Scotby Pre-School

Scotby Pre-School Inspection report for early years provision

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Unique reference number 317588 Inspection date 13/05/2010 Inspector Valerie Block

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Setting address Scotby Village Hall, Scotby, Carlisle, Cumbria, CA4 8PB

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Telephone number 07751 987 135 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

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

Scotby Pre-School is run by a management committee. It opened in 1976 and operates from the village hall of Scotby, in Cumbria. The provision consists of a main hall, an outdoor paved area, a small hall for occasional use, a cloak area and toilet areas. The group serves children from the local area.

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Description of the setting

A maximum of 26 children may attend the setting at any one time and 38 children are currently attending. The setting is registered on the Early Years Register. There are children attending with special educational needs and/or disabilities. The setting is open on Monday, Tuesday and Wednesday from 9am to 12am and on Thursday and Friday from 9am to 3pm, during term time.

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Description of the setting

The setting employs six childcare staff. Five members of staff, including the manager, hold appropriate early years qualifications. There is a regular parent helper rota. The setting is a member of the Pre-school Learning Alliance and has been awarded the Quality Standards accreditation.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children enjoy a warm and welcoming environment where their welfare needs are generally soundly met. They are making satisfactory progress in their learning and development. Staff form useful relationships with parents and carers. The setting has improved facilities for outdoor play since the last inspection for children's benefit. Although formal self-evaluation tools have not been fully completed as yet, the setting takes account of local authority advice and support, and shows a satisfactory attitude and commitment to continual improvement.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that records of the information used to assess suitability and to demonstrate to Ofsted that checks have been done, is accessible at inspection, including the required details of any CRB disclosures. (Suitability of adults) 04/06/2010

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further?

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

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further?

 begin to liaise with other day care providers delivering the Early Years Foundation Stage to ensure progression and continuity of learning and care for children  review the risk assessment to assess and address the storage of unsafe This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 chemicals in the kitchen to ensure children's well-being  review the planning of the learning environment to allow children more access to play with water and sand as well as painting activity

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the early years provision

Staff have a good knowledge and understanding of the safeguarding procedures and designated staff have attended required training for their role to protect children. Recruitment and vetting procedures are in place to safeguard children. However, the setting is unable to produce records to verify suitability processes for all adults with unsupervised access to children, although staff have been in place for over eight years. This is a breach to requirements. Clear risk assessments of the premises have been implemented and actions taken to ensure children's safety, such as security systems, are in place. However, the storage of chemicals in the kitchen mean they are accessible to children as they, under supervision, use a corridor next to the accessible kitchen door. There is a small risk of children entering this unsafe area.

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the early years provision

The setting shows commitment to continual improvement by encouraging staff to continue their professional development through training, and by using local authority advice and support to improve the quality of their provision. Recommendations made at the last inspection have been met.

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the early years provision

A good proportion of the staff group are qualified in early years work and all have a good amount of experience working with children at this group, therefore offering skill and continuity to children and families. The setting have organised their available space and resources satisfactorily to give children opportunities for a good range of safe, independent play both indoors and outdoors. They use resources from a library to enhance the provision for children.

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the early years provision

Parents are valued and made very welcome. There is a regular information exchange with parents through verbal communication, notice boards and newsletters. Parents are very happy with the provision. There are links with the local school, where most children attend following their time at this setting, to assist with transition arrangements. Although the setting has made links with childminders who care for some of the children, some children also attend day care settings providing the Early Years Foundation Stage and the setting have not made links with them to exchange information as necessary. Staff encourage children to develop social skills that prepare them well for life at school. The setting understands the need to work with other agencies and childcare providers to meet children's needs.

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the early years provision

Children benefit from the setting's commitment to inclusive, anti-discriminatory policies and procedures. Children are helped to overcome obstacles to their learning and development and the premises are very accessible to all. The new outdoor play area has been thoughtfully designed to include children with disabilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are well-settled and enjoy their time at this setting as they have experienced, skilled staff who develop positive relationships with them. Children make satisfactory progress as the staff understand the Early Years Foundation Stage. They make regular observations of children and use this information, along with information from home, to assess children and plan for their next steps in learning. They take opportunities to extend children's interest in their play and learning. For the most part, there is a suitable range of safe resources accessible to all children and this encourages them to make choices about what they wish to play with. However, restrictions to the use of the premises prevents children having sand and water play in the play area. Although these opportunities are available outside, children do not have free access to the outdoor areas at all times so their choice is restricted. Also, painting is not included in the normal everyday

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and outcomes for children

range of activities for the children. An effective key-worker system enables children to feel safe within the setting.

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and outcomes for children

Staff use their skills to extend children's learning and thinking, and encourage children's communication skills. At group times they encourage children to speak in front of others and show their work to the group. They also encourage the children to socialise together and to learn one another's names, helping children to develop social and communication skills and self-esteem. Children are known well as individuals and show they feel safe and enjoy activities, as they busily explore their environment and confidently talk to adults.

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and outcomes for children

Children are developing their independence as they attend to their own personal care needs. They have a choice of cereals at snack time and pour their own drinks of water and milk. All children take part in activities which support their physical development, both indoors and outdoors. They really enjoy group time where they follow instructions on a physical movement tape. They develop manual dexterity as they learn to apply small pieces to their collages and use tools to apply glue to paper and collage items with support from staff. They learn about shapes as staff have planned activities throughout the environment, both in adult directed and child directed play, to promote this understanding and learning. Children behave well and clearly understand what is expected of them because the staff are calm and consistent in their approach to behaviour management and use age- appropriate methods to deal with unwanted behaviour. Children have opportunities

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and outcomes for children

to become familiar with information technology through use of a computer.

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and outcomes for children

Children enjoy a variety of opportunities to develop early reading and writing skills. For example, they are able to help themselves to a variety of pencils, pens and chalks in the mark-making area, and use chalks and paint brushes in their outdoor play. They enjoy story time and go to the cushioned area to read books alone, developing a love of books. They learn about the wider community through celebrating festivals from home and around the world. Children participate in preserving the world's resources as they are told to be careful about wasting water when washing their hands, so they develop an idea of being a good citizen. They enjoy a range of creative experiences including singing together. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Cross-infection systems are well in place to ensure children's good health is promoted, including a clear sick child policy. Children learn about the importance

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and outcomes for children

of a varied and nutritious diet. Each day they are provided with nutritious snacks, and parents receive information about healthy food for lunch boxes that are provided at the full day sessions. Children learn good hygiene routines such as washing their hands before eating and can explain why they need to do so. They also learn to be safe as staff remind them of everyday safety protocols such as not swinging on chairs, explaining how this could result in an accident. 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 4 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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