Precious Times

Precious Times Inspection report for early years provision

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Unique reference number EY275188 Inspection date 03/03/2010 Inspector Tara Street

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Setting address Laceby Acres Primary School, Swiftsure Crescent, Grimsby, North East Lincolnshire, DN34 5QN Telephone number 07952 217496 per school 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

Precious Times is privately owned and managed by Precious Times Childcare Services Limited. The setting opened in 2003 and is located within Laceby Acres Primary School in Grimsby. Children have use of one classroom within the school and a large outdoor playground. Toilet facilities are shared with the school. The setting runs a pre-school, breakfast club, after-school club and a holiday play scheme. A maximum of 24 children aged under eight years may attend the setting at any one time. The setting currently takes children from aged two years and also offers care to children aged eight years to 13 years. The pre-school opens during term time, Monday to Friday from 9.00am until 3.20pm. The out-of-school facility operates from 7.45am to 8.50am and 3.20pm to 6.00pm during term time and from 7.45am to 6.00pm during the school holidays.

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Description of the setting

There are currently 77 children on roll. Of these 54 are under eight years and of these 46 are within the early years age range. Of these, 24 are in receipt of funding for early education. The setting supports children with special educational needs and/or disabilities. The setting is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

There are eight members of staff, including the manager, who work directly with the children. Of these, six hold an appropriate Level 3 qualification in early years and/or playwork, one holds a Level 2 qualification and one is currently working towards a Level 3 qualification. The setting is a member of the Pre-school Learning Alliance, National Day Nurseries Association and 4Children Network and receives support from the local authority.

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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

The enthusiastic owner and staff recognise the uniqueness of each child that attends and work to ensure that children are nurtured in their care, learning and play. They safeguard children’s welfare effectively. The setting has developed positive relationships with parents and carers and with the other settings involved in children's care. The owner and staff reflect on their practice and have an accurate understanding of the strengths and areas for development in the provision and take effective steps to improve it.

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further?

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

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further?

 ensure planning clearly identifies how activites will promote individual children's progress towards the early learning goals  ensure parental signatures are consistently gained on accident records to show that parents have been informed of any treatment given This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop further ways to involve parents in their children’s continuous learning and development to enhance children’s progress towards the early learning goals.

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the early years provision

Children's welfare is safeguarded through implementation of effective policies and procedures. All staff are suitably vetted and their ongoing suitability assured. Staff are trained in child protection and understand the importance of their safeguarding role. They are vigilant in their supervision of the children to keep them safe. Most records required for safe and efficient management of the provision are well maintained. However, parental signatures are not consistently gained on accident records to show parents have been informed of any injuries sustained and the treatment given to children. Detailed annual and daily risk assessments are fully in place to ensure children can play safely and enjoy their time at the setting.

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the early years provision

The owner and staff strive to improve their practice, consistently monitoring and evaluating the quality and standards at the setting. Regular staff meetings provide valuable opportunities for staff to share good practice and to identify their training needs, which are prioritised by the owner. Recommendations made at the last inspection have been fully addressed. A positive equality and diversity policy, outlines a commitment to promoting inclusive practice at the setting, ensuring all children can achieve as well as they can, regardless of their background. High adult to child ratios mean that children receive good levels of individual attention and as a result relationships between staff and children are strong. The play room is a stimulating and welcoming environment. All of the resources available to children are stored at an accessible height and this offers children the ability to select for themselves.

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the early years provision

Staff work in close liaison with parents to ensure all children's individual care needs are met, including those children with special educational needs and/or disabilities. They have built very good links with other professionals and encourage the use of contact books to share information with other settings children attend, which ensures an inclusive practice is provided for all. Parents are encouraged to be involved in their children's learning as staff exchange regular information about their progress and routines. For example, through newsletters, daily discussions and attendance at parents events. However, not all opportunities to involve parents in their children’s learning and progress towards the early learning goals are maximised.

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and outcomes for children

Children enjoy their time at pre-school and out-of-school provision. Children new to the setting receive sensitive support from the adults caring for them and settle quickly. Children relate well to adults and their peers. They learn to show kindness and consideration to others and also learn behavioural expectations and good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 manners from an early age. Children are motivated and interested in the broad range of activities and experiences offered to them. Staff are enthusiastic in their work and instinctively know when to be actively involved in children's play and when to stand back and let them play freely. An effective key person system is implemented. Staff know the children in their care well and plan activities that build upon children's interests. Each area of learning within the Early Years Foundation Stage, receives sufficient attention and as a result children's skills for

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and outcomes for children

the future are promoted. Ongoing observation and assessment are undertaken and provide a clear insight into the children's progress. However, the identified next steps in learning for individual children are not always reflected within the planning process in order to maximise progress.

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and outcomes for children

Children gain confidence in their communication skills. Many articulate their ideas and experiences and children are encouraged to play an active part in group activities. Routine activities, such as, group time, rhymes, games and additional adult support assist those who need help in this aspect of their learning. Children can access books and audio stories. A writing area is set up so that children can freely access a good range of writing materials. They make marks with chalks, in paint, gloop, sand and other substances. Children like to paint and enjoy the sensory experience of applying the paint with their hands. Imaginative play inspires the children and the well resourced role play area with its play kitchen, food and utensils provides endless fun for many. For example, children prepare and serve 'food', utilising the home corner equipment and food props, such as, whisks, cake tins and pans. Staff involvement in this area ensures that children's

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and outcomes for children

learning is maximised. Science and construction activities encourage problem solving, investigation, and knowledge and understanding of the world.

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and outcomes for children

All children take part in a varied range of activities both indoors and outdoors which support their physical development. They enjoy experimenting with steps and balance beams, taking part in group games with the parachute and using balls, hoops, tents and tunnels. Freshly prepared snacks provide children with a good variety of healthy foods that include a range of fresh fruit and vegetables. Staff support children's ongoing good health by maintaining good standards of hygiene at all times. This all contributes to developing children's understanding of the importance of physical activity and making healthy choices. 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 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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