Rackets Pre-School Nursery

INSPECTION DETAILS

Inspection Date 05/10/2004 Inspector Name Alice Stevenson

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Racketts Pre-School Nursery Setting Address E.A.L.T.S 14A Westbourne Road, Edgbaston Birmingham West Midlands B15 3TR

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REGISTERED PROVIDER DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Racketts Pre-school Nursery opened in 1990 and is situated in the club house of Edgbaston Archery and Lawn Tennis Club (E.A.L.T.S). It operates from two rooms, staff and parents have access to a third room. The pre-school nursery is open Monday and Tuesday 09:15 -15:00 and Wednesday to Friday 09:00 - 12:15, term time only. All the children share access to a secure outside play area. The pre-school has its own entrance into the Botanical Gardens children's play area. There are currently sixty six children on roll, of these thirty nine children recieve funding. Children come from the local area. The pre-school nursery currently supports one child who speaks English as an additional language. There are ten staff. Six of the staff, including the manager, hold appropriate early years qualifications and they have achieved the Bronze Award from the Quality Framework.

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How good is the Day Care?

Racketts Pre- School Nursery provides good quality day care for children. It is welcoming to children and their parents, staff are friendly and approachable. Space is organised appropriately and is used effectively. There is a comprehensive range of policies and procedures that supports the efficient management of the provision. Staff have access to appropriate training to develop their skills, knowledge and understanding. Staff are aware of some aspects of health and safety. However the risk assessment document does not include details of any daily risk assessments carried out that may identify potential hazards, not all areas have fire procedures displayed and a fire exit was obstructed. The door into the main play room is not always secured, to prevent access from unauthorised persons. Strategies are in place to promote the good health of children and to prevent the

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How good is the Day Care?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 spread of infection. Dietary information is recorded effectively and snacks are healthy and nutritious. Children help themselves to drinking water from a water dispenser. Staff have an understanding of child protection issues and are clear about their role and responsibilities. Staff plan and provide a variety of play opportunities. Children play with toys, equipment and materials that provide a balanced range of activities promoting learning in all areas. However childrern have few opportunities to build on their self help skills through daily routines e.g. snack and lunch times and the resources and activities reflecting equality and acknowledging differences are limited. Children's behaviour is good and staff value and encourage children to behave

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How good is the Day Care?

appropriately, staff take into account the individual needs of children and recognise that some children have special needs. Partnerships with parents are good and they are regularly informed of their child's progress and achievements. Parents receive helpful information about the setting, the routines and care practices.

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What has improved since the last inspection?

At the last inspection the provider agreed to make safe the lobby area; seek advice from the Environmental Health (EHO) and Health & Safety Officers (HSO) and implement any recommendations they make; ensure that the low level glass windows complies with British Safety standards. The provider has fitted a security lock to the front door and a bolt to the inner door, although this is not always used. Contact has been made with the EHO and HSO a Risk Assessment Document has been devised, although this does not give details of daily risk assessments carried out. The provider has created a barrier to prevent children having direct access to the low level glass panels.

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What is being done well?

• Children participate enthusiastically in planned activities. They are confident, play well together and are keen to learn and develop new skills. • Staffing interaction with the children is good. They know the children well, they are interested in what they are doing, play at their level and chat to them. • Children's behaviour is managed effectively. Staff set clear expectations for children's behaviour by encouragement and explanation. • The partnership with parents is good. Parents have daily, informal opportunities to share information about their child's routine, activities and progress with key workers.

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What needs to be improved?

• the opportunities for developing self help skills during the children's daily routines

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What needs to be improved?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • safety and security within the setting • the activities and resources to acknowledge and value children's differences.

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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by the time of the next inspection

Std Recommendation 3 Increase opportunities for children to develop their self help skills through daily routines. 6 Conduct regular risk assessments to identify actions to be taken to minimize identified risks. 6 Ensure fire procedures are displayed and fire exits are clear. 6 Ensure the premises are secure and that unauthorised adults to not have access to the children. 9 Ensure that resources and activities are available that acknowledge and value children's differences.

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by the time of the next inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Rackets Pre-school Nursery provides generally good nursery education. Children are making generally good progress towards the early learning goals with very good progress in the areas of knowledge and understanding of the world, physical development and creative development. The quality of teaching is generally good. Staff are enthusiastic they build very positive relationships with the children and know them well. Staff have a good working knowledge of the foundation stage. They give children opportunities to make choices and routines provide security. Planning reflects the stepping-stones and children's assessments are measured against the early learning goals. However staff are at the preliminary stages of evaluating planning and using observations of children to provide evaluative evidence of their progress, consequently the assessments do not yet inform the planning. The leadership and management of the setting is generally good. The manager has

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How effective is the nursery education?

an active involvement in organisation and practical aspects of the nursery. Staff are clear about their roles and responsibilities and work well together as a team. They are beginning to plan and evaluate activities effectively. Staff are committed to developing practice through further training, which is encouraged by the manager. The accommodation is used effectively and children have access to good quality resources. Partnership with parents is very good. Parents are informed of nursery planning and topics through their notice board they are also encouraged to bring in items that may support the child's education. Parents value informal opportunities to talk to staff at the beginning and end of sessions, and find staff friendly, helpful and approachable.

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What is being done well?

• Children are confident and eager to learn. They play well both in group situations and independently, warm relationships are fostered with staff. • The outdoor space and local area including the Botanical Gardens are used very well to promote children's physical development and to develop their interest in the natural world. • Staff work together as a team, providing very good role models and creating an effective learning environment where children are encouraged to try new experiences. • Partnerships with parents are very good and children's learning and progress is shared on a regular basis. Parents are given regular written information about the curriculum and ideas for children's learning.

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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What needs to be improved?

• the use of planning, teaching methods and children's developmental assessments to ensure staff plan for the next steps of learning and to further extend children's learning particularly in personal,social and emotional development,communication,language and literacy and mathematical development • the opportunities for children to maximise their personal independence and problem solve during daily routines.

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What has improved since the last inspection?

The Pre School has made generally good progress since the last inspection. There were three key issues: Consider displaying planning to increase the information about the educational programme available to parents. Develop assessment procedures to assess and record the children's progress towards the desirable learning outcomes on a regular basis. Parents should be offered the opportunity to contribute to assessments by sharing observations about their children's learning at home. Provide information for parents about how records of progress are kept and how this is reported to parents. Staff have taken part in training and discussions in staff meetings to address the key issues raised at the last inspection. A new planning and assessment system has been introduced which is well organised and detailed, however it is still in its infancy. The nursery hold information sessions for parents covering topics such as the early

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What has improved since the last inspection?

learning goals and children's progress reports are completed every half term.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children are interested and motivated to learn. They work well in groups and independently although the use of informal routines for learning is not always maximised. At registration time they sit quietly and listen for their names. They form good relationships with other children and adults. Children are well behaved and treat each other with respect. They are clear about expectations and boundaries and respond well to praise and encouragement.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children have good communication skills. They confidently talk about their video and DVD collections at home. They listen to stories with attention and interest. Children recognise their names and familiar words although name cards are not consistently used as part of daily routines. Children are aware of sounds in words and know which letters represents some sounds, although methods for teaching letter formation are inconsistent. Children practice their emergent writing skills regularly.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are developing mathematical ideas, they can match coloured clothes onto coloured bears. They understand mathematical language and use it in their play. They learn about shapes and make patterns with mosaics. They count confidently up to 10 at circle time and can recognise written numbers. However they do not add or subtract in practical activities such as at snack time. Children sing number songs to look at counting down and subtraction.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children learn about their own environment and the people who live there. They visit the Botanical gardens and collect leaves and use them for printing. Children can operate the computer confidently and use it to play games and for creative work. Children can identify features of the natural world they talk about acorns falling off the trees and recall going on nature walks. They are developing a good sense of time and talk about yesterday, today and tomorrow.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children move confidently both indoors and outside. They manoeuvre bikes with control negotiating stationary objects, stopping and starting appropriately. They practice climbing, swinging and balancing during their outside play at the Botanical gardens. Children understand about keeping healthy and talk about wearing hats to keep their ears warm. They learn about hygiene and are encouraged to wash hands.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Very Good Children use their imagination in art, design and role-play. They engage in a wide variety of creative play such as painting, baking and bark rubbing. They explore colours and textures during leaf printing activities. Children engage in role-play based on their own experiences they pretend to undertake household chores such as ironing and preparing and tasting food. They show an interest in music and the way instruments sound.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of good quality overall. Children are making generally good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• evaluate planning, teaching methods and children's developmental assessments to ensure information gained is used to help staff plan for the next steps of learning for all children particularly in personal, social and emotional development, communication, language and literacy and mathematical development • increase the opportunities for all children to further develop and maximise their personal independence and problem solving through daily routines.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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