FlipFlops Pre-School

FlipFlops Pre-School Inspection report for early years provision

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Unique reference number EY341937 Inspection date 11/03/2010 Inspector Liz Margaret Caluori

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Setting address Thomas Longely Hall, Lydd Road, Camber, East Sussex, TN31 7RJ Telephone number 07749 857060 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 0300 123 1231, 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: 0300 123 1231 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

FlipFlops Pre-School has been registered since October 2006. It is operated by a committee of parents and is based in St Thomas church hall in Camber. There is access to an enclosed outdoor play area.

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Description of the setting

The pre-school is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. A maximum of 24 children under eight years may attend the pre-school at any one time although it is currently only providing a service for children in the early years age group. The pre-school is open Monday to Friday from 9am to 3pm during term time.

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Description of the setting

There are currently 19 children on roll aged from two to five years. The pre-school is able to support children with English as an additional language as well as those with special educational needs and/or disabilities.

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Description of the setting

The pre-school employs four permanent staff all of whom hold relevant childcare qualifications. These are supported by two bank staff; one of whom is working towards a qualification and one who is a dance instructor. The group receives support from the local authority advisors.

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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

Effective management and a high commitment to continual improvement has resulted in a happy, stimulating and child-centred environment. Children are relaxed, settled and are making good progress in all areas of their learning and development. They are developing positive self-esteem as a result of the attention, praise and positive reinforcement that they receive from the very friendly staff team. Their individual interests are acknowledged and respected. The positive partnerships with parents and carers, and the relationships developing with other professionals, support the staff to provide consistent, coordinated care.

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further?

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

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further?

 review and improve the systems to support the observation and assessment of children to provide staff with records on which they can reflect and to enable them to more effectively monitor children's individual rate of progress take steps to ensure that the presentation of resources and activities is consistently aimed at engaging children's interest  extend the range of resources and images aimed at reflecting diversity. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Robust arrangements are in place to protect children. A range of written policies outline the procedures to be followed should staff have any concerns about children’s safety. These include information about the process for dealing with any allegations made against a member of staff. The manager takes lead responsibility for coordinating child protection and is confident in her ability to recognise the potential signs and symptoms of abuse. Effective recruitment and vetting procedures are followed, ensuring that all staff, volunteers and students are suitably vetted and hold the appropriate qualification. In addition, risks are competently managed to create a safe environment in which children have a good level of independence.

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the early years provision

The committee, manager and staff team work extremely effectively together. They are highly motivated, enthusiastic and have a very positive attitude towards ongoing improvement. They have recently begun a process of self-evaluation, successfully identifying areas which they wish to address. For example there are plans being processed to make alterations to the premises which will allow the children to flow freely between the indoor and outdoor areas. In addition, work has taken place to review and update all written policies and procedures.

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the early years provision

The importance of maintaining strong and positive relationships with parents and carers is very clearly recognised within the pre-school. They have access to all written policies and procedures and are also given a report card each day which includes information about the activities that their child has enjoyed and any other relevant details such as nappy changes or accidents. They are kept informed of their child’s progress and observations provided from home are used to support staff in planning activities which the children enjoy and which offer an appropriate level of challenge. The pre-school also has arrangements in place to work cooperatively with other professionals in order to promote children’s care and learning.

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the early years provision

Children’s individual personalities are very well understood and respected within the pre-school. They are developing good self-esteem as a result of the individual attention, praise and positive re-enforcement they receive. They are supported to develop a respect and understanding for others through discussions and activities to mark a range of festivals and special days. However, the range of resources which promote positive images of diversity is not extensive.

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the early years provision

The pre-school maintains all of the documentation required for the safe and efficient running of the service. This is well ordered and good attention is made to ensuring confidentiality. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

There is a great sense of fun within the pre-school and children delight as staff join in their games. For example a staff member was observed reading a story to one child whilst being ‘fixed’ by another child armed with a toy toolkit whilst also acting as a model to a child playing hairdressers. Experiences of this kind are commonplace within the setting as child-initiated activities are skilfully extended to increase children’s enjoyment, knowledge and understanding.

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and outcomes for children

Children are making good progress in all areas of the development as a result of the attention giving to identifying and addressing their individual needs. However, the setting has yet to adopt an effective system for recording their assessments and observations of children. This does not support them to indicate the next steps identified for each child or to reflect on their rate of progress.

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and outcomes for children

Children are provided with a good range of resources although these are not always presented in a way which engages children’s interests. As a result, some activities receive less attention than others during children’s freely chosen play. This has been identified by the management team and work has started to improve the deployment of resources, for example by creating a more attractive book corner. Children enjoy arts and crafts activities such as drawing, painting, gluing and sticking and regularly produce individual and expressive work. However, there are also some activities which are more adult-led, for example making Mother's Day cards. There are times when the aim to send children home with such product results in slightly too much adult direction. Children demonstrate good problem solving and reasoning skills as they use construction resources to build towers or to make enclosures. They are developing a good understanding of

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and outcomes for children

number, confidently counting by rote and recognising some written numerals.

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and outcomes for children

Children are extremely well behaved and demonstrate wonderful social skills as they share jokes, show consideration and play very cooperatively. Staff listen with genuine interest as children chat happily, resulting in many charming conversations. Their caring and attentive manner helps children to feel secure. In addition, they teach children skills which will help them to understand how to protect themselves such as road safety and the potential hazards of speaking to unfamiliar adults.

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and outcomes for children

Children are well supported to understand the importance of following healthy lifestyles. Snack and meal times are friendly, sociable events. Children enjoy nutritious mid-morning snacks and those staying all day bring in packed lunches from home. Drinks are constantly available. Children are taken outside to play each day and have a good amount of freedom to run around, use the ride-on toys and to play with resources such as balls and hoops. In addition, they take part in physical exercise in the hall including weekly dance sessions.

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and outcomes for children

Appropriate procedures are in place to care for children who become unwell and also to administer medication if necessary. First aid trained staff are present at all times ensuring that children can be treated in case of a minor accident. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are developing good self-care skills. They confidently dress themselves and routinely wash their hands after using the toilet and before eating. 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 3 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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