Kings Park Pre-School

Kings Park Pre-School Inspection report for early years provision

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Unique reference number 257907 Inspection date 26/03/2010 Inspector Nick Butt

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Setting address King's Park School, King's Park, DEREHAM, Norfolk, NR19 2AH Telephone number 01362 699423 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

Kings Park Pre-school opened in 1980. It operates from a static building on the King‟s Park School site. It is situated in a residential area just a few minutes walk from the town centre of Dereham, Norfolk. A maximum of 22 children may attend the pre-school at any one time. The group opens each weekday from 9.00am until 11.30am and from 12.40pm until 3.10pm. A lunch club operates from 11.45am until 12.40pm for children aged three to five years. The pre-school opens term times only. The children share access to a secure enclosed outdoor area. Children make use of the infant school hall. There are currently 62 children aged from two to four years on roll. The pre-school is in receipt of funding for the provision of free early education to children aged two, three and four. Children attend for a variety of sessions and generally come from the local area. The pre-school supports children with special educational needs and/or disabilities. The pre-school

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Description of the setting

employs five full time, and two part time members of staff. Of these, one has NVQ Level four in childcare, three have Level three, one has Level two, one is studying for Level two and one is awaiting confirmation of having achieved Level two. In addition, one member of staff is studying for NVQ Level four in childcare and the supervisor is due to complete an Early Years Foundation degree in May 2010. The pre-school has access for disabled children.

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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

It meets the needs of early years children well and most of them make good progress because of the wide variety of learning experiences they enjoy. They develop positive personal qualities in a happy and secure environment. The adults know the children very well as individuals and this is reflected in the detailed “learning stories”. The pre-school promotes good inclusive practice and effective self evaluation ensures it is well placed to continue to improve further.

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further?

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

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further?

 enhance the learning environment by developing more attractive themed areas and making resources more accessible to children  ensure every opportunity is taken to promote children‟s speaking skills, especially in the morning session.

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the early years provision

There is a common sense of purpose amongst the staff, who work together well, reflect on their practice and are committed to continuous improvement. Self evaluation is good, based on a clear assessment of strengths and areas to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 improve. The garden has been improved considerably with new protective surfaces and interesting and exciting climbing equipment introduced such as a pirate ship. Staff are well deployed across the setting with established roles and responsibilities. Most staff are working towards additional qualifications to build on their good knowledge and understanding of how young children learn.

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the early years provision

Safeguarding arrangements are robust and fully met, ensuring children learn in a safe and secure environment, with all staff vetted. There are good strategies to monitor the safety of the setting, with daily checks and risk assessments completed. The staff are careful to avoid gender stereotyping and promote equality and diversity well. Different cultures are celebrated, such as Chinese New Year and St. Patrick‟s Day. There is a good range of resources that promote other cultures, including stories, costumes and dolls. There is effective support for children with special educational needs and/or disabilities, who are included well in all activities. While the setting is well resourced, these resources are not always easily accessible to children, so that they can make choices without having to ask for an adult‟s help. Some themed areas, such as the reading and role play corners, are not especially attractive so as to grab children‟s interest.

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the early years provision

Parents say how much they value the work of the pre-school and how their children love coming. They feel the pre-school communicates and engages with them well and that their views are acted upon. They appreciate being able to look at their children‟s “learning stories” at any time. They support the pre-school through helping with trips and reading at home, as well as filling in diaries for “Elliott the Elephant” and “Charlie the Chimp” when these toys are taken home. There are good induction arrangements for children who join the pre-school and strong links with the infant school for transition.

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and outcomes for children

Children make good progress in each area of learning because activities are carefully planned to engage them and assessments build on adults‟ excellent understanding of what children can do and know. Outstanding assessment systems ensure a very detailed record is assembled on each child and tracks their progress through the pre-school. Staff are alert to children‟s interests and are constantly considering next steps in their learning. Frequent observations and photographs bring the “learning stories” to life. Children take part in counting games and know the days of the week and months of the year. They enjoy making cards and writing with markers. They like making up rhymes such as the “Silly Soup” rhyme, delighting in forming nonsense words. Children cooperate together in building construction toys or creating large artworks, such as a “feely jigsaw”. Children are able to sustain concentration while on the computer, or making a model out of

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and outcomes for children

dough. They behave well and are considerate towards one another.

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and outcomes for children

Children are able to move freely between the indoor and outdoor areas by way of a conservatory. The high adult-child ratio ensures each child receives lots of attention and is encouraged in their learning. The garden is extremely well resourced with play areas and climbing equipment, so that children are able to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 take plenty of exercise and challenge themselves physically. Adults engage effectively in conversation with the older children who attend the afternoon session, but opportunities are missed to encourage the younger children in the mornings to talk, especially during snack time.

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and outcomes for children

Children play sensibly together and understand about handling tools and scissors safely. They have free access to drinking water. Children at the lunch club chat socially together and know to wash their hands before eating. Children enjoy a wide variety of healthy snacks and help prepare food, such as sweet and sour noodles for Chinese New Year. Children take responsibility as they help tidy up, count their classmates at registration and give simple messages to staff. They help put out coats and lunchboxes at the end of the day. Children are confident and excited about learning, play well independently and develop the personal qualities they need to succeed in the reception class. 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 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 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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