Cobnuts Steiner Kindergarten

Cobnuts Steiner Kindergarten Inspection report for early years provision

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Unique reference number EY313859 Inspection date 01/12/2009 Inspector Joanne Wade Barnett

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Setting address 9 Gatland Lane, Maidstone, Kent, ME16 8PJ

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Telephone number 07548 328 514 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

Cobnuts Steiner Kindergarten was registered in 2005. It is committee-run and operates from a converted house on the ground floor. The kindergarten is situated in a residential area in Maidstone, Kent. The kindergarten is open each weekday from 09.15am to 12.45pm term time only. All children have access to a secure enclosed outdoor play area.

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Description of the setting

This provision is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. A maximum of 16 children may attend the kindergarten at any one time. There are currently 22 children aged from two and half years to under five years on roll. Children come from the local and surrounding area. The kindergarten supports children with special educational needs and/or disabilities, and also supports children who speak English as an additional language.

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Description of the setting

There are five members of staff. The manager holds an appropriate Steiner Waldorf early years teaching qualification and two members of staff are studying a Steiner Waldorf teaching qualification. Other staff are employed to support the running of the kindergarten. The kindergarten operates in line with the Steiner Waldorf educational philosophy and provides funded early education for three and four-year-olds.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The needs and interests of the children are promoted by staff who support their welfare and learning soundly. All children are able to explore the play environment within safe boundaries and generally have secure relationships with the adults who care for them. Children's welfare is safeguarded, inclusive practice is evident in the kindergarten and children enjoy their activities. The kindergarten's capacity for maintaining continual improvement and self-evaluation is evolving under the new manager, who is starting to identify the strengths in the provision and areas that need to improve.

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further?

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

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further?

 ensure that children’s starting points and next steps are being clearly identified and used in leading future planning  develop communication between settings to ensuring that children’s needs are met and there is continuity in their learning  develop the key person system and back-up systems to help support children’s learning and development  review the organisation at 'ring time' to ensure the needs of the younger This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are met.

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the early years provision

All staff are able to safeguard children from harm or abuse because they all participate in child protection training. There is a secure induction programme and satisfactory systems to monitor health and safety. Consequently staff have an understanding of risk assessments and procedures ensure children are kept safe both inside the building, and when they go outside. The management takes steps to promote children's welfare by vetting all staff to establish their suitability to care for children. Records are maintained and organised securely. For example, there are certificates of registration and insurance displayed and a clear selection of policies and procedures, including one for complaints and a poster that explains how parents can contact Ofsted.

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the early years provision

The manager has completed a comprehensive self-evaluation and staff assist in identifying improvements they can make. Changes are monitored so that adjustments can be made to the quality of the provision. For example, questionnaires have been used with parents and an analysis of responses is used to assist in developing provision. The needs of children and a shared vision for the development of the setting enables continuous improvement in the quality of the provision. Systems for observing and assessing children's progress and the plans that are based upon these assessments are sound and understood by all staff. However, information regarding the children's starting points and next steps is not being used to inform planning to support each child's individual learning.

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the early years provision

Parents are very happy with the service offered and feel that the activities provided through the Steiner Waldorf approach complements their children's needs. There are sound arrangements for exchanging information with parents to ensure children's individual welfare needs are understood and met but less information is obtained about their learning needs. Parents are informed about the provision through a variety of good information, including a selection of books regarding the Steiner Waldorf ethos and regular reports. The key person is the manager for the whole setting, however there are no clear systems in place to provide a second key person for children when the main key person is away. There are systems in place to share information and obtain specialist advice and support for children's individual needs and this contributes to the effective partnership with other agencies. However, this is still evolving with other settings the children may

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and outcomes for children

Children settle quickly and happily into this safe homely environment when they first attend. They feel secure in the kindergarten and enjoy the self-chosen activities. This promotes their confidence and self-esteem. There is an interesting range of resources that generally meets the needs of every child and caters for the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interests of the children who attend. For instance, there are plenty of resources for imaginative role play, including blankets and sheets to drape over wooden frames, hand made dolls and clothes. Knitting and sawing play an important part in the children's development as they learn to imitate the staff. Children learn to understand about how traditional machinery works. For example, they learn to grind grain to make flour or grate carrots which extends their understanding of solving problems. However, there are less opportunities to allow children to find

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and outcomes for children

out about and learn how to use appropriate information technology.

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and outcomes for children

The children are enthusiastic about playing outside, where they have many opportunities to move freely and in different ways, boosting their physical development in the process. Children enjoy digging in the mud, splashing in the puddles and making 'den's' in the bushes. Children receive opportunities to explore with their senses and have regular access to a range of natural materials to extend children’s imagination. Children often make toys from a variety of natural materials or use wood to build and create. The celebrations of festivals in the Steiner calendar provide children with opportunities to learn about beliefs and traditions such as Michaelmas and Advent.

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and outcomes for children

Children's welfare, health and well-being is given good priority. Personal care routines are taught and children quickly learn these. Effective cleaning procedures help keep the spread of infection to a minimum. Staff offer children nutritious, well-balanced organic snacks which the children help to prepare. For example, when making soup the children prepare vegetables that are grown in the garden by cleaning and cutting them. Children learn to weigh out the ingredients to make fresh bread. Staff and children sit together to enjoy a selection of prepared fruit followed by their home made dishes. Water is always available to drink.

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and outcomes for children

Staff are sensitive to children and regard all children as individuals. Staff show respect for children and adopt a positive role model for all children to follow through imitation. As a result, most children are polite to each other and recognise children's differing needs. However, the organisation at 'ring time' did not fully engage the younger children which impacts on their behaviour. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 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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