Covingham Roundabout Pre-School

Covingham Roundabout Pre School Inspection report for early years provision

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Unique reference number EY398647 Inspection date 22/04/2010 Inspector Janet Maria Moutter

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Setting address Covingham Primary School, Martinfield, Swindon, Wiltshire, SN3 5BA Telephone number 01793 529952 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

Covingham Roundabout Pre School registered in 2010. It is a privately owned and managed setting. They are registered on the Early Years Register. It operates from a building in the grounds of Covingham Primary School, in Swindon, Wiltshire. The setting has a secure outside area and there is appropriate disabled access via a ramp. There are very good links with the primary school, particularly when children transfer from the pre school to the primary school. Children come from the local area and other parts of Swindon. The pre school opens for five mornings and four afternoons during school terms. Morning sessions run from 9am to 11.30am, whilst those in the afternoon last from 12.30pm to 3pm along with three two year olds sessions that run from 1pm to 3pm. However, the older children from the term after their third birthday can stay all day. The pre school is registered to care for 40 children in the early years age group. There are currently 70 children from two

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Description of the setting

to under five years, on roll. The pre school supports children with learning difficulties and/or disabilities, as well as those who speak English as an additional language. Children attend for a variety of sessions. The pre school currently employs eight staff. Both managers are qualified to level three, and six have a National Vocational Qualification at level 2 and on the day of inspection there was one student and one apprentice.

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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

Children feel extremely secure in this friendly group, which is a particular strength of the provision. They enjoy a positive experience of the Early Years Foundation Stage, making good progress in their learning and development whether indoors or outside. All are welcomed and have their individual needs met well overall, including children learning English as an additional language. The proprietors evaluate the provision appropriately; they act on the advice of outside professionals and demonstrates good capacity to maintain continuous improvement

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further?

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

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further?

 continue to implement the new assessment systems, giving parents every encouragement to contribute to their children's records and recording achievements  refine systems of holding documentation to make them more accessible and for inspection by Ofsted  continue to improve the outcomes for children by implementing their self- evaluation form, such as extending Equality and Diversity awareness to all. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are cared for by adults who are cleared as suitable to work with children. The proprietors use robust systems for the appointment and induction of new staff, so all know their roles and responsibilities. Staff follow stipulated procedures well to safeguard children's welfare. Most required documentation is in place to guide the smooth daily running of the group; an exception is the record of staff information, which does not comply fully with the requirements of the Early Years Foundation Stage. For example, they are not easily accessible for inspection by Ofsted.

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the early years provision

The proprietors place emphasis on staff undertaking regular training and gaining qualifications, taking a lead in this one is about to gain a relevant degree in early years. Staff make good use of their new knowledge to improve outcomes for children, for example, by encouraging mark-making in many different areas of the provision, both inside and out. Excellent use is made of the outside area. Staff are deployed well to cover indoor and outdoor learning.

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the early years provision

The proprietors evaluates their provision well overall, although they do not do everything possible to seek feedback from parents; nevertheless, there are clear plans for the provision's future that pin point the most significant areas for development. Such as ideas to extend their limited awareness of Equality and Diversity to ensure the impact on children is monitored well. Overall, there are good two-way communications with parents, who receive much useful information about the provision, although no advice is offered about how their child achieves at home this area is under-developed.

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the early years provision

Staff promote equality and diversity quite well, making sure all children are included in activities, including those learning English as an additional language. However, the staff are unsure of their abilities in this area and have highlighted this as an area of improvement. The key person system works well to help children settle in and provide ongoing individual support, so children's individual needs are met appropriately. Parents appreciate the flexible settling in arrangements and find the staff to be 'very caring'. Partnerships with the adjacent school aids transition and are being developed further, owing to recent staff changes. Parents speak highly of the links with outside agencies, especially speech therapists and the providers and staff value the support of the local Early Years team. The new proprietors have worked hard to address the recommendations from the previous management. For instance, children make good use of their new garden area and

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the early years provision

a robust system of risk assessments are in place to ensure the children are able to move freely both inside and outside the building.

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and outcomes for children

Children thoroughly enjoy choosing what to do from the wealth of resources provided both indoors and outside. They learn through play, exploring and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experimenting with a wide range of media, such as water, sand, soil, paint and dough. Staff make good use of their secure knowledge of the Early Years Foundation Stage to plan interesting learning environments and suitable activities. Children work well independently because they access resources easily and know what is expected of them. They behave well, playing amicably alongside each other and receiving a good mix of adult-led and child-chosen activities. Sometimes the youngest children's attention wanders at group times but experienced staff choose stimulating opportunities for each child to join and at the child's level of understanding. Such as clear explanations of their rules and songs with action

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and outcomes for children

Staff quickly establish trusting relationships with children when they first start and this strong sense of security contributes significantly to children feeling safe and therefore, confident in exploring the many experiences offered. This benefits children learning English as an additional language too, as do the many pictorial prompts around the play environments, and a few items are labelled in French.

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and outcomes for children

Children benefit from long periods outside, delighting in their outdoor play. Staff provide enthusiastic role models to children, dressing appropriately themselves and providing suitable outdoor clothing for children, so all can enjoy fresh air, whatever the weather. This contributes well to children learning about healthy lifestyles. Children use clean environments and learn good personal hygiene routines. They receive appropriate care if they become unwell or unhappy whilst in the provision. Staff support children in learning how to behave in ways that are safe for themselves and others, such as walking 'with indoor legs', when indoors. Each morning the children go through their golden rules and how to keep these rules, such as looking after toys, 'What happens when we don't such as if they are thrown on the floor', 'It will break them'. Children can be heard saying to their peers 'walking legs, you two' and lots of unprompted please and thank you.

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and outcomes for children

Staff support all children well in their learning and development. Children acquire new words and develop their conversation skills through using a multitude of different resources, including the garden and growing activities. Watering the flowers, 'pansies', digging around the potatoes the children have planted and estimating the height of the sweet pea stalks and sunflowers. Staff establish children's starting points as they first enter the provision through discussions with parents and by observing what children can already do. A new assessment system is being implemented in conjunction with local authority staff, to which it is hoped all parents will contribute. This helps staff establish what children's interests are both in the provision and at home, so that learning is personalised to meet their individual needs. 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 1 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 1 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 1 The extent to which children develop skills for the future 1

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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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