Howden Pre-School

INSPECTION DETAILS

Inspection Date 14/02/2005 Inspector Name Maralyn Chiverton

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Howden Playgroup Setting Address Church Hall Off Market Place Howden East Riding of Yorkshire DN14 7BL

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ORGANISATION DETAILS

Name Howden Playgroup Address Church Hall Off Market Place Howden East Riding of Yorkshire DN14 7BL

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ORGANISATION 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

Howden Pre-School has been open since before 1974. It operates in the Minster Church Hall in the centre of Howden, a small town in the south-west of the county of East Yorkshire, and serves the local community. There are currently 41 children aged from 2.5 to 4.5 years on the roll, attending for a variety of sessions. There are no funded three or four year olds at present, although there will be from the start of the summer term 2004. There are currently no children attending who have special needs, nor who speak English as an additional language. The group is open five mornings per week from 9.15 to 11.45 during school terms only. There is a core of four staff, three of whom attend each session together with a parent helper on rota duty. The manager and deputy attend every session; they have early years qualifications to NVQ level 3 and the other staff are working towards the same qualification. The setting receives support from a teacher/mentor

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Information about the setting

from the Early Years Development and Childcare Partnership.

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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?

Howden pre-school provides good-quality education overall which enables children to make generally good progress towards all six areas of learning. Children are confident, motivated learners. The quality of teaching is generally good, staff provide a variety of well planned activities and know what they want the children to achieve. Activities are evaluated however, these evaluations are not used effectively to monitor children's progress. Staff have a good relationship with children, they give individual support and develop children's language skills by conversing with them and questioning appropriately. They operate a key worker system which ensures children's direct and indirect needs are met. They are well deployed, organise and manage the session well. Group activities are well planned to be interesting but children are not always grouped effectively to ensure objectives are met. Staff develop children's

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How effective is the nursery education?

understanding of the natural world through planned visits to the local marsh, café and through planned hands on experiences such as planting, making bird seed cakes and visits from people in their community. Partnership with parents is good overall. Parents feel valued they are encouraged to share information about their child through the key worker who will also discuss their child's progress at the end of the session however parents would welcome a more effective system which allows them to be involved in their child's learning. They receive good quality information through an information pack and notice board. Leadership and management of the setting is generally good. Leadership has been particularly effective in developing a committed staff team who support each other well and who have a collaborative approach to all areas of their work. There is no effective system in place to monitor and evaluate the provision for nursery education

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How effective is the nursery education?

but the setting is committed to improving care and education for all children.

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What is being done well?

• Children are independent confident learners. They become involved in their play displaying good levels of interest and motivation. Their use of language is good they express themselves freely especially in imaginative play. Their relationships with others is good they show concern for others and are well behaved. Children's early writing and counting skills are good. They are very interested in books and activities which encourage writing for a purpose. They communicate their ideas and feelings using all their senses. • Staff meet the direct and indirect needs of all children. They are well organised and provide a variety of interesting activities and experiences and support children's language skills. Staff have a high regard for promoting children's positive behaviour through praise, they are good role models and

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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 have clear expectations of children's behaviour which results in children being well behaved. They give children clear and consistent boundaries and help them understand the impact of unacceptable behaviour on others. • Partnership with parents is good they receive good quality information about the setting and feel valued by all members of staff.

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What needs to be improved?

• record keeping of children's progress • parents involvement with their child's learning • grouping of children • opportunities for children to express their own ideas and skills in art and craft.

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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 Children are independent learners and respond well to real responsibilities. They share their experiences and feelings with others which promotes concern and sensitivity. Children are developing a good understanding that people have different needs and cultures. They have good relationships with adults and other children and can share and take turns. Children's behaviour is good they respond positively to boundaries set by adults.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are developing their language skills they use language and speech to explore experiences. They listen well and enjoy taking part in stories. Children's writing skills are developing well they are provided with good opportunities to attempt writing for a purpose. Children recognise their names and are able to correctly form letters, they interact with others and speak clearly within the group.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children enjoy practical activities which involve number. They use mathematical language to describe and compare shape size and quantity. They confidently count to ten and beyond. and use number in familiar context," I have counted three bricks that's how old I am" Children are developing well their understanding of simple addition and subtraction through practical and planned activities. They talk about and are able to recreate simple patterns and recognise simple shapes.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are independent learners, they investigate and explore objects and materials and build and construct using a variety of tools and techniques. Children are offered good opportunities to observe and identify features in the place they live and the natural world. They are developing a good understanding about time through routines established in the setting and events in their own lives and those of others.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children show good awareness of space themselves and others. They move with control and coordination. They use a good range of small and large equipment which they handle safely and with good control. Children are developing a good understanding of the importance of keeping healthy through displays, discussion and practical activities such as exploring fruit and vegetables, making fruit salad and vegetable soup.

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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 communicate and express their ideas and feelings through planned activities and imaginary play. They explore texture, form and shape through model making, construction toys, and "hands on experiences" such as planting and baking. They explore sound and recognise how sounds can be changed through using musical instruments. Art and craft activities are mainly adult led which does not provide enough opportunity for children to express their own ideas and skills.

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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

• implement a more effective recordkeeping system to include involvement of parents in their child's learning • group children more appropriately to ensure more able children are challenged • introduce more opportunities for children to express their own ideas in art and craft.

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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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