Croft Pre School

The Croft Pre-School Inspection report for early years provision

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Unique reference number 314740 Inspection date 14/01/2010 Inspector Jackie Phillips

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Setting address The Scout Hut, High Street, Market Weighton, East Riding of Yorkshire, YO43 3AA Telephone number 01430 879 665 or 873596 (Yvonne Wright) Email yvonnecroft@hotmail.co.uk 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

The Croft Pre-school is a well established group, registered in 1992. It operates from the Scout Hut, behind the shops, in the centre of the town of Market Weighton, within the East Riding of Yorkshire. It is run by a voluntary committee, comprised of parents and carers and serves both the town and the surrounding rural area. The group is registered on the Early Years Register for a maximum number of 24 children aged under five years of age, 12 of whom may attend under the age of three.

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Description of the setting

The group meets every morning, Monday to Friday 9.15am to 11.45 am. In addition, it operates each Monday, Tuesday and Thursday afternoon from 12.45pm to 3.15 pm and Wednesday 1.30pm to 4pm, term time only. A lunch club is held each Friday, 11.45am to 12.45 pm with additional days available following prior negotiation and according to demand.

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Description of the setting

There are nine members of staff employed at the setting, with at least three present during each session. The majority of staff hold recognised childcare qualifications. The staff group is well established, experienced and committed to training to further improve their practice. Parents are invited to assist during sessions as volunteer helpers.

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Description of the setting

The premises comprise of the main hall, a small adjacent room, kitchen and toilets. There is also an enclosed area outside at the rear. The nearby play area is secure and is also used to extend children's outdoor play opportunities.

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Description of the setting

There are currently 54 children are on roll. Children with special educational needs and/or disabilities and those who speak English as an additional language are welcomed and supported. The group has contact with the local authority early years workers and is a member of the Pre-School Learning Alliance. A Parent and Toddler group also meets weekly at the premises and has established close links with the Pre-school.

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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

Although the group operates from within a shared facility, the setting is very well prepared for children before they arrive. This means they enter an interesting environment, conducive to learning and are warmly welcomed and greeted by the staff. Adults know children well and recognise their individuality. Partnerships with parents and carers effectively support children's welfare, care and learning needs. A good networking system is established with other providers in the area delivering the EYFS. However, these links are not yet contributing to individual children's achievements and well-being as successfully as they could. Leaders of the group are confident and active in identifying steps needed to be taken for further improvement to the provision and outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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further?

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

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further?

 develop links with other providers delivering the Early Years Foundation Stage, to ensure a stronger contribution is made to individual children's achievement and well-being  ensure parents provide their written permission for the seeking of any necessary emergency medical advice  improve planning and record keeping systems regarding provision for the next steps in children's learning as they move towards the early learning goals.

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the early years provision

Children are cared for in a safe and secure environment. Good systems are established in support of this. For example, record keeping, a range of written policies and procedures and effective supervision of children at all times. Adults are able to access specific training in the safeguarding of children, helping them develop and improve their knowledge. This means children are protected because of staff's increased vigilance and understanding. Parents are familiar with the groups range of policies and procedures and sign to provide their written agreement for a number of operational routines. Although they provide their written consent for the setting to seek any necessary emergency medical treatment, they have not yet been asked for their permission for any emergency medical advice to be sought when required.

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the early years provision

Adults plan a varied and interesting range of activities for children, which helps them to enjoy their time at the setting and benefit from a variety of learning opportunities. A good balance between activities that are either adult-led or child- initiated takes place and it is acknowledged that children learn best when they are interested and motivated. For example, staff observe, assess and evaluate children's progress and determine how they can be supported to expand learning potential. This information is used to inform planning and makes some contribution towards written reports, to share with parents. However, there is some inconsistency with regard to record keeping, as they do not to clearly show how and when children will be steered towards the next stage in their learning and that all areas of learning are systematically covered over time.

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the early years provision

The staff have a positive attitude towards driving the group forwards to achieve success, sustainability and improved outcomes for children. Issues for development raised at the previous inspection have been effectively addressed and through training and working with others, adults use the knowledge acquired to the benefit of the children. For instance, through attending training and sharing information with all members of the team, the group is successful in narrowing the achievement gap by using resources and the environment to support the learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of particular groups, for example, boys. Staff foster warm and trusting relationships with children. Parents are valued as partners and are provided with opportunities to share in their children's learning experiences by, for example, attending the setting to work alongside staff as volunteer helpers.

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and outcomes for children

Children are confident in their surroundings and know the routine very well. They listen well to instructions, get involved in the tidying up process and are interested and friendly when new children and visitors are introduced to the group. Children are provided with access to a broad variety of toys and resources, which are mostly located within specific areas created to help children learn and focus. For example, the book corner and role play area. They play with enthusiasm and demonstrate the ability to share and take turns and show high levels of concentration when required.

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and outcomes for children

The flexible routine includes opportunities for children to develop their independence. For instance, when self-selecting resources, accessing a drink or deciding when to attend the café style snack bar that sometimes operates. Visitors to the setting are welcomed and walks around the local area are often incorporated into the planning. For example, visits to the fire station, the library, church or play park. The support of initiatives, such as, the local Farmers market, the celebration of different cultural and traditional festivals and the involvement in fund raising events, helps children understand the wider world and the importance of respecting, supporting and helping each other.

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and outcomes for children

Children are making good progress in their learning. High levels of achievement are evident in their writing skills, especially as they learn to write their own name, usually by copying from their name cards. These are also used to help children identify the written word and self-register their attendance at the group. Children are very well supported to make marks and can be seen carrying notebooks and pencils with them, to write down their ideas. Skills for future learning are developed as children get involved in using the computer. They play games that raise their awareness of number and counting, use books frequently and take part in many activities that enable them to express themselves and be creative.

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and outcomes for children

Well established routines help children understand about keeping themselves safe and develop an understanding of adopting a healthy lifestyle. For example, children are aware of the importance of washing their hands before eating and get involved in practising the setting's emergency evacuation procedure. Fresh drinking water is always available and snack time includes healthy options. There are opportunities for children to access outdoor play, engage in physical exercise and use their bodies in challenging ways. Children behave well and develop a sense of belonging at the group, for example, some wear the Pre-School sweatshirt, take on small tasks of responsibility or sing spontaneously, indicative that they are happy and content within their surroundings. 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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