Acton Bridge Pre School Association

Acton Bridge Pre School Association Inspection report for early years provision

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Unique reference number EY394621 Inspection date 15/04/2010 Inspector Ron Goldsmith

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Setting address Acton Bridge Parish Rooms, Hill Top Road, Acton Bridge, Northwich, CW8 3QG Telephone number 01606854711 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

Acton Bridge Pre-School opened in 1966 and re-registered in 2009 as Acton Bridge Pre-school Association. It operates from the parish rooms in Acton Bridge, Cheshire. Children have access to two playrooms and a secure enclosed outdoor play area. The pre-school is registered on the Early Years Register and is open each weekday except Tuesday, from 9.30am to 12.00pm term-time only, with additional sessions provided on Monday afternoon from 1.00pm until 3.30pm and on Thursday afternoon from 12.00pm until 2.30pm. The setting supports children with special educational needs. A maximum of 26 children may attend the pre- school at any one time and there are currently 23 children on roll. The pre-school employs six members of staff including the manager. Of these, five staff hold appropriate qualifications in early years.

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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 are relaxed, happy and busy in this active environment where they feel safe and well-supported by the staff who ensure that they are provided with a good range of play activities. Overall staff have a good understanding of the Early Years Foundation Stage (EYFS). This means children are progressing well in all areas of learning. The individuality of children is recognised and managed very well. Policies and procedures securely underpin the settings practice. The setting's self-evaluation is effective in identifying some strengths and areas for improvement as staff reflect on their practice. Therefore, the capacity for continuous improvement is good.

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further?

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

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further?

 continue to develop more effective self evaluation processes to identify and act upon strengths and identify areas for improvement  maximise parents' involvement in their children's learning by making sure they can contribute to the children’s learning journey  make sure planning is closely linked to observations and assessment to ensure all children remain sufficiently challenged.

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the early years provision

Staff are well-informed about procedures to keep children safe and have a strong commitment to safeguarding. They undertake safeguarding training to keep themselves up to date and fully understand the requirements of the Local Safeguarding Children Board. Policies, procedures and documentation for the effective and safe running of the setting are well-organised and effectively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 implemented. A risk assessment ensures any potential hazards to children are minimised. Daily checks and a regular cleaning schedule ensures children are kept safe and the risk of cross-infection is minimised through appropriate measures, such as effective hand washing routines and cleaning all surfaces.

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the early years provision

The staff have identified a number of areas for improvement, such as further developing the partnerships with parents, which they have acted upon. They provide a good range of age-appropriate activities and resources to ensure most children can participate regardless of gender, background, ability or disability. The procedures and policies for inclusion are very good because of the well-developed partnerships established to meet each child's needs as an individual. The staff promote areas of equal opportunities well. There are resources and activities to promote a broader understanding of the wider world and there is a good understanding of the support required for children who speak English as an additional language. Staff are all highly motivated and supported by management to further raise their skills and qualifications in order to improve the setting. This provides a sound base to drive improvement and raise standards throughout the

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the early years provision

setting but it is not yet sufficiently well linked to an effective appraisal system for staff. There are clear roles and responsibilities for staff who work well together as a team. An effective key worker system in place strengthens links with families and supports children's well-being. Individual plans for children are well implemented. Areas within the setting are well organised to provide stimulating play and learning opportunities for children and staff establish children’s individual needs and their likes and dislikes when they first join the setting.

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the early years provision

Staff and parents regularly exchange verbal information about children's individual needs and achievements at the start and end of each session. Open days allow parents more formal opportunities to discuss children's progress. Information displayed gives parents sufficient information regarding policies and procedures, activities and future events. However, opportunities to maximise parents involvement in their children's learning have not been fully explored as they are not yet contributing significantly to the children’s learning journey. Staff have well- established knowledge of the range of specialist skills on offer from other external agencies and support children with special educational needs very well indeed.

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and outcomes for children

Children enjoy a range of interesting and enjoyable activities, both indoors and outdoors. They are given a good level of support that ensures their social skills are developing well. Lots of praise and encouragement by staff, together with sensitive interventions, ensure children are encouraged to participate and join in, to understand the importance of sharing and taking turns. Staff provide children with a balance of adult-led and child-focused activities and experiences, which keep children involved and eager to learn. Although observation and assessments systems are carried out on individual children, they are not clearly linked to planning for children's next steps and therefore outcomes for children in the future are not secure. Basic information is obtained about children’s starting points. The staff know children well and develop written observations and assessments of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

children’s progress to ensure all aspects of individual needs are met. Tracking systems allow them to make sure that most areas of learning are well-covered. However, these they are not always consistently completed.

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and outcomes for children

Children are confident when exploring the environment both indoors and out. They play a full and active role in their own learning, make choices, decisions and extend activities, with the staff providing good support. For example, children imaginatively rub two chalks together and say 'there's a fire somewhere', as they observe the dust clouds which result. They model plasticine to make 'creepie crawlies' or butterflies. A range of activities and resources help them to role play in the home corner, as a member of staff extends the role play by encouraging children to experiment in hair dressing or playing hospital as they bandage head and limbs. Children thrive in this imaginative play as they use and learn vocabulary. They begin to understand mathematical concepts as they build towers and talk about size and numbers, shape and colour. In playing with sand children talk as they explore and understand their environment, measuring and pouring

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and outcomes for children

They are given clear rules regarding behaviour with staff being excellent role models. As a result children behave well, understand each other's limitations and have good self-esteem. They paint with obvious enjoyment, writing their names proudly and without prompting, on the work they have produced. They concentrate for long periods on jigsaw puzzles or create pictures using glue and paper. They celebrate significant events, such as birthdays and some cultural events. They make good progress in personal and social skills through a range of experiences as they play both independently and together, understanding why they need to share or take turns. They are developing the skills of communication, language and literacy. Children independently access books, sing songs and repeat favourite nursery rhymes. Children have a strong sense of belonging in the security of the group. They show they feel safe and are confident as they freely access

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and outcomes for children

resources and choose which activities interest them most, talking confidently to staff and other adults in the room.

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and outcomes for children

They show they understand about a healthy lifestyle as they vigorously wash and dry hands and understand why they do so. They make informed choices about what they eat and drink. For example, during snack time children enjoy choosing fresh fruit, cheese or crackers, with milk or water. They enjoy physical exercise sessions, both indoors and outside, and recognise the effects of exercise on their bodies. They enjoy cycling, running, climbing and sliding outdoors. Indoors, they participate skilfully and with enjoyment as they negotiate a challenging physical exercise class to move their bodies with good control. Children’s general good health is promoted as they make the most of the fresh air and outdoor play available to them each day. 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 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 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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