throughout, promoting children's vocabulary. Staff participate in children's play, extending opportunities to use their imaginations. On the indoor climbing frame children imagine they are on a boat, and pretend to 'swim' on the floor. Staff laugh and tell This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 them 'Watch out for sharks!'

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and outcomes for children

There is a good balance of child initiated play and adult planned activities. Children make jam tarts using pre-made pastry, ready for children to roll out, an activity specifically planned for the younger children so they are able to see the baking process more quickly, although all children participate. They roll out the pastry and use cutters to make the tart before spooning in the filling. Children smell the lemon curd to try and recognise what it is made from, prompting good discussion. As well as the adult supported activities, children choose from role play, small world play and use of simple educational games on the computer. Children use the computer and move the mouse with increasing skill and competency.

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and outcomes for children

Children enjoy using the garden at any time throughout the session. They use their imaginations as they gather wood to make a 'bonfire'. They find worms and snails as they dig in the garden. They have good opportunities to climb and balance inside and out. One child carefully manoeuvres the wheelbarrow around the outdoor obstacles, making sure that the ball does not fall out.

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and outcomes for children

The quality of planning for individuals, observation and assessment is generally good. Regular short observations on all children are completed by all staff and collated by each child's key person, to provide a picture of the child's development. These inform quarterly written assessments on children's progress and next steps for their continued development. Although staff know their key children well and know where they are in their development, the short observations do not clearly identify areas of learning covered making it difficult to assess if all areas covered equally and the time scale between each recorded 'next step' is infrequent.

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and outcomes for children

Children feel safe in the pre-school. Staff sensitively reinforce the rules to keep children safe. They remind children about safety as they use the climbing frame, and wheeled toys in the garden. Children are aware of their own personal space and are skilled at avoiding collision. They are familiar with how to leave the building quickly and safely in the event of an emergency because the fire drill is practised regularly. Daily checklists for indoors and out are recorded to ensure all areas and resources are safe and in good order. One child reminds another not to run indoors 'You might fall or bump someone'. Visitors to the group, such as the police and the 'lollipop' person help children to learn to keep themselves safe.

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and outcomes for children

Children's understanding of healthy lifestyles is good. They are encouraged to wash their hands before meals and after using the toilet, and illustrated posters around the setting and in the toilet facilities, remind children about good hygiene practice. At snack time, children enjoy healthy choices such as sugar free cereals, fresh and dry fruit with milk or water to drink. Planned activities such as cooking and preparing fruit salads promote children's understanding of healthy lifestyles. Children use the outdoor play area in all weathers, protected with waterproof overalls, boots and jackets.

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and outcomes for children

Children are well behaved. Staff are positive and consistent in their approach to managing children's behaviour. They use lots of praise and encouragement, and thank children for being helpful. Staff give clear explanation about why some behaviour is unacceptable. Children learn to take turns and share through the use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of visual props such as a large sand timer. One child turns to another and asks 'Can you put the chalks in the middle so we can share?' The other child complies quickly and the two continue drawing their pictures. Children play and work well together, taking turns and helping each other. 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 3 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 3 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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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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