Bolsover First Steps Pre-School

INSPECTION DETAILS

Inspection Date 04/11/2004 Inspector Name Joanne Bowman

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Bolsover First Steps Setting Address Assembly Rooms, Hill Top Bolsover Chesterfield Derbyshire S44 6NG

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REGISTERED PROVIDER DETAILS

Name The Committee of Bolsover First Steps PLA 23107/A 7994G

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ORGANISATION DETAILS

Name Bolsover First Steps Address Assembly Rooms, Hill Top Bolsover Chesterfield Derbyshire S44 6NG

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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

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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

Bolsover First steps Pre-school opened in 2002. It operates from a ground floor room within the community centre. It is situated within Bolsover town centre on the outskirts of Chesterfield. A maximum of 24 children may attend the setting at any one time. The pre-school opens Monday, Wednesday, Thursday and Friday mornings from 09:30 until 12:00 during term time only. All children share access to a secure enclosed outdoor play area. There are currently 34 children aged from 2 to under 4 years on roll. Of these 5 receive funding for nursery education. Children come from the local town and surrounding areas. The pre-school employs 5 staff. One member of staff has appropriate early years qualifications and 3 are working towards a qualification.

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How good is the Day Care?

Bolsover first Steps Pre-school provides good care for children. A committed staff team work enthusiastically to improve skills and knowledge with strategies for continuing development. Staff understand and adhere to regulatory polices and procedures which are reflective of good practice within the setting, although some amendment is needed. The setting is warm and inviting and good use is made of posters, children's artwork and photographs of their experiences at pre-school to make the area inviting for children and their parents. The staff team communicate effectively and use their initiative to ensure a secure environment for children. Children play in safe confines of adult supervision. Staff develop warm relationships with the children and act as positive role models. Staff are calm and positive when managing challenging behaviour. A balanced range of activities are offered and are adapted to meet children's individual needs. Staff

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How good is the Day Care?

promote equal opportunities through all aspects of care and appropriate strategies in place for caring for children with special educational needs.

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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 Clear systems are in place to identify children's individual needs for example dietary and medical needs. Children benefit from having nutritious snacks and drinks. Snack time is an enjoyable occasion. However, good hygiene practices are not sufficiently encouraged for children. A trustworthy relationship is developed with parents, sharing information on the care children receive. The parents notice board keeps parents updated on relevant information and promotes the value of learning through play.

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What is being done well?

• Staff have developed good effective strategies for managing children's behaviour. Staff are consistent, calm and present a positive approach when dealing with emotional outburst. For example, reminding children to use "walking feet" when it wasn't safe for children to run. Children respond with a willingness to try. • Staff have a good relationship with the children and use positive strategies to interact and ensure children feel secure and happy whilst at pre-school. • Children benefit from a secure safe play environment; staff are vigilant and communicate effectively to maintain standards.

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What needs to be improved?

• the hygiene practices for children at snack time • the information contained within the complaints procedure.

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inspection or 1st April 2004 whichever is later.)

Since 1st April 2004 Ofsted have not received any complaints about this provider.

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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

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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 7 Ensure good hygiene practices are in place for children at snack time to reduce the risk of cross contamination. 12 Ensure complaints procedure contains Ofsted's contact details and make available to parents.

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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?

Bolsover First Steps Pre-school provides good quality education for children overall which enables children to make generally good progress towards the early learning goals. The quality of teaching is generally good. Staff form trust worthy relationships with children and adapt activities to meet individual needs on an informal basis. They plan a variety of activities which promotes all areas of learning, current systems for recording children's achievements are beginning to acknowledge where children are at and the next stage for learning. However, this is still in it's infancy and does not effectively show how often aspects are covered nor how children are progressing towards the early learning goals. Staff give good levels of support and use simple commentary to maintain children's interest. Children access a good range of interesting activities and are presented attractively. But they provide insufficient opportunities for children to engage in self

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How effective is the nursery education?

chosen tasks which encourages independence and use of initiative. Staff promote positive behaviour management strategies which children respect and appropriately respond to. The leadership and management is generally good. The team work effectively to recognise their own strengths and strive to improve opportunities offered to children. The quality of teaching is monitored through team meetings. Staff's knowledge of the curriculum is adequate. The partnership with parents is generally good. Parents are invited to open days and are introduced to staff and their child's key worker. Informative assessments are made available to parents. Information on the curriculum is limited and there are few opportunities for parents to receive ideas on how to support children's learning at home.

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What is being done well?

• The skilful way staff engage children in play, using simple commentary to maintain children's interest. • Children's experiences within role play; staff support children and engage them in meaningful play, drawing on children's own real life experiences and making play purposeful. • Effective communication and good team work ensure smooth running of the setting. The staff compliment each other well.

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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 • the recording practices within aspects of planning and children's individual assessments to clearly show that children are accessing a broad balanced curriculum which builds on previous learning. Use the system of recording children's achievements to evidence progression through the curriculum • the opportunities for children to develop independence, allow them to make their own choices and select a full range of resources; allow children to develop their imagination and freely express themselves in all areas of learning • the information available to parents regarding the curriculum and what children are learning and how they can continue the learning at home.

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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 separate from carer easily and seek familiar adult for security, staff are sensitive to children's needs. Children are forming attachments to their key worker and want to engage in activities. They are encouraged to share and solve disputes amicably, they look to adults for guidance. Staff support some personal needs, but more able children are not encouraged to work to their independent potential.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children use gesture to initiate conversation and use simplified commentary during role-play. They listen to stories well in small groups and enjoy sharing books with staff. Rhymes and song are sung with enthusiasm, many join in with actions. Children are beginning to make marks. However, there are insufficient opportunities for free mark making and writing for different purposes.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are interested in number and counting, this is reinforced through play. However, mathematical concepts are not sufficiently exploited within routine activities. They enjoy using rhymes to explore simple addition and subtraction. More able children are beginning to recognise and match shape. Positional language, weight and measure is supported through topic work.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children relate to their own lives and personal experience through role play, talking about what they did on holiday. They visit the locality and have planned visitors linked to current topic reinforcing children's knowledge of the community and the wider world. More able children are beginning to build with purpose. Technology equipment is limited and there are few opportunities to investigate and explore living materials.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move creatively on large equipment, crawling, climbing and balancing. They coordinate and practice these skills regularly. Posters and discussions linked to current events raise children's awareness of themselves and their bodies. Children have some opportunities for developing fine manipulative skills through threading and sewing, but there is limited access to these activities.

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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: Generally Good Children are encouraged to name and match colours. Often art work is adult led and children have limited choices. Children regularly listen to music and use it freely within the session, they experience a varied selection of music styles. Percussion instruments encourage participation and are used to reinforce a beat. Children's imaginative play is well developed, they play for extended periods and use first hand experiences to make play meaningful.

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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

• improve the recording practices within aspects of planning and children's individual assessments to clearly show that children are accessing a broad balanced curriculum which builds on previous learning. Use the system of recording children's achievements to evidence progression through the curriculum. • extend opportunities for children to develop independence, allow them to make their own choices and select a full range of resources; allow children to develop their imagination and freely express themselves in all areas of learning. • improve information available to parents regarding the curriculum and what children are learning and how they can continue the learning at home.

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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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