Hextable Village Pre-School

Hextable Village Pre-School Inspection report for early years provision

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Unique reference number EY396796 Inspection date 15/01/2010 Inspector Linda Margaret Nicholls

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Setting address The Scout Hut, Heritage Centre, College Road, SWANLEY, Kent, BR8 7LT Telephone number 01322 664398 Email caroladams@hotmail.com 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

Hextable Village Pre-School has been operating for 20 years. It is committee-run and moved to its present premises, The Scout Hut, Heritage Centre, in Hextable, Kent, in 2009. It is registered on the Early Years Register. Registration is for a maximum of 23 children in the early years age range, of whom none may be under two years. There are currently 36 children on roll. The pre-school operates Monday to Friday, from 9.15 am to 12.15 pm. There are six staff who work directly with the children, all of whom have appropriate Early Years qualifications.

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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

Hextable Village Pre-School is effective in its self-evaluation processes, driving continuous improvement in the outcomes for children. The four Early Years Foundation Stage principles are at the centre of a flexible and open management structure. Positive, committed relationships develop between adults and children and systems are building to track children's progress, although some achievements are very briefly recorded. Children are respected and valued as individuals and make good progress towards the early learning goals. Consistent, caring routines follow individual needs to ensure the safety and well-being of all.

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further?

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

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further?

 ensure records of individual achievement clearly explain and identify how progress has been achieved and can be further supported  consider introducing systems within an enabling environment that allow all children wider planning choices from stored resources.

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the early years provision

Clear and accurate records are maintained for safeguarding purposes. Child protection processes are understood, so potential delay is avoided. Staff know what to record and who to report to, should they have any concerns for children in their care. Training and procedures reflect current Local Safeguarding Children Board practice. Risk assessments are in place and reinforced with daily visual checks, so children play safely. Welfare requirements are thoroughly understood and constant, close supervision is provided by competent and caring staff, with the result that children's well-being is fully promoted. An emergency exit procedure is displayed and practised regularly so that all children are aware of what to do in an emergency.

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the early years provision

Experienced members of the staff team work closely with parent-volunteers to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensure the pre-school's procedures are understood and implemented. The aims and priorities of the provision are supported by experienced, professional staff who recognise the importance of reflective practice and focussed general planning. Ongoing training and monthly team meetings are used to build new methods of working to effectively meet children's learning and development needs. A Setting Improvement Partnership with local authority professionals is well established, providing support and advice for committee and staff. The open self-evaluation process encourages staff and parents to comment and contribute their skills such as designing the web-site or refreshing the décor. Suggestions arising from questionnaires are considered, leading to planned priorities for development, such

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the early years provision

as training. The layout of the hall provides children with a welcoming, stimulating environment where toys and play materials are arranged to plan, supporting individual enjoyment and independence. Resources are organised daily to give children responsibility and choice; however, more resources are stored out of sight and children do not have the means to consider these. Equality and diversity underpin every aspect of care and learning with all children benefiting from clear assessment of their individual needs.

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the early years provision

The partnership with parents and carers is extensive and fruitful. An open door policy is in place while posters, notice boards and educative displays inform parents of children's achievements and experiences. Policies and procedures are continually examined and made available for parents to view. Learning records are clearly and simply presented. Assessment of individual progress is carried forward from starting points provided by parents in an entry profile that acts as a foundation for the identification of individual next steps to learning. Reports of achievements at home are shared and displayed. However, final assessment of individual achievements are not always fully explained with reference to the Early Years Foundation Stage framework. There are strong links with local schools and other carers, such as grandparents. Parents provide permission for information to be shared so that children's learning may be smoothly extended.

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and outcomes for children

Children are happy and enjoy their time at the nursery. They show they feel safe by their strong capacity for independent learning. They confidently choose activities at the start of each session that support their learning across the six areas of learning. However, many resources remain in storage so the range of individual choice is limited within general planning. Children are settled and secure because staff are attentive and caring. They are fully occupied and use their imaginations at the role play area, readily inviting adults to join them and responding easily to conversation and discussion. They sit close to one another, chatting, as they find their own solutions to connect construction resources such as Duplo. They discuss how the shaving foam feels on their hands and the patterns the car wheels make in the sand. Children practise and consolidate skills as staff sit with them, providing gentle, supportive direction and conversation. Children gain

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and outcomes for children

confidence from consistent, familiar staff who praise their attempts and achievements at using tools, gaining pencil control or recognising number. Children develop observation and memory skills as they listen avidly to well-known stories This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 such as 'Goodnight Harry.' Staff encourage them to think about what characters have done or ask children what they think will happen next. Children have a growing knowledge of how things work and the skills they will need in the future. They know how to control the mouse at the laptop, to press the controls on the toy microwave, to examine insects with a magnifying glass and to place balance weights on the ends of kitchen scales. Children enthusiastically move during music and movement sessions, learning to bend, curl and stretch as they follow the singer's instructions or take short, accompanied walks in the adjacent community

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and outcomes for children

gardens. Photographs show they enjoy the experience of playing in the snow.

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and outcomes for children

Children understand how to keep themselves safe and demonstrate a strong sense of self-reliance. They access tissues independently and put them in a bin, and put their hands over their mouths when they cough. They use paper towels after washing their hands. They are curious of foods they do not recognise, such as chopped red peppers or tomato sauce in a carton, and discuss the foods they like and those they dislike. Children support and care for each other. They serve each other with plates of pizza toppings of cheese, red pepper, tuna, sweet corn, tomato sauce or ham. Children can choose to pour their own drinks of milk or water. Children willingly make positive contributions to the running of each session. They help tidy away resources or wait patiently for their turn at the project table. Children's understanding of diversity and difference is reinforced as they celebrate annual festivals and special events such as Children in Need. They

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and outcomes for children

learn to respect and value their own culture, as well as those of other children they know, establishing a positive bedrock for future relationships. 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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