Neatishead and Barton Preschool

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. Neatishead & Barton Preschool Inspection report for early years provision

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Unique reference number EY390384 Inspection date 09/07/2009 Inspector Christine Ann London

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Setting address Neatishead Primary School, School Road, Neatishead, NORWICH, NR12 8XN Telephone number 01692 630 241 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

Neatishead and Barton Pre-school opened in 1975. The provision was re-registered on the school premises in February 2009. The pre-school is situated in a purpose built, wooden building sited within the grounds of Neatishead Primary School, in Norfolk. Children have access to an enclosed, outdoor area. The pre-school provides care for children from the village and the surrounding area. The provision is open each weekday, from 08.45 to 13.00, during school term-time.

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Description of the setting

The pre-school is registered on the Early Years Register. It is registered to care for 20 children aged from two years to under five years all of whom are within the Early Years Foundation Stage (EYFS). The pre-school is run by a committee of parents and carers. The pre-school employs four part-time staff members to work with the children. All members of staff hold appropriate early years qualifications.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children are provided with high levels of care and make good progress in their learning and development. The setting works very closely with parents and other agencies to ensure they provide well for individual children and are fully inclusive. Children are safe and secure and take part in a wealth of play experiences and activities. The staff and committee value the process of reflective practice and strive to improve their good practice further.

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further?

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

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further?

 review current fire record to include a record of any problems and how they were resolved  ensure food and drink storage meets the Local Authority Environmental Health regulations, in particular regard to refrigeration.

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provision

The supervisor and staff work as an effective team. The committee support the staff to develop in their roles through training and providing opportunities to enrich the practice through additional resources. The staff are extremely dedicated and committed with the shared belief that children learn best through play and extending their own thoughts and interests. They treat the children as individuals and plan a range of varied and stimulating activities covering all areas of learning. Staff work very closely with support teachers from the local authority and other agencies, striving to improve their good practice further. They are beginning to use self-evaluation systems to monitor and reflect on the practice and successfully identify their strengths and areas for improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Partnership with parents is extremely good. Parent involvement from the start in

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provision

their child's learning at the pre-school is valued. Parents share the completing of records with the staff and have the opportunity to make contributions to their children's 'Learning Journeys'. They have access to them at any time. Parents report that they are very happy with the care and education their children receive in the setting and find the staff approachable and friendly. Parents are welcome at any time, they can stay for as long as they need to settle their child and have opportunities to help out in the sessions. There are some systems in place to work with other settings that the children attend who use the Early Years Foundation Stage, which ensures progression and continuity of care.

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provision

Well organised documentation and detailed records ensure that the children can be cared for appropriately. Children are protected as staff understand their roles in safeguarding and are confident to put procedures into practice when necessary. Policies and procedures are updated regularly to ensure they reflect the practice and are followed consistently by the staff who work together as a close team. Staff bring ideas back from courses, introducing the ideas to the children to improve outcomes. For example, after attending the training for the electronic white board the children are keen to use this equipment alone or as part of a group.

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The quality and standards of the early years provision

Children have fun and are confident and happy in the stimulating environment which is set out for them daily. They choose their activities and select additional resources from the low-level storage units, providing extra choices. Resources are rotated for children's choice, however, the staff have good systems in place to ensure children can request or select items that are in the main storage cupboard. Children are becoming independent as they decide when they want their snack and enjoy the social time in a small group with an adult as they cut their own fruit and pour their drinks. Children use language well and many confidently ask questions or call staff over for support. Provision is made for children who are learning English or speak English as an additional language to support their understanding. For example, photographs are used as steps to follow for hand washing and each child has a book about themselves and their family which includes the names of

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The quality and standards of the early years provision

the important people in their lives which they can look at alone or share with others. Staff give children time to listen and use gestures to aid understanding.

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The quality and standards of the early years provision

Children use numbers and mathematical language in their play and discussions with their peers and adults. They are beginning to understand measurements as they follow recipes in cooking and use tape measures to measure the floor space and outside activity area. Some of the more able children can recognise, write numbers and letters, naming them as they write. Staff plan exciting activities around the children's individual interests. For example, a child who enjoys counting uses the large screen to complete interactive counting games. The activity is developed further to include other children which promotes children's awareness of others needs by taking turns and helping others to count. Children access a range of creative media which staff set out including boxes, lolly sticks, beads and glitter, children use their imaginations to create pictures and models which are all original. Children enjoy the play kitchen, mixing and serving the variety of play food,

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The quality and standards of the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 making foods from the play-dough. Children have many opportunities to practice their physical skills as they use the outdoor play area to climb, crawl, slide, run, jump and balance. They enjoy throwing and kicking balls and jumping in the hoops. Children confidently use everyday technology such as computers, digital cameras and torches in their play. The outside play area has a sensory area which develops children's senses of smell and touch. It also encourages wildlife which the children can observe.

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The quality and standards of the early years provision

Staff observe children daily and make records, using them to assess where the child is in their learning and development and skilfully plan for their next step, extending the children and providing challenge. For example, following the children's interest in using scissors additional resources are made available including different bladed scissors to help children to develop their natural curiosity when cutting patterns with the scissors.

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The quality and standards of the early years provision

Children's welfare is promoted very well. They are very safe when on the premises and on outings as thorough risk assessments take place. The premises are secure and children cannot leave them unattended. Regular emergency evacuation drills are practiced with the children, however, although records are kept there is recording of problems encountered and how they were resolved. Children learn to keep themselves safe as they understand the reasons for walking around the swings and staying on the grass. Visitors, such as the local police, are invited in to talk to them about 'stranger danger'. Children learn about keeping themselves healthy through discussions at snack time and daily fresh air and exercise. The group has no refrigerator and has to rely on ice packs to keep children's snacks and drinks cool. Children behave well and the staff provide positive role models as they treat them with kindness and respect. They take time to listen to the children

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The quality and standards of the early years provision

and provide explanations to support children to manage their own behaviour effectively. 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? 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?

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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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