Kegworth Village Hall Pre-SchoolOfsted inspection, 1 Oct 2009

Kegworth Village Hall Pre-School Inspection report for early years provision

p.1

Unique reference number 226222 Inspection date 01/10/2009 Inspector Justine Ellaway

p.1

Setting address Kegworth Village Hall, Nottingham Road Kegworth, Derby, Derbyshire, DE74 2EH Telephone number 01509670810 Email debbie@d-gmoody.wanadoo.co.uk 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 .

p.1

You may copy all or parts of this document for non-commercial educational purposes, as long as 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

p.2

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

p.2

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.

p.3

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).

p.3

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

p.3

Description of the setting

Kegworth Village Pre-School is run by a committee. It opened in 1983 and operates from two rooms within Kegworth Village Hall, Kegworth, Derbyshire. The pre-school is open each weekday from 9.15am to 12.15pm during term time. All children share access to an enclosed outdoor play area.

p.4

Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 24 children may attend the pre-school at any one time. There are currently 14 children on roll, all of whom are within the early years age range.

p.4

Description of the setting

There are three members of staff, one of whom holds an early years qualification at Level 5 and one of whom holds an early years qualification at Level 3. The setting provides funded early education for three and four-year-olds.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Staff have a sound knowledge of each child's needs to successfully promote their welfare and learning and development. The partnerships with parents and local schools are strong and make sure children's needs are met and their transition to school is well supported. Systems to self evaluate make sure that improvements that benefit the children who attend are identified and implemented. The setting demonstrates that it has the capacity to improve. This results in good outcomes for children within the Early Years Foundation Stage.

p.4

further?

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

p.4

further?

 review the risk assessment to include hygiene, cleanliness and minimising the risk of cross infection, with regards to hand washing procedures  give children practice in forming letters correctly, for example, labelling their work.

p.4

the early years provision

There are sound systems in place to safeguard children. The designated person has a good understanding of her role and responsibilities in relation to child protection. Additional systems such as recording existing injuries and monitoring children's absence means that extra steps are taken to ensure children are safe. Additionally, staff are confident of their responsibility with regards to child protection and are clear that they would progress any concerns to ensure children are kept safe from harm. Recruitment procedures are well established and relevant information is gathered and retained to ensure that all adults working at the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 setting are suitable to be in contact with children. Risk assessments are detailed and are constantly reviewed so that appropriate action can be taken to minimise any risks and hazards to children.

p.4

the early years provision

Strong partnerships have been established with both parents and local schools to promote consistency of care and ensure that children's individual needs are met. Parents are given useful information about the setting, as well as a detailed termly report on their child's progress and daily verbal feedback on what children have been doing during the session. Information is gathered from parents about their child's stage of development when they start at the pre-school which is well used by staff to inform the planning of future activities and support. Staff support children's transition to school by organising visits from the teacher, visiting the school for performances and accompanying the children on an early visit to the school so that there are familiar adults present.

p.5

the early years provision

Staff deployment is effective in supporting all children who attend. Staff are clear on their roles and responsibilities during the session and this means that activities are set up quickly and effectively delivered to promote children's learning and development. The setting operates with a high ratio of staff to children meaning that children can free flow safely between the indoors and outdoors whenever they want to and receive good support in their learning and development. The manager has a high level early years qualification and staff attend a range of appropriate training courses, the results of which have a positive impact on the children who attend as knowledge and skills are well applied.

p.5

the early years provision

Systems to evaluate and identify areas for improvement focus on things that will benefit the children who attend. For example, an outdoor area has recently been secured and successfully implemented to provide an additional learning environment for children. The setting has the capacity to improve as it has addressed all of the recommendations from the last inspection. The attendance at regular meetings with other early years providers means that good practice is shared to benefit the outcomes for children.

p.5

and outcomes for children

Children make good progress towards the early learning goals. Staff have a sound knowledge of how to effectively support children in both free play and adult-led activities. They use various methods such as discussion, explanation and questioning to promote children's learning and development. Resources are well organised and displayed so that children help themselves to promote their independence. Very little distinction is made between the indoors and the outdoors so children can engage in a range of activities in both areas. They thoroughly enjoy playing outdoors and staff often move additional resources outside in response to their needs.

p.5

and outcomes for children

Weekly planning is devised shortly prior to commencement to reflect current interests and children's stages of development. Planning and routines are flexible, so that children can choose to participate and can finish what they are doing, for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, finishing their art work before they have their snack. All staff know the children really well and are able to clearly explain what their individual targets are. Clear information is recorded on what children can do. As a result, children make good progress whilst at the setting.

p.5

and outcomes for children

Children are confident, independent and enjoy their time at the setting. They separate easily from carers and immediately commence playing as toys and resources are laid out for when they arrive and bright and colourful displays provide an attractive environment. Circle time offers good opportunities for children to developing their listening and speaking skills as they contribute to discussions, or tell others about a favourite toy or item they have brought with them. They chat happily during free play, talking about things they do outside of the pre-school. Children enjoy engaging in physical activities as they throw and kick balls and join in with action songs. They develop their large and small muscle skills through these and other activities such as cutting, sticking and mark making.

p.6

and outcomes for children

Children develop an understanding of shape, space and measure, for example, as they weigh items and guess which is heaviest. They frequently count and are beginning to recognise numbers. For example, having counted the number of children present a child finds the corresponding number from the board. Resources are rotated to provide a variety of toys that children use to develop their understanding of information and communication technology such as keyboards. Children show an interest in the natural world and upon finding a spider a child examines it with a magnifying glass and decides where best to put it outside. Children are encouraged to recognise familiar words such as their name as they self-register at snack time. However, they are not fully supported to develop writing skills, for example, writing their own name on their art work.

p.6

and outcomes for children

Children demonstrate a sound understanding of safety and are clear on what they have to do at certain times, for example, if they need to go to the toilet which is outside of the main room. Their understanding is promoted through the use of relevant visitors, such as a police officer to talk about safety. They enjoy a range of activities to promote their understanding of good health and well-being, such as healthy food jigsaw puzzles and healthy eating games. Their good health is effectively promoted as all staff have a first aid qualification, accidents and medication are appropriately recorded and there is an effective procedure to exclude children who are ill or infectious. However, hand washing procedures do not always effectively prevent the risk of cross infection. Whilst children use running water after toileting, they use a shared bowl and towel after painting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7