Beaupre Under 5 Centre

INSPECTION DETAILS

Inspection Date 02/03/2005 Inspector Name Parveen Ashraf

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SETTING DETAILS

Day Care Type Out of School Day Care, Sessional Day Care Setting Name Beaupre Under 5's Centre Setting Address Church Drove Outwell Wisbech Cambridgeshire PE14 8RH

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REGISTERED PROVIDER DETAILS

Name The Committee of Beaupre Under 5's Centre

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ORGANISATION DETAILS

Name Beaupre Under 5's Centre Address Church Drove Outwell Wisbech Cambridgeshire PE14 8RH

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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

Beupre Under 5's Centre opened in 1985. It operates from a mobile classroom in the grounds of Outwell Primary School, in the village of Outwell, on the outskirsts of Wisbech. The centre serves the local area. The group is registered for 26 children for both morning and afternoon sessions, aged between two years and under five years. There are currently 35 children on roll. This includes fifteen funded three-year-olds and nine funded four-year-olds. Children attend for a variety of sessions. The setting currently supports two children with special needs and three children with English as an additional language. The group opens five days a week during school term times. Sessions are from 08:50 until 11:45hrs Monday to Friday and 13:00 until 15:00hrs Monday, Wednesday and Friday. There are six part-time and one full-time members of staff working with the children. Two of the staff have early years qualifications to NVQ level 2 or 3. Two

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Information about the setting

of the staff are currently working towards a recognised early years qualification. The setting receives the support of a teacher from the Sure Start Strategic 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?

The nursery education at Beaupre Under-Fives Centre is generally good. Children are making generally good progress towards the Early Learning Goals in all areas except for knowledge and understanding of the world where progress is very good and in mathematics where there are significant weaknesses. The quality of teaching is generally good. Staff build trusting relationships with children and encourage them to try out new experiences. They build upon what children know and provide an environment that reflects the community the children come from and the wider world. Staff have knowledge of the Foundation Stage Curriculum but are unsure how to implement it. Staff carry out observations, but these are not evaluated or used to extend children's learning. Strategies for behaviour management are weak and further training is necessary. A range of quality resources are available which are used well to support children's learning.

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How effective is the nursery education?

The leadership and management of the centre is significantly weak. Staff work well together as a team but lack support in delivering the Foundation Stage Curriculum. Methods of teaching need to be less structured and independent teaching practices need to be adopted. The professional development of staff is not managed effectively to ensure that teaching and learning is improved. The partnership with parents and carers is generally good. Staff have built-up friendly, informal relationships with parents, who are complimentary, and supportive of the setting. The centre provides a varied curriculum for children which makes use of a range of resources both from home and from the group. Parents are informed about their child's progress via informal discussions, meetings and a weekly dairy. Parents are given information about the curriculum and the six areas of learning. Staff maintain records and share some with parents, but there is not enough

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How effective is the nursery education?

information about children's progression through the stepping stones.

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What is being done well?

• Staff plan and provide a range of stimulating activities which enable children to explore and investigate. Topics are well-resourced, keeping children interested and involved. • Children are able to participate in activities that encourage hand/eye co-ordination. Staff use a variety of different colours, and textures, in the sand. Different sized containers are used including mini-sized bottles that children can hold with ease. • Children are aware of their personal needs and hygiene. Staff provide suitable steps to enable children to access soap and water independently.

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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 training of all staff in the Foundation Stage Curriculum and behaviour management • the opportunities to develop children's understanding and knowledge of mathematical concepts in everyday play

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What has improved since the last inspection?

Staff have made generally good progress in addressing the key issues from the previous inspection although a weaknesses still remains in nathematical development. The plans have been simplified and work well in practice. Planning now successfully highlights the learning areas. Children are using pattern in rhymes and learning to care for their own environment, and living things, through a variety of topics and activities. By addressing the key issues the provider has improved the quality of the educational provision.

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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 feel welcomed and part of the setting. They interact well with each other and staff. They are aware of their personal needs and seek adult support when necessary. Children play well together most of the time. However, staff do not give children clear explanations of boundaries with regard to acceptable behaviour; so children are not learning to share and co-operate. Children are not sufficiently encouraged to take responsibility for their own actions and to be independent.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are beginning to learn some familiar words through consistent labelling around the room. They listen well to stories and songs and respond with relevant comments and questions. They wait in anticipation to hear what will happen next. Children recognise that words carry meaning, but, there are limited opportunities for less structured activities that enable them to form letters. Children do not spontaneously use the mark-making area, which is not stimulating and is under-resourced.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children join in with familiar number rhymes and songs. They successfully sort, and match, by shape and colour. They are beginning to use positional language, and understand the meaning of 'big' and 'little', but there are many missed opportunities to develop children's understanding and knowledge of mathematical concepts in everyday play. Staff are not helping children to develop, or extend, their mathematical skills.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good There are many opportunities for children to explore and investigate. Stimulating activities are provided to develop children's understanding of their local environment and the natural world. Children are confident in the use of information technology. This area is well-resourced to foster children's learning. Children are developing an understanding of different cultures as they celebrate some festivals. They are motivated to explore the world around them through the use of stimulating topics.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are developing spatial awareness, move confidently, and develop their own play outside. Children observe each other's personal space, most of the time, and show good control and movement when playing ball games. Children are involved in activities that encourage hand/eye co-ordination, using scissors to cut material for collages and to make junk models. Children are learning about health and bodily awareness, through routine activities, as they wash after messy and creative play.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children's imaginative skills are developing when using small-world equipment. They imitate animal sounds in role-play situations. Staff provide children with opportunities to explore colour, shape and texture in two and three dimensions, making pictures using cotton wool to make snowmen. Children participate in music sessions, exploring sound and movement, pretending to be Chinese dragons. However, opportunities to engage in spontaneous creative activities are limited.

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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

• devise strategies for committee members to evaluate training needs of staff to enable them to teach the Foundation Stage Curriculum effectively • develop more opportunities to ensure that mathematical development is taught through everyday activities

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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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