Puddle Ducks Pre-School

Puddleducks Pre-School Inspection report for early years provision

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Unique reference number EY318294 Inspection date 02/11/2009 Inspector Kathryn Margaret Clayton

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Setting address Abbey Farm, Church Lane, Alvingham, Louth, Lincolnshire, LN11 0QD Telephone number 01507 328 213 Email puddleduckspre@btconnect.com 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 .

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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

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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

Puddleducks Pre-School is a privately owned group, which opened in 2003 and was re-registered due to a change of premises in 2006. It operates from a converted barn located in the village of Alvingham, Lincolnshire. There is one main playroom with access to appropriate toilet and nappy changing facilities. Children have access to two enclosed outdoor play areas. There is also an office area and a kitchen and car parking available for parents. The pre-school serves the immediate locality and the villages of the surrounding area. It is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. A maximum of 20 children, from two to under eight years old, may attend the pre- school at any one time. There are currently 38 children on roll. They receive nursery education funding for three and four-year-olds. The pre-school opens five days a week, from 7.30pm until 6pm, all year round. There are seven staff working

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Description of the setting

with the children on both a full and part-time basis. The managers hold foundation degrees and all staff are qualified.

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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

Puddleducks Pre-School is a very friendly setting, that effectively recognises and meets the individual needs of the children who attend. Children enjoy their time at the pre-school, and for the most part make good progress in their development and learning. Relationships with parents and other providers largely help to enhance children's learning experience. Safeguarding procedures are very effective and most aspects of children's welfare are successfully addressed. The setting have completed the recommendations raised at the last inspection and comprehensively evaluate their practice, so show a good capacity for future improvement.

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further?

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

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further?

 ensure the arrangements for children to dry their hands are hygienic  further develop the links to other providers the children attend to allow a complementary learning experience to be provided  continue to develop children's assessments by identifying their future learning needs.

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the early years provision

Management and staff understand the importance of safeguarding children's welfare. There is a comprehensive procedure to follow should they have any concerns about individual children. Staff have undertaken relevant training to keep This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 them up to date in this area. Appointment procedures include appropriate checks for all staff and regular volunteers. There is a clear complaints procedure which is readily available for parents to use should they wish to. All the indoor and outdoor spaces including furniture and equipment are safe and suitable. Regular risk assessments of the premises and outings are undertaken to identify and minimise risks.

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the early years provision

A good range of policies and procedures support the smooth running of the pre- school. All staff are qualified; the two managers hold Foundation Degrees in Early Childhood Studies and are working towards further qualifications. Their knowledge and drive helps them to have a clear vision for the improvement of the setting. Staff, parents and children are involved in evaluating the provision and identifying areas to work on. Staff are well supported because management are very good role models, who work directly with the children and show a very good understanding of how to help children learn. For example, through using open ended questioning. Resources are well organised and mainly readily available so children can make their own choices as they play. Children are actively encouraged not to be wasteful with resources when they are involved in recycling plastic, paper and cardboard. There are a wide range of books, puzzles, dressing up clothes and

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the early years provision

some positive images that help children gain an awareness of the wider world. Staff understand how to effectively meet the individual needs of children with special needs, for example, by providing specialist equipment, using makaton and offering additional support to allow them to be fully involved in activities.

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the early years provision

The information available to parents regarding the setting and their children's progress is good. Staff communicate with parents and carers mainly by discussion, but also through newsletters, the notice board and posters about events. Staff talk to parents every day about what the children are doing. Children are encouraged to bring in things from home that are interesting to them. Staff help children to feel special when they show items to their friends, for example, photographs or a favourite book. Parents are happy with all aspects of the setting including the progress made by their children. Management have made good efforts to establish links with other providers children attend however, currently there is not an effective two-way flow of information that will enhance children's individual learning experience.

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and outcomes for children

Children are enthusiastic and interested in the wide range of experiences available to them. Staff plan a full programme of activities that are a good balance of child and adult initiated play often led by the interests of the children. Staff undertake useful observations of children's progress, so they know what individual children can do very well, but they do not always identify the next steps in children's learning. Children gain a sense of belonging as they are involved in activities at circle time, which help them to feel special. Children are very active in the setting and use two outdoor areas, one where they can climb, swing and balance, they go for local walks and often take part in 'tumble tots' dancing sessions. They start to learn about where food comes from as they are involved in baking bread, cakes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and making soup with fresh vegetables. Children know why they need to wash

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and outcomes for children

their hands and are taught how to be diligent in removing germs, however, they all dry their hands on the same two or three towels and even though these are changed everyday this is a risks to their good health. Children benefit from the routines within the setting where they help to pack away together; they respond well to staff and behave well. Many children are clear and confident speakers who show an interest in books and stories which are used extensively by staff to help to deliver many aspects of the curriculum. One example of this is using 'The owl who is afraid of the dark', to talk about fireworks and Christmas. The children are introduced to some different languages during singing sessions and through a welcome display.

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and outcomes for children

The pre-school make the best use of their position within a farm to allow children to learn about the natural world. They see farm animals and machinery close at hand. For example, they enjoy seeing the ducks that live in a pond next to the pre- school and learning about the changing season on the farm. Staff work closely with children to promote their personal, social and emotional development effectively. For example, if children are initially timid their parents can stay with them until they become more confident. Children learn skills such as how to share toys and take turns. They are encouraged to use their senses and explore a wide range of media such as sand, water and dough. They have many opportunities to complete paint and collage activities and make models. By asking probing questions staff encourage children to solve problems, for example, why the sand and water wheel is blocked and how that can be fixed.

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and outcomes for children

Through undertaking activities such as sorting and threading children learn about size and shape. They confidently build with a good range of construction materials. They understand some simple positional language such as underneath. There are many areas within the setting where children can explore mark making opportunities. Children also write for a purpose. For example, recently they wrote letters to each other, made a post box and stamps. A visit to see the local post person at work and take photos of this helped to further enhance their enjoyment and understanding. Children are learning about their own safe boundaries at times when they can freely access the small outdoor area, they move confidently from indoors to outdoors. They show good skills in the use of the computer, and also have access to a good range of equipment to promote their growing technical skills that will help them in the future.

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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 3 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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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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