Newhall Theatre Project

Broadhill Pre-School Inspection report for early years provision

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Unique reference number 134458 Inspection date 07/06/2010 Inspector Jenny Read

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Setting address Broadhill Pre School, 131 Hailey Road, Witney, Oxfordshire, OX28 1HL Telephone number 01993 705509 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

Broadhill Pre-School opened in 1974 and is a committee run pre-school run by parents and volunteers. The pre-school is registered on the Early Years Register. It operates from a purpose-built premises adjacent to the local primary school in Witney and serves the local area. The pre-school employs eight permanent staff who work on a full- and part-time basis to work directly with the children. Seven staff hold appropriate early years qualifications to level 2 and 3. The manager is currently working towards the Foundation Degree in Early Years and the Diploma in Pre-school Practice at Level 3.

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Description of the setting

The pre-school may provide care for a maximum of 24 children from two years at any one time. There are currently 59 children on roll, of these 45 three and four- year-old children receive funding for early education and three children receive funding on the 10 to 2 funded pilot. The pre-school is open each week day during school term times only. Sessions operate from 8.45am to 11.30 am and 12.30pm to 3.00pm. The pre-school offers a lunchtime club every day from 11:30am until 12:30pm. Children attend for a variety of sessions. The pre-school currently supports children with special educational needs and/or disabilities, and also supports a number of children who speak English as an additional language.

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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 are happy, engaged and enjoy coming to the pre-school. Their health and well-being is promoted well and strong emphasis is given to enhancing children's awareness of cultural diversity. Staff nurture good relationships with parents and carers to support children's individual needs. Children make sound progress towards the early learning goals but less use is made of the outdoors to support learning across all areas of learning. There are some weaknesses with regards to paperwork and documentation. Systems for evaluating the quality of the pre- school are in their infancy meaning some gaps in the quality of the provision remain, however, issues from the previous inspection have been successfully addressed and the pre-school is committed to improving their practice.

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further?

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

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further?

 conduct a risk assessment and review it regularly - at least once a year or more frequently where the need arises and ensure this identifies aspects of the environment that need to be checked on a regular basis (Suitable premises, environment and equipment) 02/07/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 develop further the links with other settings children attend to promote consistency in their learning  identify children's next steps against the development matters and early learning goals to inform future planning and ensure activities are purposeful  improve the two-way flow of information with parents to ensure accident forms are signed by parents and all necessary information, for example children's registration forms are consistently recorded for each child attending ensure equal emphasis is given to each area of learning indoors and outdoors to provide opportunities for children to access their learning indoors and outdoors  ensure all the risks identified prior to each outing are clearly recorded.

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the early years provision

The manager is friendly, enthusiastic and fully supportive of the committed and dedicated staff team. This engages parents and ensures children play in a welcoming and positive environment. Recruitment and induction of new staff although not formalised in the operational plan, is sound. As a result, staff demonstrate thorough knowledge of the pre-school's policies and implement the procedures well to meet children's needs. Rigorous security measures and good knowledge of safeguarding procedures, protects children from harm and abuse and ensures they are supervised appropriately. The premises are secure as a buzzer notifies staff when the door is opened and a dedicated member of staff closely supervises the arrival and collection of children. Staff are vigilant and supervise children's safety and well-being generally well inside and outside. Good emphasis is given to promoting staff's professional development through regular

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the early years provision

opportunities to attend training and useful workshops. Each child's personal information is stored securely in locked filing cabinets to maintain confidentiality, although inconsistent completion of children's registration forms in the minority of cases has the potential to impact on children's well-being. Children play in a welcoming, comfortable and stimulating environment indoors and outdoors. They utilise the different spaces well and have fun exploring the newly installed planting and growing areas, nature area and all weather covered area to promote their experiences and learning.

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the early years provision

The new committee, although keen and visible at the setting are lacking in experience and knowledge of their roles and responsibilities due to limited handovers from the previous committee. This has led to gaps in children's care and learning and a breach of regulation because systems to monitor and evaluate the quality of the provision, although inclusive of staff and parents, are inconsistent. Some operational issues, such as, updating policies and procedures, have not been dealt with promptly and risk assessments have not been robustly reviewed as required to identify aspects of the environment that need to be checked on a regular basis to protect children. Nevertheless, successfully addressing issues from the previous inspection, making significant improvements to the outside environment and accessing additional funding to develop the book area and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

technology resources, demonstrates the setting's commitment to continuous improvement. Staff plan together as a team ensuring focus is given to each key group. The manager identifies the need to develop further the assessment and planning processes to ensure children's next steps are clearly identified and to implement learning journey scrap books to provide a visual record of achievement. This will allow children to contribute to their own assessment and enable parents to observe their children's progress.

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the early years provision

Children gain good awareness about their own and other cultures through well- planned activities, close links with parents and the development of a new multi- cultural parent questionnaire. This provides good information to staff who know children's needs well to promote inclusion and provides purposeful support in their learning. Staff learn: key words in children's home languages with phonetic translations; about popular, traditional or forbidden foods; and traditional clothes worn. This values each child's background and assists children in learning about different countries, festivals and cultural celebrations. Whilst links with other settings children attend are not established, partnerships with other agencies and professionals are strong. Staff work closely with speech and language therapists and take part in the 'Spirals Pilot Project', providing good support for children with social problems and identified speech issues. Relationships with parents are well-

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the early years provision

established to promote children's care. Regular newsletters, access to the policy folder and extensive information, such as healthy eating guidelines for lunch boxes displayed in the large entrance area, ensure parents are well informed. Parents indicate staff are very approachable and supportive. They value the daily informal feedback, summary progress reports and opportunity to view and discuss their children's assessment profile, progress and next steps in detail at any time with their child's key person. The completion of a satisfaction questionnaire after the first six weeks of attendance, enables parents to reflect on the quality of care provided for their child and to contribute to the setting.

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and outcomes for children

Children are making sound progress in their learning. Appropriate emphasis is given to most areas of learning to provide a varied curriculum inside. However, the same emphasis is not given to the six areas of learning outside. This limits children's literacy, numeracy and creative experiences for those who prefer to do their learning outside. Nevertheless, children enjoy free-flowing indoor and outdoor play, enabling them to make choices and explore their surroundings on a bigger scale. Promoting children's knowledge and understanding of the world is a key strength. Children help to plant and water their vegetables and plants and observe the feeding of one-day old rabbits. This extends children's experiences and encourages their interest in living things as they watch the process of change. Systems for observing, planning and assessing children's learning are satisfactory. Whilst planning is based around observation of children's interests and ideas and

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and outcomes for children

possible extensions to ensure focus of activities is child-led, there are no next steps in place that inform planning to challenge children's learning and enable them to build on what they already know and can do. Observations are used generally well to inform assessment against the six areas of learning. However, the assessment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 records do not securely link to the development matters and termly summary reports do not consistently cover the six areas of learning to robustly track and monitor children's learning across the curriculum.

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and outcomes for children

Well laid out resources in most areas of learning encourage children's independence. They begin to recognise their name through self-registration and select aprons when playing in the water for themselves. Children use recyclable materials to design and make models. They confidently search the range of media and materials, exclaiming, 'I want to make a lollipop'. They talk activities through, beginning to reflect and modify what they are doing, stating 'I need the sellotape'. Children use the sellotape dispenser with control and skill, carefully sticking two lollipop sticks together while exploring other media to complete their design. Children make good use of the exciting, comfortable and widely resourced book corner, choosing stories to read and accessing the new headphones to listen to pre-recorded stories. They are inquisitive and engage well during whole group story time feeling safe and secure to confidently ask questions, such as 'what's a

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and outcomes for children

baby elephant called?'. Staff facilitate this well enabling more able and knowledgeable children to respond, 'it’s a calf' and other children to make connections with what they already know, exclaiming 'that’s like a cow'. Children are building sound relationships with their peers. They spend long periods designing their train track, negotiating changes and working well together to develop their play further.

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and outcomes for children

Children's health, safety and wellbeing is generally well met. They adopt good hygiene routines and good independence in their personal care needs. Children wash and dry their hands at the appropriate times, such as before and after stroking the tiny baby rabbits, after using the toilet and before all meal times. They help themselves to water when they are thirsty and although meal times are a social occasion supervision is less effective, meaning meal times are hectic with little purposeful discussion or learning. Children benefit from healthy, nutritious food at the café style snack bar. This enables children to eat and drink when they wish. Effective guidance through posters and useful leaflets on healthy eating is clearly displayed giving parents good guidance on appropriate healthy options in lunch boxes. Children learn to keep themselves safe on outings through regular practise of the footsteps road safety programme. Whilst more able children know

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and outcomes for children

clear action to take in an emergency to keep themselves safe, only termly practise of the escape plan limits the younger children and those who attend on a part-time basis from gaining secure awareness of safe action to take in an emergency. 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 3 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 2 The extent to which children make a positive contribution 2 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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