The St Marylebone CofE School

INSPECTION DETAILS

Inspection Date 20/09/2004 Inspector Name Anita Bray

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name St Lukes Pre-School Setting Address St. Lukes Church Hall Raglan Road Bromley Kent BR2 9NN

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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

St. Luke's Pre-school is situated close to amenities in central Bromley. The group has been run by the present owner for more than 26 years. The Pre-school has exclusive use of two classrooms within St Luke's Church Hall building, several other rooms including a large hall and kitchen are also used. There is direct access to an outside play area. The Pre-school is open Monday to Friday for separate morning and afternoon sessions during term times and for short periods during some school holidays. There are currently 54 children on roll including funded 3 and 4 year olds. The pre-school also supports children with special needs and those who speak English as an additional language. The leader and staff each hold relevant childcare qualifications and attend regular training. The pre-school follows the Foundation Stage Curriculum and receives support form Bromley Early Years Development and Childcare Partnership.

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How good is the Day Care?

St Luke's Pre-School provides good quality care for children. Staff have created a happy, child friendly environment where good practice is underpinned by a carefully considered operational plan, well written policies and procedures. The pre-school currently provides sessional care for children, but, the owner has requested a variation to the current registration conditions in order to provide full day care. Staff attend regular training, all staff have attended a four hour 1st aid course, this requires up-dating to a twelve hour course in order to meet current requirements. Very good attention is paid to health and safety. All safety hazards have been identified and regular risk assessments are carried out. Staff are active in promoting health and hygiene within the setting. Good arrangements are in place to protect

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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 children who may be at risk. Provision for the care of children with special medical needs is particularly good. Positive methods are used to manage children's behaviour. A very wide range of toys and equipment are available for children. Staff make very good use of these to provide activities which promote children's learning. Staff have developed close relationships with children who are happy and relaxed in their care. Good record keeping ensures that children's individual needs are met. The partnership with parents is very good. There is good information for parents available in the pre-school prospectus and in regular newsletters.

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What is being done well?

• There is a very wide range of good quality play materials available for children to choose from. • Staff have made very good arrangements for the care of children with special medical conditions including keeping meticulous records, liaising with other professionals and working closely with parents. • Good attention is paid to health and safety. Regular risk assessments ensure the safety of the premises, whilst staff are vigilant in promoting hygiene, for example reminding children to wash their hands after using the toilet. • The operational plan, along with written policies and procedures are clear, well written and under-pin good practice. • Staff have created an attractive, child friendly environment and offer a range of activities which promote childrens learning. • Children relate well to staff, they are happy and relaxed.

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What needs to be improved?

• staff 1st aid qualifications to be up-dated by attendance on appropriate 12 hour courses when their current certificates expire

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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 2 Ensure that a new certificate has been issued giving permission to provide full daycare before session times are extended. 7 Ensure that staff 1st aid qualifications are up-dated with appropriate 12-hour qualifications when their current certificates expire.

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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?

St Luke's Pre-School provides nursery education which is of very good quality. Children are making very good progress towards the early learning goals in all six areas of the Foundation Stage curriculum. An experienced staff team who provide a range of interesting, practical activities supports their learning. The quality of teaching is very good. Staff display a good knowledge of the early learning goals. They make the most of planned and spontaneous opportunities to extend children's learning. A broad and balanced curriculum is offered. The daily programme allows children plenty of time for free play. However there are limited opportunities for children to follow freely chosen creative craft projects as these activities are usually adult directed. Planning is detailed and includes specific outcomes for children. Staff use a variety of methods to assess and record children's development. Records are used effectively to plan further learning opportunities.

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How effective is the nursery education?

Good provision is made to support children with special educational needs. Resources are of good quality and are used effectively to promote learning. Leadership and management of the setting are very good. The owner/manager provides good leadership and direction for the staff team and carries out effective evaluation of the educational provision. There is a positive attitude towards continuous improvement of the provision, regular staff training is undertaken and inspection is welcomed. The partnership with parents is very good. A wealth of information is available for parents about children's learning and nursery activities. Parents are encouraged to contribute to children's records and take part in nursery activities.

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What is being done well?

• A wide range of resources is provided for children to choose from. Play materials are attractively displayed so that children are interested in activities and want to play with what is on offer. • Children's learning is promoted by interesting practical activities such as cooking and planting. • The variety of methods used to record and assess children's learning ensures that staff have a clear overview of children's progress and are able to effectively plan future learning opportunities. • The positive attitude towards evaluating and improving provision ensures that any weaknesses are identified and addressed. • The partnership with parents is valued by the pre-school. Very good written information is available for parents about nursery activities and children's learning. There are many opportunities for parents to contribute to children's

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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 records. Very positive comments were received from parents regarding the educational provision both in discussion during the inspection and via parental questionnaires.

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What needs to be improved?

• The opportunities for children to engage in undirected creative craft activities.

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What has improved since the last inspection?

The pre-school has made very good progress since the last inspection. At the last inspection the pre-school was required to enhance the programme for language and literacy by offering the children regular opportunities to recognise familiar words in context. The pre-school staff have addressed this issue by providing an environment which is rich in print, with labels on equipment and in areas such as the book corner. Another requirement was to enhance the relationship with parents and carers by offering them more detailed information about the educational provision. Very detailed information is available for parents and the partnership with parents is now a strength of the provision.

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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 Children's behaviour is excellent and they clearly enjoy their time at the pre-school. They are able to share and take turns as appropriate and display very good concentration and persistence. Children are able to select their own activities and show very good independence skills.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are developing good language skills, they speak clearly and confidently to express their thoughts and feelings effectively. Children make very good use of the books which are available to them in many areas of the pre-school. They handle books correctly and enjoy sharing books informally with their friends and at story time. They are developing a good awareness of letters and their sounds, many can write their names and other letters independently.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good The challenging mathematical activities arranged by staff promote a very good awareness of number. Children are able to count with confidence and recognise figures. Children are able to compare order and sort a variety of objects, and use appropriate mathematical language in their play.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children are able to use the pre-school computer to complete simple programmes and have developed good mouse control. Photographic records indicate that they have good design skills and produce complex models form the variety of construction materials on offer. Participation in a variety of festivals such as Chinese New Year helps to promote an awareness of the wider community. Whilst a variety of practical activities promotes children's interest in the natural world.

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PHYSICAL DEVELOPMENT

Judgement: Very Good When using bikes in the garden children are able to negotiate space and show a good awareness of speed. They have good opportunities to climb, slide and balance. Children display good hand eye coordination, they are able to manipulate scissors, paint brushes and other small tools with skill.

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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 are enthusiastic participants in music and movement sessions where they respond imaginatively to rhythm and sound. Children play co-operatively in role-play; they act out familiar scenarios and follow narratives. Children enjoy the many adult directed craft activities but have limited opportunity to develop creativity by participating in freely chosen art activities.

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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 high quality. Children are making very 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

There are no significant weaknesses to report, but considerations should be given to improving the following: • The following is a point for consideration: • Provide children with further opportunities to develop their creative skills by increasing the range of undirected art and craft activities on offer.

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WHAT THE SETTING NEEDS TO DO NEXT

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

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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