Cinder Ash

INSPECTION DETAILS

Inspection Date 26/11/2002 Inspector Name Christine Anne Hands

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SETTING DETAILS

Setting Name Cinder Ash Pre-School Setting Address The Pavilion Long Sutton Lincs PE12 9DJ

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REGISTERED PROVIDER DETAILS

Name The Committee of Cinder Ash Playgroup Committee

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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

Cinder Ash Pre-school has been established since 1973 . It is a registered charity and run by a management committee. The pre-school owns the premises which consist of a main playroom, kitchen, cloakroom and toilets. There is an enclosed outdoor play area. The pre-school provides sessional care and is open every weekday morning between 9.10am & 11.45am during the school term. It is registered for 24 children between the ages of 2.5 and 5 years.Of these children, two, three year olds and two, four year olds are receiving nursery education funding. Children attending the group are drawn from Long Sutton and the surrounding villages. There are currently no children with special educational needs or children who have English as an additional language represented in the group. Two members of staff have recognised child care qualifications.

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How effective is the nursery education?

Cinder Ash Pre-School provides a valuable resource to pre-school children both in the town and surrounding villages. Children are making some progress towards the early learning goals but with significant weaknesses. Children are confident and relationships between staff and children are good. The quality of teaching has significant weaknesses although the staff have clear expectations of children and a good standard of behaviour is maintained. Staff value children's ideas and praise efforts, displaying their work attractively. There is a lack of balance between staff and child initiated play with staff missing opportunities for extending children's learning. Staff do not have a thorough understanding of the Foundation Stage and planning does not clearly identify the learning objectives. Progress records are not regularly updated and are not used to inform future planning and build on children's previous knowledge and understanding. Staff do not meet to discuss the curriculum

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How effective is the nursery education?

and their role in supporting children's learning. The leadership and management of the group has significant weaknesses. There are limited opportunities for staff to be involved in the planning, assessment and evaluation process. There is no staff appraisal system in place or the opportunities for staff to meet together on a regular basis to discuss the curriculum and how to meet the needs of the individual children. The supervisor expressed a willingness to seek support and to implement change. The partnership with parents and carers is generally good. Parents receive good written information about the group and are encouraged to talk to members of staff about any aspects regarding their child. Parents are also encouraged to help within the group.

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What is being done well?

Staff team work providing good role models. High priority is given to children's emotional development. Children are confident and behaviour is good. Children are encouraged to become independent. Partnership with parents has a positive impact on children's learning. Parents are encouraged to help within the group. A wide range of physical activities are provided both inside and out.

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What needs to be improved?

Staff's understanding of the Foundation stage, planning and the use of assessment to inform the next stage of planning. Opportunities for children to recognise and explore sound, patterns and music to movement and to use their senses and describe their experiences. Opportunities for children to learn about the world around them including ICT, how things work and differing cultures and beliefs. Opportunities for children to begin to understand problem solving as well as the operations of addition and subtraction and related vocabulary.

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What has improved since the last inspection?

Improvement since the last inspection has been poor, however there are now more opportunities for children to learn new words and rhymes and gain a greater understanding that print carries meaning. This has had a positive impact on children's learning.

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children have good personal and social skills. They relate well to each other and approach adults with confidence. Standards of behaviour are high. Children are encouraged to become independent and to assess their own needs. Children have limited opportunities to extend knowledge of differing cultures and beliefs.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children have learnt a range of familiar songs and rhymes. Children are learning the conventions of reading and are encouraged to talk about stories and characters. Children have developed an understanding that print carries meaning.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are able to count in sequence up to five and use number in everyday situations such as snack time. They are able to compare weight and size. There are limited opportunities provided to enable children to develop and understand mathematical concepts.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Significant Weaknesses Children have the opportunity to handle a variety of materials, however, they had limited opportunities to explore and describe appearance, texture, properties using senses. Children do not have the opportunity to discuss or investigate how things work and why they happen. Staff do not foster an interest in ICT and children have limited opportunities to use simple equipment.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children's small hand and whole body skills are developed through effective use of a wide range of equipment and large apparatus. Good hygiene is encouraged.

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CREATIVE DEVELOPMENT

Judgement: Significant Weaknesses A good range of range of media is provided giving opportunities to create both two and three D art forms. Children express themselves imaginatively through role play activities. There are limited opportunities for children to recognise and explore sounds, patterns and movements to music as well as opportunities for making their own music.

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CREATIVE DEVELOPMENT

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

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OUTCOME OF THE INSPECTION

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

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WHAT THE SETTING NEEDS TO DO NEXT

1. Ensure staff have a clear understanding of the Foundation stage and that planning is clearly linked to the early learning goals. 2. Develop ways to accurately record children's progress and use records to plan future activities to extend children's capabilities. 3. Provide opportunities for children to recognise and explore sound, patterns and music to movement and to use their senses and describe their experiences. 4. Provide opportunities for children to learn about the world around them including ICT, how things work and differing cultures and beliefs. 5. Provide opportunities for children to begin to understand problem solving as well as the operations of addition and subtraction and related vocabulary.

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