Ark Conway Primary Academy

INSPECTION DETAILS

Inspection Date 07/12/2004 Inspector Name Anne Robertson

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Penge Community Pre-School Setting Address Anerley Methodist Church Oakfield Road London SE20 8QA

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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

Penge Community Pre-school has been operating for a number of years, since approximately 1975. It is run by a voluntary management and committee and operates from two rooms in a church hall. It is situated in Penge, in the London Borough of Bromley. A maximum of 32 children may attend the pre-school at any one time. The pre-school is open each week day, term time only, from 09.20 to 11.50 and 12.30 to 15.00. The pre-school have access to a secure outdoor area. There are currently 48 children on roll aged from 2.5 to under 5 years. Of these, 42 children receive funding for nursery education. Children come from quite a wide catchment area. The pre-school currently supports a number of children with special needs and also supports a number of children for whom English is an additional language. The pre-school employs 5 permanent staff and 3 temporary. The manager and 2 other staff hold appropriate early years qualifications and one staff is working

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How good is the Day Care?

Penge Community Pre-school provide good care for the children. There is a comprehensive set of policy documents which underpin the organisation of the group. The staff work well together as a team and are aware of their roles and responsibilities. The required records are kept up to date and in good order. The premises are well maintained and provide a warm, welcoming environment for children. The children can move freely around the premises and have opportunities for small and large group activities. There are some good systems in place to ensure the health, safety and security of the children. One area of safety needs improvement. Children's personal information is discussed and recorded, prior to their admission to the pre-school, to enable staff to meet their individual needs. There is a wide range of toys and play equipment. These include those which

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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 promote equality of opportunity. Children engage in a variety of interesting and enjoyable activities. Staff plan these in advance to ensure all areas of learning are included. The interaction between staff and children is good and staff provide the appropriate level of support, supervision and encouragement. Staff use positive methods to manage behaviour and they teach children important social skills. The pre-school aim to work in partnership with parents. They have some very good systems in place to encourage parents to become involved in the group. Detailed information is given to parents initially and subsequently, information is shared with parents on a regular basis.

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What has improved since the last inspection?

At the last inspection the pre-school agreed to ensure the chairperson was suitably vetted and this had been completed.

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What is being done well?

• The policy and procedural documents are well written, clear and kept up to date to meet new requirements. It is evident that staff have good knowledge of these as their practice reflects the pre-schools philosophy and operational procedures. • There is a very good selection of activities and resources. Children engage in creative, imaginative and physical play using a variety of tools and equipment. Activities and resources reflect the cultural diversity of society and portray positive images of gender and disability. • The staff interact well with the children. They talk, listen, explain things clearly and ask appropriate questions to extend the children's learning. Children appear confident to approach staff and they receive frequent praise and encouragement. • The behaviour management techniques are good. The staff provide good role models, they are polite and courteous to each other and the children.

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What is being done well?

Children are made aware of the rules within the pre-school and these are re-enforced by staff. Time out and one to one support may be used if there are any instances of unacceptable behaviour, with clear explanations given to the child. • Partnership with parents is good. Information for parents is displayed within the group, parents are members of the committee and they have the opportunity to help in the pre-school sessions. The pre-school have issued their own questionnaires to parents to seek their views on the pre-school and asked for feedback on particular activities.

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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

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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 6 Make sure children cannot access the radiator in the small room.

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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?

Penge Community Pre-school supports children's learning to allow them to make generally good progress towards the early learning goals (elg). The teaching is generally good. Staff have an understanding of the elg's and the Early Years curriculum. Planning is clearly linked to these. Staff plan a range and balance of activities and make very good use of interaction to extend the children's learning and offer appropriate challenges. Staff know children well and use observations to record their progress and inform future planning to meet individual learning needs. A large staff team allows good levels of support to all children including those with special needs and English as an additional language. The daily routine puts some limits the children's creative development, their use of imagination and their development of problem solving skills. The staff need to ensure that children have enough time and space within each session to develop ideas, be

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How effective is the nursery education?

creative without time limits and have enough time to explore and investigate. Children are very well behaved and respond well to adults who are positive role models and consistently encourage good behaviour. The management and leadership of the pre-school are generally good. The committee has members of the church, the parents and staff, as well as the play leader and deputy. The staff team use team meetings to plan activities around a theme and review their planning as an ongoing exercise using feedback from staff and parents. The play leader needs to review the daily routine to allow activities to continue throughout the session and incorporate key worker sessions within this. The pre-school's partnership with parents is very good. Parents are provided good quality information about the setting and regular information about their child's progress. There are parent representatives on the management committee and

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How effective is the nursery education?

parents are encouraged to take part in celebrations and events. Positive comments are made by parents

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What is being done well?

• Children are interested and motivated; they play well in groups and have good understanding of sharing and taking turns. • Children use a good range of language to organise their games and play; they re-tell stories, recognise letters and write their names. They have lots of opportunities to practise writing and reading skills. • Children count with confidence and beginning to be familiar with numbers and recognising numerals. They are developing a good understanding of calculation, shape, space and measurement. • Children are developing a sense of time and place through social interaction and planned activities; and have a developing knowledge of different cultures

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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 and beliefs and the wider world. • Children have opportunities to move in a variety of ways and to develop control and co-ordination; they use a variety of equipment, tools and materials safely and with control. • Children use their imagination to develop role-play games and play with small world toys. They take part in the Christmas play, playing parts and singing songs.

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What needs to be improved?

• extend opportunities for children to develop their problem solving skills; • allow more time and space for children to explore and investigate living things, objects and events; • provide more opportunities for children to use their imagination and develop creative skills to express themselves through materials, art, design and music.

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What has improved since the last inspection?

The staff have a sound knowledge and understanding of the early learning goals and the early years curriculum; they use assessment to inform planning to meet children's individual learning needs and parents are involved in children's learning with formal systems for sharing information.

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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: Very Good The children are confident, interested learners who make good relationships with adults and peers. The children are able to work together in small and large groups and understand sharing and taking turns. The children are well behaved with good levels of personal independence. They take part in a range of activities that give them an understanding of community and different cultures and beliefs.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children. They speak clearly and listen well using a range of language to organise games and role play. The children take part in activities that provide opportunities to link sounds and letters; they practise writing skills at a variety of activities. All children attempt to write their names and some can form all the letters well. Children access the book corner alone and in groups, they tell the story to each other and take part in re-telling stories.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are developing counting skills and confidence in using numbers in familiar contexts. Planning shows that children take part in a range of activities to develop an understanding of calculation, shape, space and measure, they use bigger and smaller and more and less. The children need time and space to develop problem solving skills.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children build with construction bricks, they talk about the structure and what they need to build it. The children talk about their families, homes and the events in their lives; they have access to a technology. Planning shows that children are provided with adult led activities that allow them to look at living things, objects and materials and they need more time to explore and investigate.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move with confidence and show an awareness of space. The children take part in planned activities that help them to move in a variety of ways and with control and co-ordination. They climb and slide travelling in a variety ways; and take part in activities that help to develop an awareness of changes in their bodies and the importance of staying healthy. Children would benefit from opportunities to use their imagination.

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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 have some opportunities to explore colour, texture, shape and form at creative activities. They make good use of imagination in role play games and take part in music and movement sessions. Children would benefit from more opportunities to use their imagination in art and design, music and dance and to communicate ideas and express themselves.

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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

• The following are points for consideration to be addressed before the next inspection: • look at ways in which the time and space can be made to allow children to develop their problem solving skills; to explore and investigate living things, objects and events and to use their imagination and develop creative skills to express themselves through materials, art, design and music.

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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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