Attenborough Church Pre-School

Attenborough Church Pre-School Inspection report for early years provision

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Unique reference number 253109 Inspection date 27/01/2010 Inspector Justine Ellaway

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Setting address Lucy and Vincent Brown Village Hall, Attenborough Lane, Attenborough, Notts, NG9 5HZ Telephone number 0771 4577171 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 .

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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: 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

Attenborough Church Pre-School is run by a committee and opened in 1961. It operates from rooms within the Lucy and Vincent Brown Village Hall, Attenborough, Nottinghamshire. The pre-school is open each weekday from 9.15am to 11.45am, on Monday and Tuesday from 11.45pm to 3.15pm during term time. All children share 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 on both the compulsory and voluntary parts of the Childcare Register. A maximum of 42 children may attend the pre-school at any one time. There are currently 44 children on roll, all of whom are within the early years age range. The pre-school supports children with special educational needs and/or disabilities and also supports children who speak English as an additional language.

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Description of the setting

There are nine members of staff, five of whom hold appropriate early years qualifications to National Vocational Qualification (NVQ) Level 3 and one of whom holds an appropriate early years qualification to NVQ Level 2. Two members of staff are working towards a higher level early years qualification. The setting provides funded early education for three- and four-year-olds. The setting is a member of the Pre-School Learning Alliance.

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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 cared for in a friendly and welcoming environment where they are able to make good progress towards the early learning goals through a varied range of activities. The setting promotes inclusion, taking into consideration the needs and interests of children who attend. A range of information is shared with parents to promote consistency of care and partnerships are, on the whole, successful in supporting children. Partnership working with other settings is developing to ensure that information is shared to promote continuity in supporting children's development. The setting demonstrates a commitment to continual improvement to benefit the outcomes for children.

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further?

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

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further?

 improve systems that identify learning needs and respond quickly to any difficulties, working together with parents and professionals from other agencies, where appropriate, to provide the best learning opportunities for children  analyse observations and highlight children’s achievements or their need for further support to ensure their progress towards the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The setting has devised and implemented a range of clear and relevant policies and procedures to effectively promote the welfare of children who attend. The management team have a clearly defined structure and roles that support the quality of the service provided. The designated child protection officer has a clear understanding of her responsibilities and sound knowledge of child protection issues to ensure that appropriate action is taken in the event of any concerns. Clear and relevant information is recorded in the risk assessments maintained by the setting. Risks and hazards are suitably minimised and careful and consistent supervision ensures that children can play independently but safely. Thorough systems have been devised and implemented to check the suitability of staff at the time of appointment to ensure they are safe to be around children. In addition, a useful annual appraisal system and declaration by staff informs ongoing suitability

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the early years provision

The setting is committed to improvements which have a positive influence on outcomes for children. The management team are honest in their reflection of practice and proactive in quickly discussing and agreeing solutions to any identified weaknesses. Relevant and realistic targets for improvement have been identified, which includes a significant expansion to the range of information and communication technology toys, that builds on children's interests as well as promoting their learning in this area.

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the early years provision

Good use is made of both space and resources to promote children's enjoyment and achievement. Free choice table top and floor activities are successfully interspersed with adult-led activities, in a way that means children are not interrupted and can become engaged in what they are doing. Children move comfortably around the environment and make use of the available space. Staff are well deployed throughout the session, demonstrating a clear understanding of their role. Activities are quickly cleared away or set out, minimising the transition time, so that children are unaffected by this. Staff attend relevant training courses that develop their knowledge and understanding of working with children.

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the early years provision

The setting strives to provide an inclusive environment. All of the required information is gathered to ensure children's welfare needs are met. Children have a range of opportunities to learn about the wider world and the setting makes good use of resources to extend children's learning, for example, inviting parents in to talk about their experiences. Posters are displayed that reflect people of different culture.

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the early years provision

The setting has developed a number of processes relating to partnership working with parents which are of a sound quality. Parents provide relevant information when their child first starts, to provide a useful basis for settling them in and planning future activities. Home diaries are welcomed by parents who enjoy reading the information staff record on their child's progress and adding any information of their own. In addition, staff provide a summary of children's achievements in relation to the early learning goals at the end of each year. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 setting shares information with other settings that children attend to ensure continuity of care. However, on occasion the setting is not fully effective in co- ordinating it's approach to support children who are not making as good a progress, with parents and external support agencies.

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and outcomes for children

Staff are skilled practitioners who are effective in supporting learning, both through free play and adult-led activities. They join in children's discussions and ask relevant questions that encourage children to think and learn. For example, a child talks about their favourite colours and begins putting different paints into one pot. A member of staff talks about mixing and helps the child to recognise that a new colour is being created.

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and outcomes for children

Children enjoy a good variety of activities during the session. Planned indoor and outdoor play activities promote children's large physical skills, for example, as children play ring games or on the equipment. The physical play equipment provides sufficient challenge so that children learn new skills, for example, balancing. Children are regularly encouraged to count and as a result older children count confidently beyond 10. They learn about simple addition and subtraction through songs or whilst establishing how many children are in the line.

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and outcomes for children

Children enjoy playing with technology toys, for example, they take their own photographs. Some children frequently visit the painting easel and spend long periods of time perfecting their art work. Children also enjoy selecting resources within the craft area and experimenting with tools such as hole punches and scissors.

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and outcomes for children

Children are given good support to develop their communication skills. They have discussions at circle time where children who are more able make relevant contributions. The setting makes good use of resources to support letter sounds, for example, providing a large range of toys for children to play with that begin with the chosen letter. Children enjoy listening to stories and looking at books, which they do independently. Their interest is further fostered by regular visits to the library bus.

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and outcomes for children

Children demonstrate high levels of independence within the setting as they toilet independently or ask for support if they need it. They self-serve at snack time which also promotes children's recognition of colours as they match their beaker to their plate. In addition, this encourages their social skills as they get to sit with different children on a regular basis.

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and outcomes for children

Staff maintain a clear record of children's achievements, which is shared with parents. Photographs as well as written notes are maintained and linked to the relevant areas of learning. Whilst the setting has implemented a suitable system to track children's individual progress, this is not always updated sufficiently to provide information on where children need further support. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Good hygiene is well promoted within the setting. Children wash their hands at appropriate times and are encouraged to develop their understanding of when and why through reminders from staff and pictorial prompts. They enjoy a healthy snack and whilst preparing a fruit salad are encouraged to learn about more unusual fruits and about 'five a day'. Children of all ages play well together and show respect and consideration for others, for example, a child passes another

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and outcomes for children

child their favourite book to look at. They demonstrate a sound understanding of the rules, for example, a child explains to another where the line is when getting ready to go outside. Children listen carefully to staff and demonstrate that they feel safe and comfortable with them. 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 3 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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