St. Peter's Pre-School, Stafford

St Peter's Pre School, Stafford

Inspection report for early years provision

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St Peter's Pre School, Stafford

Unique Reference Number EY276506 Inspection date 23 November 2005 Inspector Rosemary Linda Tomkins

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St Peter's Pre School, Stafford

Setting Address Rising Brook High School, Wolverhampton Road, Stafford, Staffordshire ST17 9DH

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E-mail

Registered person St. Peters Pre-School (Stafford) Ltd 4810437 Type of inspection Integrated Type of care Full day care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

St. Peter's Pre-School (Stafford) opened in 2004 and operates from 3 rooms in a separate unit within Rising Brook High school, Stafford. A maximum of 51 children may attend the nursery at any one time. The nursery is open each weekday from 08.00 to 18.00 all year round. All children share access to a secure enclosed outdoor play area. There are currently 50 children aged from 6 months to 8 years on roll. Of these, 12

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 children receive funding for nursery education. Children come from the local area. The nursery currently supports a number of children with special educational needs, and also supports children who speak English as an additional language. The nursery employs 15 staff. The manager and 8 of the staff hold appropriate early years qualifications. In addition, 3 of the staff are working towards a Level 3 qualification.

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Helping children to be healthy

The provision is good. Children learn the importance of personal hygiene through planned routines. They know, for example, that they have to wash their hands before dinner and wash their hands after using the toilet. Staff follow effective procedures such as, wearing disposable gloves for nappy changing. Regular cleaning of the changing areas sustains good levels of hygiene and helps reduce the risk of cross contamination. Clear procedures for sick and infectious children are used to help prevent the spread of infection and keep children healthy. Children benefit from a healthy diet. However, children in the baby room are not able to help themselves to fresh water, as drinks are only offered at set times. This means that children cannot choose to meet their individual needs. Children have a variety of snacks of savoury crackers and fruit. Children over one year have three meals a day prepared from fresh ingredients by the cook in the adjoining school kitchen.

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Helping children to be healthy

Generally, parents provide food for children under one year. Sample menus are displayed and all dietary requirements are discussed with parents. Staff ensure parents are provided with a written daily record of their child's food consumption. This helps to ensure children remain healthy and parents wishes are met. All children enjoy playing outside twice a day. They join in free-play and organised activities, such as running races, using wheeled toys and the large wooden train. Children have walks to the park on a regular basis. This means that children have a positive attitude to exercise and maintaining a healthy lifestyle. Staff provide a satisfactory range of outdoor experiences for babies and children to age three, for example, practising walking and sitting in pushchairs watching the older children. All are able to rest, or be active, according to their needs. Children are comfortable and secure in the quiet rest and sleep areas supported by staff who

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Helping children to be healthy

ensure their daily routines are followed.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a very well organised environment, where risks to children are limited through good safety and security procedures. Staff monitor access to the nursery at all times, the entrance door is locked and visible from the office area. The

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 front playground is fully secure and protected by secure fencing and a bolted gate. The manager ensures there are extra staff for walks and outings to help children stay safe and there are clear written procedures in place. Risk assessments are completed regularly together with daily safety checks for each room. Children use a range of safe, good quality, developmentally appropriate resources. These are very well maintained and presented by staff to enable children to choose from the varied range stored at low level. Staff consistently explain safe practices, such as holding tightly onto rocking toys and forming a line to walk to the outside area. This helps children learn to take responsibility for keeping themselves safe. Children are protected by staff who have a good understanding of child protection

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Protecting children from harm or neglect and helping them stay safe

issues and follow the correct procedures.

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Helping children achieve well and enjoy what they do

The provision is good. Children are secure in the nursery's welcoming and caring environment. They have positive relationships with staff. The nursery make effective use of the 'Birth to three matters' framework to ensure children progress at a steady rate. However, the current organisation of children under two years in the Ducklings room does not always ensure the children can fully progress with activities suitable for their individual development needs. Children play happily together using resources such as, sensory equipment, activity toys, books, home corner and moving in time to songs, all suitable to their age and stage of development. All children enjoy exploration with natural materials, paint, water and sand which helps children represent their feelings and ideas in a variety of ways. Younger children in the Ducklings room show a lot of interest as they react to images of themselves in the mirror. In the Bunnies room the children's language and

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Helping children achieve well and enjoy what they do

communication skills are promoted well by staff through constant conversation, questions and individual attention. Consequently, children are developing their communication skills and are able to express their needs. There is a very good range of resources to promote imaginative play and all children play together in groups in the home-corner acting out activities, such as cooking and a dolls hospital. As a result children's social skills are developing well. Staff use observations and assessments for all children which help staff plan for the next steps for play and learning and show how each child is developing new skills. Therefore, children under three are extending their learning to reach their full potential. Staff evaluate planned activities and adjust to remain flexible and meet individual children's needs. Nursery Education The quality of teaching and learning is good. There is a very well organised staff

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Helping children achieve well and enjoy what they do

team who have developed their knowledge and understanding of the Foundation Stage well to judge the impact of activities on the children. Staff plan and provide a

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 varied range of activities under each area of learning, the learning intention is recorded and relates to the stepping stones so that all aspects are covered. Children's enthusiasm and attention are maintained to ensure children are achieving and progressing. Staff use effective methods to maintain children's interest, such as spending the majority of their time working directly with the children and asking understandable questions. This means that children are appropriately challenged and engaged. Organisation of group time is flexible and encourages children to concentrate because staff stimulate and engage the children with varying approaches. Children are clear about the purpose of adult led planned activities and frequently join in with their own ideas and home experiences. Development is good, particularly in the

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Helping children achieve well and enjoy what they do

areas of communication, language and literacy, knowledge and understanding of the world and physical skills. Behaviour is well-managed and this results in a calm and caring environment for children. Children show a strong sense of belonging as they greet each other and staff on arrival. Children are interested and absorbed in their free play as they select and carry out activities and assume responsibility for personal care. They are encouraged to visit the bathroom independently and help tidy activities away. However, children are not encouraged to further develop their independence and manage their own tasks by serving their own food and snacks. Children are friendly, show care and concern for others and respond positively to staff's high expectations of levels of behaviour. Children speak clearly and confidently with each other. They listen intently to stories and independently select books for pleasure. They are beginning to recognise their

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Helping children achieve well and enjoy what they do

own names and are able to sound letters in words. Children demonstrate that they know how to form letters as they practise letter tracing and make recognisable marks on paper. Children are beginning to understand and use numbers. They count meaningfully up to five and in some cases beyond. They are developing problem solving skills during everyday routines, such as deciding how many more jig saw pieces they need. Children demonstrate that they understand shape, quantity and size as they name and compare shapes of puzzles. This means that children use number names and number language spontaneously. Children develop an initial sense of time and place through regular visits and walks in the community, for example walking to the library, park and shops. Children are introduced to other cultures and customs as they celebrate Divali and European cultures with food tasting, dressing-up and stories. They are fully developing their

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Helping children achieve well and enjoy what they do

knowledge of the natural world as they have regular opportunities to investigate growing things and use natural materials. Frequent use of the outdoor areas help children develop their physical skills. They climb in and out of the large wooden train, ride and pedal wheeled toys and use outside activity equipment competently. Children use paintbrushes, cutters and one handed tools with good control. They are able to express themselves through play dough, explore different textures and name colours competently. They use their

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 imagination and a range of rhythmic movements as they take part in singing nursery rhymes and music sessions. Free play is used very well by the children who enjoy making up their own imaginative games, such as pretending to be goblins and monsters.

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Helping children make a positive contribution

The provision is good. Children enjoy positive relationships with the staff and with each other. They are valued and respected as individuals and their confidence and self-esteem is developed well by staff with use of praise and encouragement both on arrival and during their play throughout the day. Staff ensure that the resources positively represent the children who attend as well as individuals from the wider community. Children visit the local park, shops and library to increase their knowledge of the world around them. This helps raise children's awareness of diversity and develop a positive attitude to others. Children behave well, they take turns, share, help each other and remember to say 'please' and 'thank you'. This positive approach fosters children’s spiritual, moral, social and cultural development. The nursery's policies and procedures promote inclusion for all children. The entrance to the nursery ensures it is suitable for all to access. Currently, the nursery

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Helping children make a positive contribution

cares for a number of children with special needs. Senior staff operate an effective system to ensure that all children are fully included and parents are provided with appropriate support. All children benefit from the positive partnership staff have developed with parents and carers. This means children settle well because staff work closely with parents to ensure their child's needs are met. Parents are made aware of how the setting operates through the prospectus. They are informed of topics and operational changes verbally, from the parents' notice board and printed information sheets located at the entrance to each room. Children's individual needs are discussed and recorded, daily exchange of information keeps parents informed of their child's well-being. Progress records are accessible to parents in each group room. Partnership with parents and carers of children who receive nursery education is

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Helping children make a positive contribution

good. They receive detailed information on the educational programme, are actively involved in providing resources for their children and have open access to regular written development reports.

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Organisation

The organisation is good. Leadership and management is good. There are robust recruitment procedures which ensure staff are appropriately qualified and vetted. The manager ensures there are the required level of qualified staff working with all children. Staff are sufficiently experienced and knowledgeable to ensure children's individual needs are fully met. Children in the pre-school room in receipt of funding for nursery education are achieving and progressing because the teaching methods are effective.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children's records and staff details are stored securely in the office area and available for inspection. Staff attend training on a rolling programme and are keen to increase their understanding of children's development and knowledge of appropriate activities. Staff in the pre-school rooms are supported by an advisory teacher who provides positive examples of good practice to increase their knowledge and understanding of how children learn. Good induction training and appropriate policies and procedures work in practice to keep children healthy and safeguard their welfare. There are clear systems in place for recording accidents, medication and attendance. All documentation is maintained to a good standard. The policies and procedures are continually undergoing review

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Organisation

and update to reflect the progressive improvement of the operational practice. Overall, the provision meets the needs of the range of children who attend the nursery.

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Complaints since the last inspection

There have been no complaints made to Ofsted since registration. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure children in the baby room have drinks available throughout the day • ensure the grouping of children in the baby room meets the individual development needs of all children

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The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • review and implement the organisation of snack and meal times to allow children to further develop their personal independence.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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