Courthill Infant School

Beckington Pre-School Inspection report for early years provision

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Unique reference number 142972 Inspection date 09/11/2009 Inspector Mary Daniel

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Setting address Baptist Church Hall, Beckington, Frome, Somerset, BA11 6TD Telephone number 01373 831492 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 . 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: 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

Beckington Pre-school has been registered since 1992. It operates from the Baptist Church Hall in Beckington, near Frome. Children have use of the main hall and a smaller side room and associated facilities. There are two enclosed outside areas available for outdoor play activities.

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Description of the setting

Ofsted have registered this group on the Early Years Register and both parts of the Childcare Register to care for a maximum of 18 children aged from two to four years and there are currently 24 on roll, all of whom are in the early years age range. This parent committee run group are in receipt of Government funding to provide nursery education and are open Monday to Friday, school term times only, from 9.20am - 1.30 pm and on Monday, Wednesday and Thursday until 3.00pm.

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Description of the setting

There are four staff employed, who are all qualified in childcare and early years education or are currently taking training and relief staff are also available. A dinner lady is employed to help with lunch breaks. The setting 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

Children settle easily to play and their individuality is recognised and effectively supported within the welcoming, friendly environment. A varied range of interesting play activities are offered and staff support children well in making good progress in their learning and development. Self-evaluation systems are implemented and effectively used to help identify areas for improvement, which help to promote outcomes for children and enhance their care and play. A well organised parent committee effectively supports staff in their roles and this encourages a team approach to supporting children's welfare.

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further?

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

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further?

 continue to develop the observation and assessment systems to clearly identify children's next steps in their development, and make more use of everyday routine activities to extend their learning opportunities  continue to develop systems of communicating and sharing information on children's achievements with their parents, to support consistency in their learning and development  develop further the variety and accessibility of toys and resources to widen children's independent choices and to support their spontaneous ideas and imagination in their play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is promoted through the clear safeguarding procedures in place. Staff attend ongoing training to ensure their own knowledge of child protection issues is updated. All policies are made available to parents and each child's individual needs discussed and supported accordingly. Children's continuity in care is promoted as staff ensure relevant parental permissions are obtained, for instance, in naming those who can collect their child from pre-school. Parents are considered as their child's first educator and are given reassurance and support in settling their child into pre-school. Regular newsletters are sent out, which help to keep parents well informed of events within the group; ways of sharing further information on children's learning and development diaries is being considered. Parents' involvement is encouraged and they are welcomed into the group to share ideas and skills with the children.

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the early years provision

Clear operational procedures have been formed, which help to promote children's well-being. Staff are well deployed to support children's needs and work well together as a team. This helps each session to run smoothly, and supports children in feeling secure, knowing what will happen next. For instance, they know when the bell is rung it will be tidy up time and then they will have a story or song before sitting down for their snack. Clear improvements have been made since the last inspection. Policies and procedures have been reviewed and updated and staff have attended training to help with implementing the Early Years Foundation Stage framework. Activities provided are discussed with children each day and their access to play resources has been improved, although the variety of available toys, such as those to support their spontaneous ideas in their play, is sometimes limited. More opportunities for children to link sounds with letters are provided

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the early years provision

through a 'Jolly Phonics' program and children's number awareness is promoted through various activities and games. Mark making is given more emphasis and play areas are organised to enable children to move around safely and provide different areas of learning. These improvements have contributed to promoting children's care and learning. Regular meetings are held, which help identify the strengths and weaknesses of the provision offered and clear action plans are formed to monitor any issues arising. Consequently, systems are followed which promote children's welfare well. Suitable staff recruitment, induction and appraisal procedures are in place and children's records are used with regard to confidentiality in use. All children and families are welcomed and a positive approach is given by staff to inclusion within the group.

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and outcomes for children

Children are keen to join in with the range of exciting activities provided and which help them learn through their play. For example, they have great fun developing their imagination as they play in the 'train station' role play area and take turns at being the ticket master, the guard, driver or a passenger. Children 'buy' their tickets, and look at the timetables and leaflets provided on different 'journeys'. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 guard checks their tickets and asks them if they are travelling to Bristol, the zoo or to Africa! Through this activity children develop their social and creative skills, their early communication, language and literacy and mathematical awareness, and their knowledge and understanding of the world. Children later enjoy a story about a train ride, and talk about what happens, which supports their awareness of

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and outcomes for children

different experiences well. Purposeful activities are planned, which are based on children's interests. Staff are developing ways of consistently identifying children's next steps from their observations to ensure they can consolidate and build on their current abilities in all areas of their play, although the learning opportunities available within some everyday activities are not always fully maximised. Children like to 'mark make' and do so within different activities. For instance, at circle time they count how many children are present and attempt to draw this number shape. They like to use the small white boards in the outside Wendy house and pretend to take the 'register', as they have seen staff do earlier in the day. This helps them to start being aware that print has meaning. Children's number awareness is promoted through the written numbers displayed around their play room. They use these to count how many friends are present or to see how many

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and outcomes for children

children are two, three or four years of age. They work together on finishing a numbered train puzzle and use these numbers to reflect those of personal significance, such as for their age. As a result, they become more confident in using number language.

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and outcomes for children

Children learn about their natural world as they collect worms and snails outside. They use bug viewers to examine their finds and talk about these with their friends. They see changes as they look at the colours of the leaves in autumn and collect conkers and acorns. Children's creativity is encouraged as they stick brightly coloured collage materials onto their pictures. This encourages their hand-eye coordination well and supports them in developing free expression with their artwork. Children have fun mixing colours in hand painting activities and use glitter and shiny shapes to make their exciting firework display. Consequently, children have a variety of opportunities to explore different textures and colours and so develop their creativity. Children's communication, language and literacy is promoted well. They are keen to discuss their ideas in circle times and they listen carefully to a favourite story, eager to talk about the pictures they see. They like to

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and outcomes for children

sing familiar songs and are happy to join in with action games, for instance, with the 'animal toddler aerobics', when they try to scuttle like a crab.

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and outcomes for children

Children learn about keeping themselves safe and well through the visitors they meet at pre-school. For instance, a visit from a policeman is planned to promote children's awareness of road safety and talk about 'stranger danger' issues. The health visitor comes in to talk to them about eating healthy foods and doing exercise. She also shows children how to wash their hands well with soap and water to get rid of germs that make them feel unwell. Staff follow suitable procedures to help prevent the spread of infection as they wipe activity tables after use, keep toys clean and well maintained and keep parents informed of any current illnesses within the group. Children enjoy healthy snacks of fruit and are able to access drinks throughout the session. Risk assessments are completed and daily checks help to monitor the safety of the play areas. Regular fire drills are practised and evaluated, which supports the effective evacuation of the premises

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and outcomes for children

in an emergency. Children behave very well. They mix happily with their peers and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn to share and play cooperatively. At circle times they sit quietly and listen to others as they talk about their thoughts and ideas. Staff provide a positive role model and are very good in helping children feel reassured about any issues and guide them gently to resolving any conflict. Children enjoy their 'Let's make a circle' song and are happy to join hands with their friends as they sing. This supports them in feeling valued and welcomed within the group and helps them develop a sense of belonging with their friends. 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 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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