St Mary's Primary (Ruabon) School

Brayton Busy Bees Pre-school Inspection report for early years provision

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Unique reference number 400459 Inspection date 19/04/2010 Inspector Rosemary Beyer

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Setting address Brayton Methodist, Church Hall,Chapel Lane,Brayton, Selby, North Yorkshire, YO8 9EE Telephone number 07932 907943 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

Brayton Busy Bees Pre-school has been registered since 1992. It is run by a voluntary committee and operates from the main rooms of the Methodist chapel in Brayton, Selby. The group serves the local village community and neighbouring villages.

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Description of the setting

A maximum of 20 children may attend the pre-school at any one time. The setting is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The group is open Monday, Tuesday, Wednesday, Thursday and Friday mornings from 9.15am to 11.45am. On Monday, Tuesday and Wednesday afternoons there are sessions from 12.30pm to 3pm. Sessions are run term time only. A lunch club is also offered. All children share access to a secure enclosed outdoor play area.

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Description of the setting

There are currently 37 children from two and a half to under five years on roll. The group supports children with special educational needs and/or disabilities and those who speak English as an additional language.

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Description of the setting

There are eight members of staff who work directly with the children, all but two of whom hold an appropriate early years qualification.

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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

Staff have an excellent knowledge of the children which enables them to meet each child's individual needs and promote all aspects of the children's welfare and learning successfully. Children are safe and secure at all times and enjoy learning about their local area and the wider world around them. Partnership with parents, schools and other agencies is a key strength, ensuring children's needs are met and ensuring that children receive any additional support they need. This means children make good progress given their ages, starting points and abilities. The staff and committee plan for future improvements, although, they do not have a formal self-evaluation process in place yet, and have only recently started to develop this procedure.

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further?

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

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further?

 develop a process of self-evaluation to continue the ongoing improvement of the provision and through consultation ensure it meets the needs of all service users. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Clear, comprehensive policies and procedures, which are regularly reviewed, ensure the setting is managed safely and efficiently. Appropriate documentation is in place to enable staff to meet the children's individual needs. They have individual interviews with parents, complete questionnaires and make observations to assess children's needs and starting points. Parents are also encouraged to read the policies and procedures to ensure they understand how the group is managed and how they can be involved.

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the early years provision

All staff have a good understanding of safeguarding, having attended child- protection training and having studied the welfare requirements. Risk assessments are in place and regularly reviewed, while daily checks of both the premises and resources ensure a safe environment. Robust systems are in place for the employment of new staff, and no unauthorised persons are allowed access. Through an effective induction and appraisal process staff are encouraged to develop their knowledge to improve their practice and enhance children's care. They are all involved in training and are working towards higher level qualifications.

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the early years provision

Regular staff and committee meetings ensure children's development needs are addressed either by planning or by the purchasing of new resources. Successful fund-raising events have provided opportunities to develop the provision both inside and out. The recent development of the garden has given children an all- weather surface, new raised beds and more equipment to learn and experiment. Through careful planning and regular observations which support this, staff provide a very wide range of exciting learning experiences across all areas and ensure children are making very good progress. Resources are very effectively deployed, easily accessible to children and adapted to meet their needs.

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the early years provision

Partnerships with parents, the church, outside agencies and local schools ensure all aspects of the children's welfare and learning are addressed. A daily diary is completed for the children attending the nursery to tell staff about progress, concerns and achievements. The exchange of information with the school and the developing contact before children start to attend ensures the transition is smooth. Good relationships have also been built with outside agencies such as portage and speech-therapy workers.

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the early years provision

Parents are consulted on a regular basis through committee meetings, newsletters and questionnaires. They all responded positively and were grateful for the quality of the care provided. Some travel from neighbouring villages to use the setting. Parents spoken to during the inspection expressed great satisfaction with the care and education their children receive. They know how to make a complaint to Ofsted but would have no problem speaking to their key members of staff first. New parents were very happy with the information they were given and were happy that they could stay with their children if they wished to do so until they were settled. They were made to feel welcome and included. Parents have information about the Early Years Foundation Stage, regular consultations with key This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 staff and access to their children's development files. These provide evidence of

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the early years provision

progress through observations, photographs and samples of work. Staff ensure the children are making good progress, with planned next steps to promote development.

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the early years provision

A self-evaluation process is still to be developed, and the staff and committee have started to look at the online form. Recommendations from the last inspection have been addressed and contributions and suggestions from both parents and children are already implemented and considered where possible in plans for the future.

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and outcomes for children

All the children are settled and comfortable with the staff and their peers. New children settle quickly in the warm friendly environment, and others ensure they know the procedures of the day, such as snack time, where children use antibacterial gel before taking a plate to help themselves to fruit or pour their drinks. The children behave very well, having developed the house rules through discussion amongst themselves of how they wish people to behave. They are considerate of each other, share and take turns, with older children being very supportive of younger ones in their games. For example, older children provided assistance with the computer and number puzzles when younger children had difficulty. Independence is fostered very effectively. Children put on their own shoes, waterproof jackets and trousers, and ask for help if they get stuck.

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and outcomes for children

Healthy living is promoted very well as the children learn about the benefits of healthy eating, fresh air, exercise and good hygiene practices. They know they need to remove germs from their hands before eating and after personal care to prevent illness. The outside areas are used each day whatever the weather, and children enjoy playing outside in the snow or rain as well as when it is warm. During the inspection some children were using the slide, which was wet from rain, and had a competition to see who could slide the furthest across the new all- weather surface after coming off the end of the slide. They thought this was really exciting and thoroughly enjoyed the experience, while others used the wide range of resources to investigate pouring and mixing.

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and outcomes for children

Raised beds have been developed in the outside area for children to grow herbs, flowers and vegetables. They have helped to create a photographic record of this development, and happily show the photos and discuss what they are going to grow. They have so far planted pumpkin, carrot and sunflower seeds. During the last year they grew courgettes, again recorded with photographs, and made courgette loaf which they said was very tasty. There is also a pile of logs for insects, to support the display of plastic creatures inside. A ladybird was found and investigated in a magnifying chamber during the inspection. Books about plants and insects are displayed adjacent to the activities or topics chosen.

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and outcomes for children

A comfortable book corner provides the children with space to use a wide range of books, and they enjoy stories read by staff or sitting with their friends. They are becoming very good communicators, able to make their views known but also This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 willing to listen when others are speaking. Discussion of the development of frog spawn into frogs and caterpillars to butterflies grew from their interest in mini beasts and insects.

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and outcomes for children

The children have use of an excellent range of resources and equipment which cover all the areas of learning and are adapted to meet their individual needs. They are confident in selecting what they wish to use and concentrate well to complete their tasks. They are developing very vivid imaginations through making pictures, through role play and in small-world games. When using a piece of coloured fabric, they sat under it, discussing the fish and sea creatures illustrated followed by how waves worked. The dolls house provided an opportunity to discuss new babies which had just arrived in their families, and how these had changed their lives. They were really proud of their new additions.

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and outcomes for children

All children are treated as individuals, and their needs addressed. Some of the children are keen to learn sign language to enable them to communicate with those with poor speech and sit with staff to practise the hand signs. There are also books in different languages, although, there are no children who speak English as an additional language attending at present. The children learn about different countries through topics and celebrate some festivals through activities and food. Resources provide positive images of those often discriminated against. 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 1 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 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 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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