Beenham Pre-School

Beenham Pre-School Inspection report for early years provision

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Unique reference number 508015 Inspection date 14/09/2009 Inspector Brian Evans

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Setting address Community Room, Beenham Primary School, Beenham, Reading, Berkshire, RG7 5NN Telephone number 0118 9714380 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

Beenham Pre-school is run by a voluntary committee made up of parents. The setting is on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The pre-school was established in the 1970s and operates from the community room situated at Beenham Primary School. This is situated in a rural village, close to Reading. A maximum of 20 children aged two to five years may attend the pre-school at any one time. The pre-school is open during term time on Monday and Wednesday from 09.00 to 14.45 and on Tuesday and Thursday from 09.00 to 12.00. Children have access to a secure enclosed outdoor play area.

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Description of the setting

There are currently 31 children on roll aged from two and a half to four years. Of these 20 children receive funding for early education. Children come from the local and surrounding area and the setting has close contact with a number of early years groups and primary schools in the immediate area around Beenham. The pre-school supports children with learning difficulties and/or disabilities and is able to support children who speak English as an additional language. There is disabled access to the provision. The pre-school employs four members of staff. Of these, three hold appropriate early years qualifications.

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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 make good progress in their learning and development because they are provided with high levels of care. There are good partnerships with parents and other agencies which enables the setting to be fully inclusive and to provide well for the individual child. Children are safe and secure and have a wide spread of play experiences and activities. Staff work together as a well-knit team and continually strive to improve the provision through careful reflection on their practice. As a result the setting is well placed to maintain continuous improvement.

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further?

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

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further?

 develop more formal and rigorous systems for evaluating the effectiveness of the setting in order to improve outcomes for all children  develop the garden area to provide further opportunities for children to explore freely, use their senses and be physically active across all areas of learning  develop more opportunities for children to make their own choices and so improve further their decision making skills This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

A particular strength of the setting is the commitment of all staff to taking up training opportunities and further develop their roles. Staff bring ideas back into the setting from their training and create opportunities to enrich the curriculum and develop good practice. More formal systems for evaluating the setting’s effectiveness are still at an early stage of development. Staff have begun to set out written improvement priorities and to monitor the impact of actions taken on children’s welfare, learning and development.

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the early years provision

There is a shared belief that children learn best through play and extending their thoughts and interests. Effective planning focuses on the children’s diverse individual needs. It includes a range of varied and stimulating activities covering all areas of learning. Each area also has a development theme. For example, the focus in the current plan for knowledge and understanding of the world is ‘to try out a range of tools and techniques’.

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the early years provision

Staff work very closely in partnership with the local authority, striving to improve their good practice further. For example, the setting has used additional funding from the government to set up an imaginative extension to the outdoor provision which now includes a grassed area, bushes, small trees, huts and seating areas. Staff are now seeking to develop its full potential for enriching children’s learning and development.

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the early years provision

Parents’ involvement is encouraged and valued. Parents and children contribute to a child’s learning profile. 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. The needs of children with learning difficulties and/or disabilities are met well by involving external specialists. Parents are appreciative of the way in which staff adapt activities and support these children. There is a close partnership with the Reception Class on the same campus. This has helped all staff to work together to gain a deeper understanding of the requirements of the Early Years Foundation Stage.

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the early years provision

Safeguarding procedures are robust. No adult or visitor is allowed to be alone with a child unless they have undergone rigorous checks with regard to their suitability to work with children. Well organised documentation, risk assessments and detailed records ensure that the children are cared for appropriately. Policies and procedures are updated regularly to ensure that they reflect the best practice and are followed consistently by staff.

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and outcomes for children

All groups of children have fun and are confident and happy in the stimulating environment which is set out for them daily. They choose their activities and move freely between the indoor and outdoor resources. Extending the range and quality This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of resources is a consistent theme in discussions between staff. Currently priorities include developing greater access to books in liaison with parents and developing the use of the new outdoor area.

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and outcomes for children

The emphasis on developing children’s personal, social and emotional skills enables children to play cooperatively with their friends. Brief written observations by staff on children throughout the day are placed in their learning profiles. These are analysed by a child’s key person and the next stages of learning identified. Children clearly enjoy looking through the photographs and samples of their work in their folders. This information provides a good basis for the assessments which will then be handed on to the primary schools.

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and outcomes for children

Staff pick up on children’s individual interests and encourage them to be active learners and to think critically. For example, two children with back packs and large magnifying glasses toured the new outdoor area and discussed their findings alongside a member of staff when looking for spiders and their webs. In another example, an adult gathered an increasing number of children around her when following up on the setting’s visit to ‘Gruffalo Park’. As a result they were making good progress in their language development. Children are becoming independent, for example, they decide when they want their snack. They enjoy eating their fruit and drink in a small group with an adult. Children use language well and confidently talk with adults and with each other. These discussions reflect an excellent understanding of effective hygiene routines and the benefits of an active lifestyle.

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and outcomes for children

Children behave well and are settled and happy in the setting. Relationships with each other and with adults are productive. This was illustrated by their enthusiastic contribution as a group to a merry session of singing towards the end of the morning session. Children make good progress in communicating, literacy, numeracy and skills relating to information and communication technology. Staff recognise that there is scope for more opportunities for children to make their own choices and to develop further their decision making skills.

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and outcomes for children

The setting’s focus on welfare is good. Parents are very appreciative of the positive ethos of the setting and their feedback includes comments such as ‘Very happy parent’ and ‘Very happy child’. They believe that the staff listen to their ideas and respond to them. For example, on entry parents complete a background note on their children’s interests and favourite stories. Parents’ suggestions for improving security by fixing a bell and hook on the entrance door were acted upon in negotiation with the primary school on the same campus. The setting has successfully introduced a termly ‘dad’s day’ on a Saturday when they can meet the staff and experience the opportunities that the children have for learning and development. 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 1 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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