Chingford Mount Baptist Church Pre-School

INSPECTION DETAILS

Inspection Date 14/06/2004 Inspector Name Vivienne Rose

p.1

SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Chingford Mount Playgroup Setting Address Leadale Avenue Chingford London E4 8AT

p.1

REGISTERED PROVIDER DETAILS

Name The Committee of Chingford Mount Playgroup

p.1

ORGANISATION DETAILS

Name Chingford Mount Playgroup Address Leadale Avenue Chingford London E4 8AT

p.1

ORGANISATION 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

p.1

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.

p.2

Information about the setting

The Chingford Mount Baptist Church pre-school opened in 1970. It is a pre-school which offers sessional care for children aged two years to five years. The pre-school is open each day from 09:30 to 12:00 each day and Monday, Tuesday and Wednesday from 13:00 to 15:00 Term time only. Currently 52 children attend the pre-school throughout the week. They are drawn from a wide catchment area. Their hours of attendance vary to suit the needs of the parents and the ages of the children, as the afternoon sessions mainly provide care for the children under three years. None of the children speak English as an additional language, none have special educational needs. There are twenty three children who receive funding for nursery education; five are aged four, and eighteen are three-year-olds. The pre-school is based in a community church hall. there are two playrooms on separate levels. The toilets are on the second level. At present there is no access to

p.2

Information about the setting

outdoor space for play. There are ten childcare staff who work in the pre-school. All staff hold, or are working towards, either the Diploma in Pre-school Practice (DPP); or the National Vocational Qualification (NVQ): Early Years Childcare and Education Level 2 or 3. Staff receive support from the advisory teacher from the Waltham Forest Early Years Development and Childcare Partnership (EYDCP). The pre-school is a member of the Pre-School Learning Alliance.

p.2

How good is the Day Care?

Chingford Mount Baptist Church pre-school provides good quality care for children. Most aspects of the provision are well organised, and effective use is made of the staff, space and resources to ensure that the children are well cared for. Most areas for promoting children's health and safety are good. Staff are guided by a set of policies which they consistently update and implement. High priority is given to the children's health, safety and well-being. Children with special needs are well supported and fully included in activities. The staff work well

p.2

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 as a team and provide a welcoming secure atmosphere for the children. There are a broad variety of resources available however the organisation and structure of the activities sometimes limits choice. Throughout the day staff involve themselves in children's play, and time is made to listen to children to explore ideas and to encourage learning. Children's behaviour is good they help each other and co-operate well with staff. There is s good partnership with parents and carers. They know what is going on in the pre-school through regular newsletters and informal contact with staff. Activity plans and information is displayed for parents and they are given details about the pre-schools policies and procedures. They are encouraged to be involved in the

p.2

How good is the Day Care?

decision making within the group. However, some of the information given to parents needs to be updated to give them relevant details about how the setting promotes their child's learning and development.

p.3

What has improved since the last inspection?

At the last inspection the provider agreed to; develop and implement an action plan to allow staff to reach NVQ level 3 qualification; devise and implement a safety procedure for outings. A procedure for outings is now in place parental permission is gained and all staff are now aware of the new procedures. Two members of staff have just completed the NVQ level 3 course. Several members of staff have also attended various training courses throughout the year to develop their knowledge and experience, which has enhanced the quality of care.

p.3

What is being done well?

• Staff provide a family environment for both parents and children where children feel secure and safe. • Children with special needs are supported well within the group and staff work closely with other professionals and outside agencies. • Staff successfully implement the behaviour policy and they are consistent in their practice. • Staff are warm and responsive to children, and are interested in what they say and do and this is reflected in children's confidence in their play.

p.3

Outcome of the 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

p.3

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.

p.4

by the time of the next inspection

Std Recommendation 3 Improve the opportunities for children to access resources including art and craft materials to extend their ideas, imagination and choice. 14 Update documentation to include: written permission from parents for seeking emergency medical advice or treatment; information for parents regarding the Foundation Stage and the early learning goals.

p.4

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

p.4

How effective is the nursery education?

The provision for nursery education at Chingford Mount Baptist Church pre-school offers an acceptable standard of education but has some significant areas for improvement. The children are making generally good progress towards the majority of the early learning goals, including personal, social and emotional, physical, and creative development. The quality of teaching has significant weaknesses coupled with some strengths. Staff plan themselves in children's play to extend their experiences, they provide new vocabulary and encourage children's thinking. However, there are inconsistencies in the teaching which sometimes leads to activities lacking challenge for older children. Activities are not sufficiently evaluated or discussed and some opportunities to develop the children's learning are missed. The planning and assessment systems used cover all six areas of learning. However, a new system has recently been introduced and as yet there is limited

p.5

How effective is the nursery education?

information on children's progress. Observation, assessment and planning lacks consistency because of management and staffs lack of confidence in their knowledge of the foundation stage. Leadership and management of the pre-school has significant weaknesses. The sound philosophy of how children learn through play is effectively put into practice. The manager has been effective in developing a committed staff team who have a collaborative approach to their work with the children. Support for training has been prioritised. The monitoring and evaluation of the provision is weak and support for the adoption of new systems has been difficult and confusing for staff and management. Partnership with parents is generally good. Parents spend time talking informally with staff each day and are well informed about forthcoming events in the pre-school. However, parents lack knowledge of the foundation stage and do not

p.5

How effective is the nursery education?

have regular formal opportunities to contribute to the planning for their child's progress.

p.5

What is being done well?

• Provision for children's knowledge and understanding of the world is good. Children explore themes on the seasons. Themes like the 'Going to the Beach' and the weather are developed effectively to enable them to explore and investigate with materials using their senses. • The management and staff's philosophy of supporting children's learning through play is implemented effectively. • The provision for children with special educational needs is very good and

p.5

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 children are supported well to enable them to be included in the planned activities. • Staff are very good at developing language; they value what children say and do; effectively model and reinforce language and encourage children to listen and express ideas and feelings.

p.5

What needs to be improved?

• the depth of knowledge and understanding of the early learning goals, the observation, evaluation and planning for the next steps for children • information for parents regarding the Foundation Stage and the children's developmental progress • the access to resources to promote children's interest and creativity • opportunities for the children to count ,calculate, add, and subtract in everyday routines • opportunities for children to practice writing for a purpose. Make the book corner more attractive to children by staff spending more time there, and by reading stories as a regular part of each session.

p.6

What has improved since the last inspection?

The setting has made generally good progress since the last insepction. Children now have access to writing materials throughout the session. However, there are still limited opportunities for older more able children to use writing for a purpose for instance writing their own names on pictures and displays There is limited reference to words and letter sounds or attention given to labelling. Opportunities for children to develop mathematical ideas and number operations are still limited. Staff miss opportunities to encourage the children use simple addition and subtraction within daily routines to develop their interest in simple calculation. Staff have sought the advice of of an early years advisory teacher to help them identify more clearly what they want children to gain from activities, but this has not been put into pratice yet. This results in children not gaining all they could from activities planned.

p.6

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

p.6

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children's confidence and self-esteem are built up by staff who are sensitive to their needs and know them well. They manage their own needs very well for example, at snack time. They are encouraged to be independent and to persist to complete difficult tasks. Children behave well they are polite and caring towards each other and are learning to share. However, children do not always have sufficient opportunities to access resources independently.

p.7

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Significant Weaknesses Children are confident communicators. Staff listen to children and encourage them to develop their understanding and express their feelings. However, older more able children have limited opportunities to recognise that written words carry meaning. Staff miss opportunities for children to learn letter sounds and to practice writing in a meaningful context. Children respond with interest when stories are read to them, but are less intersted in looking at books independently.

p.7

MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Many children can count up to ten, and are developing concepts of weight, size and shape. Children recognise numbers and are encouraged to learn the number of the week. They have limited opportunities to learn to calculate and to practice simple addition and subtraction through every day routines. There are limited opportunities for children to consolidate their mathematical understanding through practical problem solving.

p.7

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children explore with a wide variety of materials. The themes are planned effectively to encourage children to use their senses. Children compare similarities and differences in appearances when looking at 'mini beasts'. They discuss how a snail leaves a slimy trail. The children confidently use the computer and they use magnets and magnifying glasses. They plant bulbs and watch them grow.

p.7

PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are helped to use a wide range of tools and equipment. They can manoeuvre a computer mouse, use scissors, glue spreaders, and paint brushes and rollers. Children are keen to play at being builders and filling and empty wheel barrows with bricks and confidently pushing them and tipping them up. They ride bicycles with confidence and control, and use wooden stepping stones to encourage their self-esteem, balance and agility. The snack time is used well to teach about healthy eating.

p.7

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

p.7

CREATIVE DEVELOPMENT

Judgement: Significant Weaknesses Children enjoy listening and making music. They sing songs with enthusiasm and use their imagination in role play. They use different techniques to stick, glue and paint. However, the creative activities are often structured to make a specific article. There are limited opportunities for children to access resources independently to enable them to express their own ideas and imagination.

p.8

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

p.8

OUTCOME OF THE INSPECTION

The provision is acceptable but has some significant areas for improvement. Children's progress towards the early learning goals is limited by some significant weaknesses. The next inspection will take place in one to two years time.

p.9

WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• continue to increase staff knowledge of the Foundation Stage curriculum in order that activities may be extended for more able children to increase their development and learning • increase staff knowledge of how to use everyday routines to consolidate children's understanding of simple addition, subtraction and problem solving, and writing for a purpose • continue to develop a manageable system for monitoring and evaluating children's developmental progress and share this with parent's • provide more opportunities for children to extend their own ideas and imagination within art and craft activities • the monitoring and evaluation systems in place, both of the quality of teaching and to assess the children's progress.

p.9

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.

p.9

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

p.9

STANDARD 1 - SUITABLE PERSON

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

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

STANDARD 9 - EQUAL OPPORTUNITIES

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

p.10

NEEDS AND DISABILITIES)

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

p.10

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.

p.10

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

p.11