Kirk Merrington Pre-School

INSPECTION DETAILS

Inspection Date 12/03/2003 Inspector Name Eileen Rochford

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SETTING DETAILS

Day Care Type Setting Name Kirk Merrington Pre-School Setting Address Blue House Estate, Kirk Merrington Spennymoor County Durham DL16 7JD

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REGISTERED PROVIDER DETAILS

Name The Committee of Kirk Merrington Pre-school

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ORGANISATION DETAILS

Name Kirk Merrington Pre-school Address Blue House Estate, Kirk Merrington Spennymoor County Durham DL16 7JD

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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

Kirk Merrington Pre School was established over 20 years ago. It operates from a single storey building which is situated near the centre of the village. They have two rooms which are inter connected. Outside there is an enclosed play area. There are currently 17 children aged two to five years on the roll. This includes eleven funded three year olds and three funded four year olds. Children attend a variety of sessions. There are currently no funded children attending who have special needs or English as an additional language. The group are open five days a week 42 weeks a year. Sessions are from 9.00 am - 12.30 pm Three part time staff work with the children. All have early years qualifications and all are currently on a training programme. The setting receives support from the Early Years 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?

Kirk Merrington Pre School offer generally good quality provision which helps children make generally good progress towards the early learning goals. They make very good progress in communication, language and literacy and also in their personal social and emotional development. In their mathematical, creative, and physical development and in knowledge and understanding of the world they make generally good progress. The quality of teaching is generally good. Staff are enthusiastic and work well together to provide and interesting curriculum. Planning is very good and the sessions run smoothly. Staff use resources to provide a stimulating learning environment. Interaction with the children is very good which results in children making very good progress in developing independence and communication skills. Staff provide very good role models for children to follow and manage behaviour very well However too few opportunities are available for older children to develop

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How effective is the nursery education?

mathematical concepts. Leadership and management is generally good. Staff are aware of their roles and responsibilities. They are encouraged to update their training. The Pre school are committed to six monthly appraisals Partnership with parents is very good. Parents are given good quality information at the initial visit and are kept regularly informed about their child's progress. They are actively encouraged to help during sessions and to share what they know about their child.

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What is being done well?

• Partnership with parents and carers is very good. Parents are well informed about their child's progress and learning. • Children's personal, social and emotional development is very good. Children are confident, socialable and have caring relationships with both peers and staff. • Children's early reading and writing skills are very good. There are beginning to recognise and form letters and words, and have developed good fin moor skills • Staff clear understanding of the early learning goals leads to a well balanced curriculum which engage and sustain children' interests

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What needs to be improved?

• the opportunity for older children to develop wider mathematical concepts

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What needs to be improved?

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

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What has improved since the last inspection?

The group has made very good progress since the last inspection which highlighted the need for staff to undertake training on Special Educational Needs. They have completed this training courses and are able to demonstrate a clear understanding of these principles. Assessment records were to be dated to clearly identify child's progress through the stepping stones These have been updated and clearly identifies when the stepping stone is achieved

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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: Very Good Children make very good progress in personal, social and emotional development. They relate very well to staff and peers, developing and awareness of one another and independence. Behaviour within the group is very good with children aware of what is acceptable. They have very good social skills e.g. sharing and taking turns

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children make very good progress in communication language and literacy. They are developing very good skills in reading and writing. They recognise names and simple words and are beginning with the use of phonics to form letters. Children have developed an interest in books and use the book corner with interest and enthusiasm

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children make generally good progress in mathematics. They are beginning to recognise and use numbers in all activities. Children are able to count 4 year olds are able to count 1 - 10 unsupported 3 years olds 1 -5 unsupported. Children are aware of shape and size within their play. More opportunities should be provided for older children to develop mathematical concepts.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children make very good progress in knowledge and understanding of the world. Children have good investigation skills. They are aware of which equipment to use and access resources. Children show an interest in the changes within their environment. e.g. using he typewriter versus the computer

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children make generally good progress in physical development. Their development of fine motor skills and hand eye co-ordination is good. Large motor skills are developed using the large play equipment in the outdoor play area. Children are aware of body changes

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children make generally good progress in creative development. They are able to recognise colour. They differentiate between shades and the mixing of colours.

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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 appropriately.

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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

• Provide opportunities for older children to develop further mathematical concepts in relation to simple addition and subtraction

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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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