Heatherton Pre-School

Heatherton Pre-School Inspection report for early years provision

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Unique reference number EY406182 Inspection date 13/07/2010 Inspector Sheena Gibson

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Setting address Heatherton Community Centre, Hollybrook way, Heatherton, Derby, DE23 3TZ Telephone number 07738974962 Email debs858625028@aol.com 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

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

Heatherton Pre-School is privately owned. It was registered in 2010 and operates from the Heatherton Community Centre in Derby. The provision is registered by Ofsted on the Early Years Register for a maximum of 20 children at any one time. Children who attend the pre-school are from the local and wider area. Currently there are 24 children on roll. The pre-school cares for children who are in receipt of nursery education funding. There is provision to care for children with special needs and/or learning difficulties and those who speak English as a additional language.

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Description of the setting

The pre-school is open each weekday from 9.15am to 11.45am during term time only. Children use the main hall within the centre and have access to a secure outdoor play area. There are three staff employed to work with the children who all hold appropriate childcare qualifications. The setting 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 satisfactory.

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The overall effectiveness of the early years provision

Staff in the setting take positive steps to support children's individuality and ensure that their needs are met. Systems that are in place are generally supportive of children's learning and so they make satisfactory progress. The premises are safe and secure and on the whole staff have a suitable awareness of safeguarding procedures, although some staff's understanding is stronger than others. Required documentation is in place and in general supports staff's practice and children's well-being. The setting has begun to put in place systems for evaluation although these are in the early stages of development and so do not effectively prioritise areas that will bring about most improvement for children. The staff have developed positive relationships with parents and have begun to build links with external providers to support consistency for children.

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further?

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

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further?

 develop practitioners knowledge so that they have an up-to-date understanding of safeguarding children issues and are able to implement the safeguarding children policy and procedure appropriately  use information gained regarding children's starting point alongside observations in order to plan the next steps in a child’s developmental progress and regularly review this approach  plan and resource a challenging environment that supports and extends children’s learning at all times.  review policies and procedures so that they are in line with most recent information and guidance This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  lead and encourage a culture of reflective practice, self-evaluation and informed discussion to identify the setting’s strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

The setting has suitably robust systems in place to safeguard children. Staff who are employed by the setting undergo suitable checks as part of the recruitment process, including undertaking a Criminal Records Bureau check. The setting has a written safeguarding policy and procedure that details the steps taken if there is a concern about a child being abused. The designated person responsible for safeguarding has a suitable understanding of the procedure and where to go to report a concern. However, some staff do not have a sound understanding of the procedure and this potentially impacts upon how quickly a concern may be identified and acted upon. The environment is maintained in a safe and secure manner with detailed risk assessments being in place for the indoor, outdoor areas and for outings. This ensures that children's welfare is maintained and hazards are minimised. Required records, such as children's details, permission slips and

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the early years provision

various policies are in place to suitably support children's care and learning, although not all policies and procedures are fully in line with current information and guidance.

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the early years provision

Staff and management provide a warm and friendly environment that enables children to feel safe and secure. They share information, for example, at staff meetings and through one-to-one discussions that means good practice can be shared and any issues resolved. The setting has begun to reflect and evaluate their practice and has, for example completed the Ofsted self-evaluation form. However, at present the systems used to monitor and reflect on staff practice are not fully effective, for example, staff are not wholly involved with the evaluation process. Therefore, weaknesses in understanding and practice are not always successfully identified in order to maintain continuous improvement. Positive relationships have been built with parents and they receive some useful information about the setting, including copies of the policies and procedures. This means that parents are appropriately informed about factors that impact upon them and their children.

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the early years provision

Parents are able to express their views verbally, directly with staff and recently through a questionnaire that has been given out.

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the early years provision

The deployment of resources suitably supports children's care and learning. Staff organise the room so that children have space and facilities to enjoy their play, using safe, appropriate equipment, with a comfortable area where they can relax. Staff gather information about the children and encourage an inclusive provision. They value similarities and differences and promote anti-discriminatory practice, which effectively promotes equality and diversity. Staff speak regularly with parents to provide them with information about children's learning and development and have begun to develop links with external partners to ensure children's needs are appropriately supported. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Staff in the setting have a sound understanding of the Early Years Foundation Stage and how to support children's learning and development. They use a variety of methods to engage and support children. They role model positive attitudes towards learning and encourage positive relationships. They demonstrate how the play stethoscope works asking 'can you hear my heartbeat?'. They ask various open questions to promote language and thinking and some extend activities to keep children interested. The room is set up to provide a welcoming learning environment that is suitably resourced, although, resources and activities that are available are not always sufficiently challenging, particularly for the older and more able early years children. Even so children enjoy playing with them and most children remain engaged throughout the session. Staff carry out observations on children to gauge their abilities but the systems used are not guaranteed to

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and outcomes for children

accurately ensure progress towards the early learning goals because staff are not consistently ascertaining children's starting point or using the information from observations to plan effectively for their next steps.

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and outcomes for children

Children are very sociable and enjoy interacting with each other. They behave well, encouraged by staff to understand the expectations within the setting. Staff use creative methods to help children understand about the importance of positive behaviour, for example, through using visual information. Children's language skills are developing well. They enjoy chatting to each other, staff and visitors, persuading them to join in with their games. The role play area is well used and children like to be the ‘doctor’ and point to the displayed signs, recognising from the picture that the word is ‘medicine’. One child says he has a ‘poorly tummy’ and he wants some medicine because it will makes him ‘better’. They use the play prescription pads to ‘write’ out a prescription, understanding that their marks have a meaning. They use the lap-top computer capably and are able to direct and click on the mouse to highlight an icon. At circle time they talk about the weather and

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and outcomes for children

what clothes to wear to keep them dry. They recognise the different parts of the body, knowing that they have two arms and two legs and that their ears are used for listening. They count routinely, when using the calculators and playing the number games to practice early calculation.

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and outcomes for children

Children thoroughly enjoy their physical play time. For example, they enthusiastically ride scooters and capably direct them through various sized spaces, stopping and starting. Staff talk to them about riding safely through the hall and not to bump into others because it might hurt them, helping them to understand about staying safe and keeping others safe. Staff also explain how to use tools such as scissors safely. Children offered healthy snacks and learn the importance of healthy eating through discussions and activities. They routinely practice good hygiene and are beginning to understand the part this plays in keeping healthy. 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 3 The extent to which children make a positive contribution 3 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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