Phoenix Pre-School

Phoenix Pre-School Inspection report for early years provision

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Unique reference number EY398208 Inspection date 04/12/2009 Inspector Rufia Uddin

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Setting address St. Augustines Church Hall, Birkbeck Road, ROMFORD, RM7 0QP Telephone number 07768059821 Email phoenixpreschool@hotmail.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 .

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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

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

Phoenix Pre-School is a privately owned group and is one of two pre-schools owned by the registered provider. The pre-school opened in 2009 and operates from a hall in Rush Green in the London borough of Havering. The pre-school is open each weekday from 9.15am to 11.45am and 12.15pm to 14.45pm term time only. Children have access to a secure outdoor play area. The group currently supports a number of children with children who speak English as an additional language. They have no children with special educational needs and/or disabilities on roll.

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Description of the setting

The group is registered to provide care for a maximum of 26 children from two years to the end of the early years age group. There are currently 26 children aged from two years to the end of the early years age group on roll. Children attend from a wide catchment area. The pre-school is registered on the Early Years Register. The pre-school employs three staff all of whom hold appropriate early years qualifications.

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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 are safe and well cared for by a team of staff who are suitable and well qualified. Children make good progress in all areas of learning and development. They are happy, content, confident and feel safe in the environment. Staff have a clear understanding and knowledge regarding the Early Years Foundation Stage and consequently are able to recognise and meets children's individual needs well. The staff are confident with the observation and planning system. Good partnerships with parents help staff to support children's learning and welfare. The manager and staff are aware of some areas for further improvement. Detailed action plans have been put in place. This demonstrates a commitment to driving improvement in the setting.

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further?

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

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further?

 introduce opportunities for parents to be informed about their child's next steps for development, to help them to play a more active role in their child's learning at home  continue to develop activities that promote diversity and equality of opportunity  update complaints procedure to include a telephone number for Ofsted. 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 safeguarded effectively with robust risk assessments in place which cover all areas of the environment and any outings that may be taken. Staff are particularly vigilant when children arrive and leave the premises. Effective processes are in place to ensure that all children are safeguarded. Rigorous recruitment and checking procedures ensure that staff are suitable to work with children and have the appropriate skills and qualifications to support their learning and welfare. Good support is available for staff to further their knowledge and understanding of childcare and learning. Staff are well deployed to ensure children's safety. Records and policies are in place and work well in practice, although the complaints procedure does not yet include the telephone number for Ofsted. Regular risk assessments help staff to identify any areas of concern and all staff are aware of any issues. Regular fire drills are practised and detailed records

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the early years provision

kept. Staff have a clear knowledge and understanding about the procedures to follow in the event of having any concerns about children in their care. Detailed accident records are kept and shared with parents. The group promotes inclusion by welcoming all families, helping new children to settle quickly and offering additional support where appropriate. Staff have a clear understanding regarding how to include all children and offer good support to children who have English as an additional language. Children who speak English as an additional language are supported well, for example the staff learn a few key words of the children's first language to help them understand what children say and need. They understand the children's needs well and work hard with parents to meet those needs. The group is planning to introduce more activities that promote inclusion, for example, by having activities to mark various festivals such as Chinese New Year and Diwali.

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the early years provision

Staff demonstrated a good knowledge and understanding about how to link with other professionals and early years settings if necessary, and about how they would support children with special educational needs and/or disabilities.

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the early years provision

Children develop secure trusting relationships within the setting, which is enhanced through the relationships between the staff and their parents. Effective settling in procedures enables parents to share what they know about their child and provide the setting with a good insight into their home and family life. Parents receive verbal and written feedback about their child's day and are provided with a copy of all the setting's policies and procedures. These are discussed in detail to ensure they are well informed about the service and how the staff meet children's individual needs. Observations of children's progress are informally shared. However, continuity of learning for children is not fully explored because parents are not made aware of their child's next steps for development enabling them to more effectively support their learning at home. The manager recognises her strengths and has begun to formally evaluate all aspects of her practice. She

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the early years provision

involves staff and children in the self-evaluation process and is able to identify areas for improvement. For example, the group intends to introduce a 'bring a book home library scheme' to encourage children to read at home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children enjoy and benefit from a welcoming and stimulating early years environment. Play equipment and resources are effectively set up to create an interesting and stimulating setting. Children are warmly welcomed by staff when they arrive, who are sensitive to their individual needs. Gentle encouragement is provided where needed, and children soon gain confidence and start to explore the play opportunities available. Children effectively learn how to keep themselves safe and healthy. All children have daily access to the outdoor play area which encourages them to be active and develop physical skills. Healthy eating is well promoted and children enjoy snacks, they learn to wash their hands before they eat and staff talk to them about germs. Children develop good levels of behaviour and older children particularly are well mannered and polite. Children are independent, confident and autonomous learners. They display levels of confidence

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and outcomes for children

and independence and pack away after they have finished their snacks, throwing their cartons in the bin and clearing way their plates. Children are able to play cooperatively and staff are generally successful in managing behaviour and creating a calm and settled atmosphere. Close relationships between staff, children and parents are nurtured so that staff have a sound understanding of children's individual needs and parents are informed about their children's progress.

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and outcomes for children

Outcomes for children are promoted well by the setting. Children enjoy making choices as they decide what they want to do. Children's development is promoted by a range of resources including a work bench, a small world doll's house, magnetic numbers, and construction materials. Children's creativity is fostered by activities such as role play and art materials. Children's physical development is supported by activities such as outside play on bikes. Children are encouraged to pick out a card with their name on to help them recognise letters and develop communication skills. Children develop at their own rate because the staff adapt questioning and planning to suit their individual needs. Staff make regular observations of children's progress and introduce a good balance of adult and child-initiated activities to promote all aspects of their learning. Children begin to develop good skills for the future, they recognise numbers on the till and mobile

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and outcomes for children

phone and benefit from opportunities to use the computer to support their learning. Children use their time in the setting well and show a willingness to explore possibilities for themselves. Children feel safe in the setting and learn that their behaviour can impact on their safety and that of their peers. Staff enhance children's feeling of security as they undertake conversations and prompt responses from children. Staff have started to complete observations on the children and have identified children's starting points and next steps and linked these to the general planning of activities and children's interests. Children generally acquire skills and abilities which are appropriate to their age, and their progress ensures that most children are prepared well for future learning needs. 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 3 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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