Northstead Community Pre-School

Northstead Community Pre-School Inspection report for early years provision

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Unique reference number EY340794 Inspection date 28/09/2009 Inspector Christine Tipple

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Setting address Northstead Community Pre-School, Givendale Road, Scarborough, YO12 6LG Telephone number 01723 370 930 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

Northstead Community Pre-school was registered in 2006. It is managed by a voluntary management committee. The group is based in Northstead Methodist Church Hall on the north side of Scarborough. The children have use of the main hall and associated facilities and there is an enclosed outside play area. The pre- school provides a service for the local community and receives funding for the provision of free early education for children aged two, three and four years.

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Description of the setting

The pre-school is registered for a maximum of 26 children under eight years at any one time. Of whom 26 may be in the early years age range. The pre-school currently have 40 children on roll all are in the early years. The pre-school is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The pre-school is open in term time only. It operates Monday, Tuesday and Friday from 9.00am to 3.15pm which includes the lunch club, and Wednesday from 9.00am to 12.45pm which also includes a lunch club.

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Description of the setting

There are 11 staff employed of whom 10 work directly with the children. Of these, eight have relevant childcare qualifications level 3 and above and one staff member has Early Years Professional Status. The pre-school is a member of the Pre-school Learning Alliance and attends the area early years cluster meetings.

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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 children's needs and interests are fully supported by a motivated and enthusiastic staff team. Children's safety, health and welfare is given high priority. Children receive very effective play and learning opportunities which fully support them to develop and progress well. The relationships established with other agencies and providers is very successful in promoting an inclusive service for the community. Parents are actively encouraged to contribute to most aspects of their children's development and learning. Staff are committed to the importance of evaluating their practice and provision. This provides a clear vision for the pre- school of what needs to improve and to further build on their successes.

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further?

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

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further?

 further extend opportunities for parents to contribute to their children’s learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The pre-school places utmost priority on safeguarding children in their care. This is supported with robust policies and procedures and an ongoing programme of staff training. The working relationships with the relevant agencies promotes a high level of commitment by staff to the protection of children in their care. The clear vetting procedures and induction of staff is detailed to ensure staff suitability in working with children. Staff appraisals enable management to share good practice and support staff through access to training and further qualifications. The risk assessments cover all areas of the pre-school including outside and outings. These are regularly reviewed and daily checks continue to be carried out by staff as part of their ongoing safety assessment. Other records, policies and procedures are comprehensive and provide a clear outline of the pre-schools priority given to all aspects of the children's safety, care and learning. These are shared with parents

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the early years provision

to ensure they are informed of the pre-school's practices and responsibilities.

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the early years provision

The staff work very well as a team and are enthusiastic in what they do. The manager is pro-active in ensuring staff are in the forefront of future development and projects promoted through the local authority early years. The staff's level of skills, qualifications and commitment to their self development impacts greatly on the changes incurred at pre-school. The increased knowledge of child development and how children progress is managed very effectively through their confident use of the children's observations and assessments. The children are engaged in what they do and this is managed through the creative use of the premises both inside and outside. Staff are confident in supporting individual children's learning journey and extend their varied interests. The key person system works effectively as the new children attending make their choice of a staff member to be their key person from the trusting relationships formed. This enables the children to settle well and

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the early years provision

become confident, active learners. The good use of space and access to the wide range of quality resources is very good. The low boxes and shelving enable self selection and choices which support the children's independence. The partnership with the parents is very good. The well presented displays in relation to early years provision and daily contact with staff promotes a shared approach to children's ongoing care and learning needs. This includes access to their children's learning files and attending open sessions to discuss these further with their child's key person. The pre-school promotes opportunities for parents to take part and share in their children's play by attending sessions. Parents feedback is very supportive and appreciative of the high level of care and learning their children receive. The approach by staff to engage parents is not yet fully explored to ensure parents contribute to their children's ongoing learning.

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the early years provision

The excellent working partnerships with other agencies and providers is a key strength of the pre-school. The links with support services and staff working closely with them enables children with additional needs to be fully included. Staff support enables children to progress relevant to their individual needs as their potential is both recognised and supported. The links with the school in the area overall is positive and visits with staff, parents and children is initiated. This includes visits from the class teacher to pre-school. This enables children to feel This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 secure and provides a consistent approach to their transition into school. The staff work together to reflect and evaluate their practice and provision this is through both weekly and monthly meetings to reflect on how the activities, access to resources and children's progress have worked to ensure they are effectively

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the early years provision

challenged and supported. The staff and management engage with others in the process of their evaluation, such as other agencies and parents. This provides a clear plan on identifying their strengths and where they need to improve. This approach to the evaluation of the play and learning provided is well integrated into all that staff do to ensure children maximise their learning and development opportunities.

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and outcomes for children

The staff are confident in their understanding of the Early Years Foundation Stage and in it's implementation. This offers a positive and well managed environment both inside and outside where the children have continuous play through the sessions with all core areas of learning being provided. These areas are well resourced and through evaluation by staff in the observations and assessments of the children are able to enhance and extend the provision to move children forward in developing their interests and skills effectively. The staff have weekly and medium term plans which review all core areas of learning and enable staff to comment on individual children's interests each week. This informs staff on moving children forward to progress relevant to their individual needs. The new starters settling in process works very well as staff observe what the children enjoy playing with, such as small world resources. These are consistently set out for the children

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and outcomes for children

and staff add to these which enables the children to feel secure in their surroundings. Each child has their own learning journey file and the key staff use the details from the weekly evaluations of their key child to carry out a more in depth assessment which further identifies learning areas to develop and progress. Children are relaxed and confident and receive experiences which fully support and help them to develop a positive sense of themselves and of others. The staff place a great emphasis and support for the children's social skills which ensure they develop a strong disposition to learn. This is effectively managed through the implementation of the key person system. Children behave positively due to the staff's sensitive and caring approach with them which is consistent. The children are comfortable because they are familiar with the routines and expectations which enable them to be self assured and promotes an ongoing sense of belonging.

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and outcomes for children

Children develop speaking and listening skills through the excellent range of activities and resources which support children at all ages. Children have lots of opportunities to interact with others as they develop these skills. Using appropriate language and skilled open questioning by staff enables children to talk about what they are doing and to extend their vocabulary. Words and letters are displayed through labelling and name cards which children self register with and access snack time. The book area offers a quiet place for the children to look at a good selection of various books. The pre-school provide a book lending service each week to promote shared reading at home. Children have good opportunities to count, use numbers though their play and to start and make connections. To sort This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and match through games and when they tidy up what resources fit in which box.

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and outcomes for children

Children have shapes, such as through their creative activities, cooking the children measure and weigh ingredients. The use of written numbers and children matching numbers to objects are part of activities and games which children access throughout the session. Children develop their knowledge and understanding of the world very well. This is managed through images, resources and a positive attitude by staff. The relationships established in the community continue to de developed. Children visit the local area, such as shops, walks and the beach and meet people who help us from the community.

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and outcomes for children

Children are involved in the practical use of tools around them to look at things, such as developing the water play using plastic guttering and adding pebbles to the water and watching them flow into the box below. Children making ice and then seeing how it melts. Children have construction ideas developed through activities and related resources which promote ideas to build and fit pieces together to make their own designs. Music and singing is a favourite with the children. They enjoy being active and this is enhanced with the access to the outside area throughout the session. This is well equipped for the children to move around freely, to climb, use balls and bats, sit on rides and manage obstacles. which enhance their mobility. The good use and availability of a variety of smaller tools all extend the children's physical dexterity and strength, such as holding and managing scissors and guiding the pencil or paintbrush onto the paper. Children

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and outcomes for children

are very much encouraged to be independent in what they do. Children enjoy the outside and this is offered all year as much as possible to ensure they have fresh air and exercise. The very good range and selection of creative resources enables the children to develop their ideas with various mediums and materials to build and create their pictures with. Children make independent choices and select what they want to use and this includes getting paints to mix their own colours, and a younger child making hand prints. Role play and small world engage the children and enable them to express themselves through make believe and to link this into their own experiences, such as travelling on a train.

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and outcomes for children

The facilities in place promote positive hygiene practices which are managed effectively by the children as they become more confident in the routines. The clear details of the procedures followed by the pre-school when children are ill are shared with parents. Provision for children to discuss and be engaged in promoting a healthy lifestyle is managed through snack time and with the range of physical activities. The selection of foods provided for the children on a daily basis is very good they have cereals and milk in the morning as well as a variety of fruits, salad and vegetable sticks. They help to prepare their food and this enables them to become interested in what they eat. The pre-school environment and the staff's positive approach is excellent in enabling children to feel safe and keep safe. This ensures children gain confidence and independence. Safety management and keeping safe is managed exceptionally well with the children by staff. Children

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and outcomes for children

participate in all areas of the pre-school and are confident and secure with the routines which enables them to flow happily from inside to the outside. Children know to put the safety hats on before they use the bikes and sit on ride equipment. Children help to tidy up and put resources away as they prepare for circle time and lunch. Staff discuss with the children about being safe and assist children to know first hand about crossing the road by using the local zebra and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 pelican crossing. Staff enable children to take positive levels of risk in their play as this is highly effective in promoting their skills, confidence and understanding of how to keep safe. Children are active and engaged throughout the sessions as the staff promote a wealth of opportunities for them to explore, create and to be confident to share their thoughts and ideas.

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and outcomes for children

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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 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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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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