Swanwick Pre-School

Swanwick Pre-School Inspection report for early years provision

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Unique reference number 206885 Inspection date 11/02/2010 Inspector Yvonne Layton

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Setting address Pentrich Road, Swanwick, Alfreton, Derbyshire, DE55 1BN

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Telephone number 01773 607 885 or 01773 604 479 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 0300 123 1231, 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: 0300 123 1231 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

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

Swanwick Pre-School opened in 1969. It operates from rooms in a converted church in the village of Swanwick, Derbyshire. There are small steps to access the building. Children have access to a secure, enclosed outdoor play area and occasionally are taken to a local and the primary school playing fields for relevant activities. The pre-school serves the local area and surrounding villages. The group opens five days a week during school term only. Sessions are from 9.00am until 12.00 noon and 12.40pm until 3.40pm. A maximum of 26 children may attend the pre-school and it is registered on the Early Years Register. There are currently 93 children from two years six months to four years six months on roll. The group receives early education funding. Children attend the setting who have special educational and/or disabilities.

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Description of the setting

There are nine members of staff who work with the children, of whom seven hold early years qualifications. The group is managed by a parental committee who delegate day to day responsibility to the staff of the setting and is a member of the Pre-School Learning Alliance.

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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 within the Early Years Foundation Stage (EYFS) enjoy their time at the group, make good progress in their learning and development and their welfare is well promoted. Staff have a good understanding of equality of opportunity and how to promote inclusion. Links with parents and the liaison with other providers is effective and helps to ensure consistency in care and education. The management, staff and committee have a strong commitment for developing the quality of the group, therefore, ensuring continuous improvement in the outcomes for children.

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further?

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

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further?

 develop further to support a rounded approach to child development the balance of adult-led and child-initiated activities with particular regard to consolidating staff's understanding of the promotion of the child-initiated concept, heighten children's awareness of access to resources and that it is part of the everyday routine  monitor all presented activities to make sure they invite and keep children's interest and extend the range of mark-making and craft resources available for free selection  promote further maintaining children’s healthy interest in their own bodies, their own well-being and physical health by reviewing systems to make sure that children do not share cups at the water station. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well protected as there are clear safeguarding children procedures and staff have a good understanding of their responsibility in protecting children. Risk assessments are carried out and all areas used by the children, equipment and resources are in good condition, clean and safe. Required policies and procedures are in place and records are carefully maintained. Children's safety is assured as the security of the premises is robust and procedures for arrival and departure ensure children are handed over safely to a known adult. Effective systems are in place for checking the ongoing suitability of staff and to cover staff absences and emergencies. Children's welfare is supported well as the staff complete and appropriately involve them in established consistent hygiene and safety procedures.

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the early years provision

Children's learning is successfully promoted as the staff are knowledgeable about implementing the learning and development elements and welfare requirements of the EYFS. Staff ensure children experience activities that meet the areas of learning through a good mix of planned, focussed, spontaneous and some child- initiated activities. Self-selection by the children is part of the ethos of the setting. However, staff are not completely confident in their understanding of the concept of child-initiated activities and it is not fully integrated into the daily routine. Generally, children are not aware of or utilise the free-choice activities available. Focussed observations, tracking of children's play and spontaneous observations are used to detail individual children's progress and their next steps are clearly identified. This is also used to inform planning.

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the early years provision

Staff are robustly committed to providing children with an exciting, enjoyable and stimulating experience. This is effectively supported by the ongoing reflective practice and evaluation of all aspects of the setting. There is clear identification of priorities for improvement. Since the last inspection the recommendations set have been positively addressed. As a result, the group demonstrates a strong capacity to maintain continuous improvement.

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the early years provision

Inclusive practice, equality policies and procedures are carefully implemented throughout the setting so that all children have their welfare needs met and achieve as well as they can. Individuality is respected and responded to well. Partnerships with parents and carers are secure and each child's individual needs are recognised and supported. Staff gather valuable information from parents about each child including at the start of placement they ascertain parent expectations, there is ongoing two-way sharing of children's development and home-link books. Parents have access to the group's policies, procedures and within the parent's corner a variety of information relating to many aspects of the setting, childcare and the EYFS. Regular newsletters, questionnaires and parent meetings enhance partnership with parents. They are actively encouraged to be part of the group through a parent rota and involvement in themes and activities.

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the early years provision

Parents receive ongoing informal feedback regarding their children's progress.

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the early years provision

Links within the school, other groups and other services are pro-active, including This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 an effective two-way liaison with school and children attending other settings have a communication book thus integration of care, education and extended services.

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and outcomes for children

Children are very happy and settled at the group. Play is purposeful as staff give encouragement and ideas about activities. Children overall concentrate well, are fully involved in activities and confidently enjoy activities alone, in small groups or with an adult. Staff are skilled in becoming involved in activities enabling children to experiment and explore. For example, children are well-supported to create their own design for a 'Tiger' mask. However, some of the presented activities do not always provide sufficient challenge to hold children's interest such as animals on a green cover and they do not approach a clay activity as there is no adult to invite them to the experience. The variety of free-choice resources available for children to explore mark-making and creative activities is limited.

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and outcomes for children

Staff are expert at getting children to think critically as they pose challenging questions. Interactions are very good and all children benefit from caring, warm staff. Children's communication skills are extremely well promoted as staff and children hold detailed conversations about their experiences, family and lives. Children behave well and they easily recall the group rules. Children are fully alert and responsive to 'the red man' which is a symbol used to prevent them access to the kitchen and storage areas. A strong sense of self is promoted as staff use positive encouragement and praise. Children's become independent as they are encouraged to tidy away and collect their own snack.

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and outcomes for children

The learning environment strongly supports children’s progress towards the early learning goals. Themes are extended, diverted or are directly developed from the children. For example, postcards from holidays are used to promote knowledge of the world alongside planned themes such as linking harvest festival to the story 'Hannah Surprise'. This extends to a theme about Africa. Children are enriched by visitors and outings this includes a story teller, a church visitor, a guide dog, a soldier and a parent with a baby. They explore the local area with visits to the school, memorial garden, post office and shops where children select and buy goods. A visit to a building site is extended as the children undertake related activities and use imaginative play resources.

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and outcomes for children

To develop children's interest in technology children have access to laptops and other electronic toys. They learn about nature through digging and looking for creatures and plant flowers and vegetables. Children feed the birds and enjoy a pet theme where animals such as dogs, rabbits and a horse are brought in.

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and outcomes for children

Children enjoy a rich variety of spontaneous and planned colour and letter recognition, early writing, problem solving and calculation activities. They recognise and many write their own names and spontaneously use colour and count numbers. Children enjoy many free expression activities such as creative, small world and role play. The role play area is adapted to enrich their experiences including different cultural restaurants, hairdresser and vets. Planned creative This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 projects include national and international celebration crafts. A love of books, music and rhyme is promoted as children join in planned story, music, singing and action rhyme sessions. They enjoy visits to the library van and many spontaneous one to one or small groups storytelling. Music is used as part of the routine to alert children to tidy away activities.

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and outcomes for children

Children's welfare and safety is robustly supported. To promote healthy living and physical skills children undertake planned activities outside and indoors such as balancing, climbing , catching and throwing. They learn about the effects on the body after exercise. They prepare fresh vegetables for soup and help to cook and bake. Throughout staff talk to the children about self-care and promote good hygiene. However, children's health and own awareness of is potentially affected as currently there is no system in place to make sure children do not share cups at the water station. Children feel safe in the group and with the staff as they confidently approach adults and respond positively to the established hygiene and safety routines. They learn about danger by themed activities. Visits by the police, road safety and fire officers promote understanding of danger and results in a related topics and role play.

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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 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 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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