Litlington Pre-school

Litlington Pre-school Inspection report for early years provision

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Unique reference number 221801 Inspection date 02/02/2010 Inspector Lynne Kathleen Talbot

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Setting address Village Hall, Meeting Lane, Litlington, Royston, Hertfordshire, SG8 0QF Telephone number 07984 935193 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

Litlington Pre-School registered in 1992 but has been operational since 1985. The provision operates from the village hall in Litlington. The building is accessed via a ramp. Children have access to a secure outdoor play area. The provision is open each weekday during term-time only, and sessions are from 9.15 am to 12.00 pm on Monday to Thursday and from 11.45 am to 2.45 pm on Fridays. A maximum of 26 children may attend the provision at any one time. The setting receives funding for Nursery Education and is registered on the Early Years Register.

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Description of the setting

There are currently 40 children on roll, all of whom are within the Early Years age range. 30 children attend other settings, such as the early years unit of the local primary school, other pre-school groups or childminders. The setting is able to support children with special educational needs and/or disabilities (SEND), and children for whom English is an additional language. There are eight staff members, of these, six hold relevant childcare qualifications and one is completing training to achieve a recognised Level 2 childcare qualification.

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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

Planning for the Early Years Foundation Stage (EYFS) is led by the ongoing assessments of children's interests and stages of development, using a good range of resources and inventive activities, ensuring that children receive experiences that foster good progress overall. Staff create a very welcoming environment, using effective safeguarding procedures, risk assessments and welfare routines, ensuring that they have an accurate knowledge of each child's needs and that each child is fully included. Partnerships with parents and carers are well- developed and involve them in the day-to-day well-being of their children, whilst partnerships with other settings that children attend are in the process of being developed. Procedures for self-evaluation are being established, resulting in a provision that seeks to make continued improvement and enhance 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 the planning to identify challenge and differentiation for children and provide opportunities for children to consistently practise and extend their skills with particular reference to health and hygiene awareness, problem solving and the development of independent learning to enhance their good progress towards the Early Learning Goals  develop further the links with all other settings providing for children in the Early Years Foundation Stage and involve parents within the learning programme and planned learning for children to ensure continuity and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 coherence to support outcomes for children  develop further the use of self-evaluation and quality improvement processes as the basis of ongoing internal review.

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the early years provision

Broad safeguarding procedures ensure that children are fully protected. Designated staff update their training regularly to fully protect children. Staff are vigilant in ensuring that only vetted persons have access to children, and ensure that the collection of children is closely monitored to ensure safety. A recent review of policies to limit the use of mobile phones and cameras adds to the secure environment. Defined recruitment and vetting procedures ensure that all staff working with children are suitable to do so and hold the required checks. Staff use effective risk assessments to minimise hazards. This includes daily and generic checks, assessments for outings undertaken, and regular reviews by staff and committee to ensure that safety remains paramount.

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the early years provision

Managers have clear expectations for continued development and work with the staff group and committee to evaluate each days activities. Staff work very well as a team, contributing to planning and daily sessions. Training is given an emphasis, with staff using appraisals to help towards their personal training and development log. They ensure that they are up-to-date with information by using a staff liaison book to share information. Self-evaluation processes are being developed, but have yet to be fully used to form the basis of ongoing internal review. The free- flow play, both indoors and outside, is facilitated by staff who closely monitor ratios. Children's individual learning styles are respected, as shown by the opportunities for active learning in all areas, thereby ensuring that all children achieve. Parents comment that the pre-school is 'excellent', and that 'it is a brilliant resource for the community, helping the whole family to be involved'. The

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the early years provision

environment is conducive to learning, safe and well-cared for, and receiving continued review and development, such as the planned all-weather surface in part of the outdoor area. Resources are largely well-used, but staff sometimes miss the benefit of spontaneous child-initiated play to pursue learning objectives rather than planned adult learning. Consequently outcomes for children are good overall.

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the early years provision

Staff work well with parents and the active committee to ensure that a forward thinking approach is maintained within the partnerships. Cohesive methods of communication, such as questionnaires, newsletters, a suggestion box and the parent-liaison officer for the committee, support the relationship. However, there is not yet a clear system to show parental involvement in the planned learning for their children and this means that potential opportunities to develop may be overlooked. The setting places the promotion of equality of opportunity and children's personal, social and emotional development at the heart of all work, consistently promoting diversity and social awareness in order to tackle unfair discrimination. Parents play an integral role in helping to share home languages and cultures, and to offer their knowledge and skills about the wider world, enabling children to become socially aware. For instance, children have explored

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 both 'Australia Day' and Portuguese customs with the help of parents. Staff have worked to develop the relationships with other settings that children attend and provide summary development sheets for children to share with those settings. However, there is yet to be an ongoing system established to fully support cohesive and ongoing learning whilst children remain within more than one setting.

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and outcomes for children

Children are offered a range of activities that help them make good progress overall in their learning and development. Assessment through recorded observations is clear, and the information gained is used effectively in planning. Systematic and spontaneous observations track progression closely, whilst next steps are developed for each child and monitored. However, planning does not yet identify how planned activities may either support or challenge individual children and some activities fail to fully develop children's independent learning or capitalise on spontaneous learning opportunities. For example, within mark-making during activities or providing facilities to enable children to lead an activity such as planting. This means that children may not always be supported to achieve their full potential.

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and outcomes for children

Children have some ownership of their health and hygiene, choosing where to play, fetching their own coats and boots for outdoor play, and using defined routines for hand washing before snacks. They are creative and spend extended periods of time developing games together, both indoors and outside. For example, they explore free digging in the raised bed outside looking for buried treasure and digging for worms. They extend their games into the play houses and develop their imagination. Children regularly care for living beings, such as stick insects, frog spawn and ants. They grow some vegetables, such as potatoes, tomatoes, carrots and green beans, enjoying tasting sessions after picking them. Balancing beams are popular, as is the 'living Willow' tepee, and children explore their developing physical skills. Children are creative and eagerly take part in musical activities, using tape recorders where they dance and follow instruction,

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and outcomes for children

and singing to the piano played by a regular visitor to the group. They sing confidently, clapping and stamping to rhythm and beats, with these activities supporting their health. However, they are not always helped to make links between their own health or general hygiene by being involved in daily routines, such as preparation for snacks. Children engage in conversations easily with each other and adults. They focus for extended periods of time drawing and colouring; as they do so they share easily, saying, 'can you help me to write my name after you have done yours?'. Children are identifying initial sounds and letters. For instance, when seeing a list held by staff, children are seen to name the initial sound of their own name and find it on a list understanding the beginning and end of the list and linking it with the alphabet showing pre-reading awareness. They use computers regularly, learning how to manage technology and explore number,

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and outcomes for children

Children take an avid interest in what is around them and are learning to be part of the community. For example, they learn about recycling each day as they collect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 food scraps to be given to a staff members chickens, learning about not wasting food. They take part in fund raising on a regular basis, such as a charity 'Toddle', and have raised funds to support Leukaemia charities after first hand contact within the group. Staff use these opportunities to extend children's learning, and they have enjoyed visitors to the setting to share information concerning health, such as looking at bloods, skin health and sun safety. Children's behaviour is good, they respond to requests from staff and often praise each other saying, for instance, 'that's a nice one you have done'. Children are clearly showing social and learning skills that will help in their future lives.

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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 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 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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