Wrens Nest Nursery School

INSPECTION DETAILS

Inspection Date 02/03/2004 Inspector Name Joanne Wade Barnett

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Crockenhill Pre-School Setting Address Crockenhill Village Hall, Stones Cross Road Swanley Kent BR8 8LT

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REGISTERED PROVIDER DETAILS

This inspection was carried out under the provisions of 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 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

Crockenhill Pre-school opened in 1982. It operates from a large hall and one other room in the local village hall in Crockenhill near Swanley. The pre-school serves the local area. There are currently 30 children from two to five years on the roll. This includes five funded three year olds and six funded four year olds. Children attend various sessions. The group opens five days a week during school term times. Session are from 9.00 until 12.00. There are seven part-time staff who work with the children. Four have early years qualifications. Three staff are currently on training programmes. The setting receives support from a teacher from the Early Years Development and Childcare Partnership (EYDCP).

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Information about the setting

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

The provision at Crockenhill Pre-school is acceptable and of good quality overall. Children are making generally good progress towards the early learning goals. Teaching is generally good in all areas of learning with some very good aspects within the programme of creative and physical development. There is a good range of resources that staff organise well to support children's progress. Staff generally encourage and support children's behaviour. Children are confident, show consideration for others and are generally well behaved. Staff have begun to develop planning for daily activities. The system for assessment of children's progress is limited and not linked with the stepping stones and early learning goals. Staff record observations of children's involvement in activities and are beginning to identify what children need to learn next. Staff are familiar with the Code of Practice for the Identification and Assessment of Special Educational Needs and the policy

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How effective is the nursery education?

accurately reflects the code of practice. Leadership and management is generally good. The pre-school benefits from the leadership of the supervisor. The supervisor and staff have worked hard to develop a strong team and are committed to providing opportunities for staff development. They are beginning to develop their role in monitoring, evaluating and reviewing the effectiveness of the pre-school practice through questionnaires, observations and action plans. The partnership with parents is generally good. Staff provide information about the setting and it's provision and greet parents warmly. Parents receive regular newsletters and are welcomed into the group. However insufficient opportunities are provided for parents to learn about the Foundation Stages.

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What is being done well?

• Children speak clearly and confidently as they engage both adults and their peers in conversation. • There is an excellent programme that promotes children's physical development both inside and outdoors. • Staff plan and provide an environment that reflects the importance of language through notices, signs and books. Children speak clearly and confidently. • Staff encourage children to use and understand mathematical language throughout the play session. • Role-play is imaginatively planned and well resourced to stimulate children's imaginary play and to encourage acting out real situations and those based on well known stories.

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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What needs to be improved?

• the assessment and record system to provide a clearer link with the stepping stones and early learning goals. • information to parents. • the use of resources to increase children's understanding of weight and capacity. • the use of resources to encourage children's independent, particularly at meal times and with self selection.

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What has improved since the last inspection?

Following the last inspection the following points for development were to be considered in the action plan, the group have yet to achieve this: continue to encourage parents and carers to contribute to their children's individual written records of progress.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Staff provide a secure, friendly and caring setting which builds children's confidence and self-esteem. Good relationships are established as children learn to share, take turns and work co-operatively. Children are happy, settled and generally, well behaved. They are learning to operate independently, however this could be extended at snack time. Children find out about different cultures through the topics, resources and role-play.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children communicate well with their peers and adults. They are encouraged to talk and share ideas but not all children listen and participate effectively in large group times. Children enjoying sharing books with adults and are beginning to write their names. They are encouraged to write in purposeful ways such as during role-play to learn the reasons for writing. Letters of the alphabet are displayed.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children count confidently and staff encourage them to use mathematical language. Children explore shape and size for example as they fill shopping baskets with food in 'the house', construct and complete puzzles however, opportunities are missed in the daily routine such as snack time. The potential to develop an awareness of weight and capacity is not sufficiently exploited through the use of resources such as sand and water.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good The outdoor area is used well to stimulate children's interest in the natural world and features of the locality. They observe the weather and talk about familiar sights. Planned activities help them to notice changes that occur, for example when seeds are planted and how they grow, however there is little evidence to extend the children's learning through documentation. Little opportunity is provided for children to use information technology.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are confident movers, safely using the space around them and negotiating space with others. Children are able to follow examples of using tools effectively, resulting in their pride of a finished product. Children use skilful movements with equipment to develop both fine and gross motor skills. However, the children's understanding of healthy eating and the effects of the change to their bodies could be expanded through staff questioning at snack time.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children have lots of opportunity to explore different materials. They often plan and make models of their own choice. Children are familiar with the properties of different craft materials and are able to select which is the most appropriate to use. Most children know the different colours. Children become engrossed in their role-play and can express their ideas, thoughts and feelings. Staff encourage and support children to be spontaneously creative. Children enjoy musical activities.

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

This inspection was carried out under the provisions of 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 assessments and records to provide a clear link with the stepping stones and early learning goals. • to improve information to parents on the foundation stage and encourage parents to contribute to their child's written record of progress. • improve the use of resources to promote children's understanding of weight and capacity. • enhance the use of resources to encourage children's independence, particularly at snack times and with self selection.

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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 Section 122 of the School Standards and Framework Act 1998

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