Paston and Gunthorpe Pre-School

Paston and Gunthorpe Pre-School Inspection report for early years provision

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Unique reference number EY310404 Inspection date 21/10/2009 Inspector Isobel Randall

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Setting address Gunthorpe Primary School, The Pentlands, Hallfields Lane, Gunthorpe, Peterborough, Cambridgeshire, PE4 7YP Telephone number 01733 571 193 or 07770 796 552 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 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

Paston and Gunthorpe Pre-School is run by a voluntary committee. It has been registered at the current premises since 2005. The setting is registered on the Early Years Register to care for a maximum of 19 children at any one time. They operate from a classroom within Gunthorpe Primary School in Peterborough, Cambridgeshire. There is a secure enclosed outdoor play area which is shared with the school Reception class. The provision is open each weekday during school term time from 9.00am to 12.00pm and from 12.15pm to 3.15pm on Monday to Friday. There are currently 41 children on roll aged from two to five years who attend for a variable number of sessions. Of these 21 are in receipt of nursery funding for three and four year olds. The pre-school is able to support children with special educational needs and/or disabilities and children who speak English as an additional language. The provision employs six members of staff to work with the

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Description of the setting

children, all of whom have suitable early years qualifications. The provision receives support from the local authority.

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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

The quality of the provision at Paston and Gunsthorpe Pre-School is good overall. It meets the needs of all the children who attend well. The committee and staff evaluate their practice effectively in order to develop it and so have good capacity for continuous improvement. Leaders take excellent care to address the learning, social, cultural and linguistic needs of all individual children. This enables them to engage in activities that they enjoy and from which they make good progress.

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further?

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

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further?

 develop opportunities for more flexible use of the outdoor play area  consistently use observations of children's achievements to plan next steps for individual progress  review systems to encourage parents to collaborate more effectively in the development of experiences for their children

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the early years provision

The setting is led and managed well by the committee and the supervisor. Adults working with the children are fully involved in making decisions about the overall development of the setting as well as taking a full part in weekly and daily planning. Assigned to individual children, they are assiduous in following the pre- school’s policies and practices to ensure that the children stay healthy and are safe. Trained in first aid for children, they are well informed about the children’s This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 medical needs and, for example, careful about potential allergies. They are well trained in safeguarding children and know the procedures to be followed if they have any concerns. All adults involved in the running of the group, either on the committee, as full staff members or volunteers, are checked to ensure their suitability to be involved with children.

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the early years provision

The premises are very secure, with checks on all visiting adults and detailed registration of children’s arrival and departure. Parents bring and collect their children through individual contact with a member of staff so that information can be exchanged about every child. Leaders strive to involve parents closely in their children’s development through, for example, home diaries that help adults to know about each child’s preferences, with some good responses. However, current systems do not encourage all parents to collaborate effectively in the development of experiences for their children as a substantial number do not take the opportunities offered to join the committee, come to the twice-yearly parents’ evenings or examine their children’s records. Those who recently completed questionnaires expressed great appreciation of the provision, as did parents spoken to during the inspection. One parent praised the staff’s swift action in

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the early years provision

response to her child’s difficulties with speech. Although, parents are informed about the means to voice complaints, there have been none. The setting works well with local authority advisors and specialists, for example, in speech and language development to provide expertise that meets specific needs. Adults use a wide range of resources and plan activities that address the identified interests of all of the children. Strong liaison with the adjoining school helps children to be confident and ready to move on.

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the early years provision

Self-evaluation documentation shows that all staff and committee members are actively involved and have identified accurately where they need to improve. Action has been taken to address all of the recommendations at the last inspection. Leaders’ attention is now focused on further development of the outside area and on the refinement of planning for individual progress.

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and outcomes for children

The good provision in the pre-school promotes the welfare, learning and development of the children well. Adults are quick to identify barriers to learning and to take appropriate action, for example, in relation to communication. They address the needs of all children well, using a good range of strategies to help children who speak English as an additional language. Parents are asked to co- operate by producing home diaries so that the interests and mood of the children can be identified in order to keep them engaged. Attention to the children’s health is strong, so that they are very aware of how to stay healthy. Children learn about healthy foods and are encouraged to enjoy the choice of fruit that they have at snack time. They enjoy learning to prepare their snacks, especially when their food is then cooked for them to eat. Adults take care to ensure that they wash their hands after messy play or going to the toilet and before eating. They teach them

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and outcomes for children

to use equipment such as scissors safely, insisting that they are seated when they cut. Children enjoy playing in the small outside area with toys such as balls, hoops This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and scooters. However, there are limited opportunities to use this space in a flexible way to encourage children’s exploration and choice because it is a shared play area with the school’s reception class which limits when the space is available. There are also no opportunities on the premises to develop children’s climbing skills without a member of staff taking the children into the adjacent playground. Staff are aware of these limitations and are working to resolve these issues.

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and outcomes for children

The walls of the main room are bright with their paintings and drawings, for example, portraits of their friends. They particularly enjoy being taken to the school library for story time, in small groups to give all a chance to comment on the story. Counting and labelling are introduced naturally in all activities, for example with children’s water bottles placed on their names, colour coded to help them recognise them. Adults use observations on the children’s actions and comments to plan for their next steps in learning. However, in some instances this is more closely related to their interests than to their attainment, so that progress is not always clearly defined. These observations are most effective when they are supported by the home diary entries completed by parents. Children are encouraged to contribute by helping to set out and clear up equipment. Quickly adapting to well established daily routines, newcomers settle down well, playing

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and outcomes for children

together harmoniously and learning to share. 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 1 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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