St Mary's Pre-School

INSPECTION DETAILS

Inspection Date 14/01/2005 Inspector Name Margaret Baines

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name St Mary's Pre-School Setting Address St Mary's Church Hall Mayfield Avenue Blackpool Lancashire FY4 2NT

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REGISTERED PROVIDER DETAILS

Name St Marys Pre-School Playgroup 1038691

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ORGANISATION DETAILS

Name St Marys Pre-School Playgroup Address St Marys Church Hall Mayfield Avenue Blackpool Lancashire FY4 2NT

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and 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 of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and 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

St Mary's Pre School has been in operation for 35 years. The setting operates in a church hall in a residential area in the South Shore area of Blackpool. The facilities available to children are an entrance hall, two reception rooms, a kitchen, toilets and an enclosed outdoor play area. There are currently 53 children on roll and 26 of these are in receipt of funding for early years education. The setting is managed by a qualified member of staff who is assisted by a further 4 members of staff, 2 of whom are also qualified. The setting operates from 09:00 to 11:30 Monday, Tuesday, Thursday and Friday and 12:30 - 15:00 Monday, Tuesday and Friday during term time only. There are presently no children attending who have a special educational need and none with English as a second language. The setting receives support from the Local Authority.

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How good is the Day Care?

St Mary's Pre School provides satisfactory care for children. The setting offers a welcoming environment for children and parents. The two rooms provide different play areas however during some sessions children have limited access to the smaller room, which restricts their choice of activities. The organisation of documentation is generally good with weaknesses identified. The staff team are committed to ongoing training and development to enhance their existing knowledge and experience. They work well together and are aware of their individual roles and responsibilities. There is a clear understanding of keeping children safe both indoors and out and reasonable steps have been taken to minimise risks to children. There are weaknesses identified. The premises are kept secure and arrival and departures times are monitored. Hygiene practice is encouraged as part of the children's daily

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How good is the Day Care?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 routine. Children are provided with regular drinks and a snack, however the limited menu restricts children’s access to a range of healthy options. Families who have children with special needs are well supported. Planned activities and resources provide a range of learning experiences for the children. Opportunities for development in all areas are given and the children generally enjoy themselves at play both in adult led activities and independently chosen ones. They are able to enjoy some positive experiences in learning about our multi cultural society and the world around them. Positive strategies are in place to sensitively manage children's behaviour with training needs identified; children enjoy a nurturing and caring time.

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How good is the Day Care?

There is strong partnership with parents, which is based on good communication both written and verbal. Confidentiality is acknowledged as important and records are securely held and shared with parents so that they are well informed about their child.

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What is being done well?

• Staff have a good understanding of health and hygiene and promote effective hygiene procedures through daily routines. Staff ensure toys and equipment are well maintained and clean to promote a healthy environment in which children are cared for. • Staff have a good understanding of equal opportunities and promote a positive attitude to diversity through topics and access to resources, which reflect culture and disability in a positive manner. • Children enjoy a range of activities, which aid their development. They particularly enjoyed the happy and sad activity creating faces using play dough and paints. Children also created collages using soft and hard materials. They demonstrated their skill using the tools and equipment to create a variety of shapes to enhance the faces they created. • Partnerships with parents is effective; the setting shares information about activities and encourages parents to read polices and procedures that are in

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What needs to be improved?

• the temperature of the building • safety with regard to the radiators, the perimeter fence panels and the stair case • documentation with regard to the induction procedure, the behaviour management and the child protection polices

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What needs to be improved?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • snacks served to children • training with regard to behaviour management and child protection.

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inspection or 1st April 2004 whichever is later.)

There are no complaints to report from the 1st April 2004.

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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The Registered Person must take the following actions by the date shown

Std Action Date 4 Ensure the premises are maintained at an adequate and comfortable temperature. 16/02/2005

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The Registered Person must take the following actions by the date shown

6 Revise the risk assessment to ensure children's safety in relation to the stair case, the radiators and the outdoor fence panels. 22/01/2005

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by the time of the next inspection

Std Recommendation 2 Formalise the induction procedure and access training for the designated persons in child protection and behaviour management. 4 Ensure children have easy access to soap and hand towels and appropriate equipment for sitting on at story and circle times. 8 Introduce more variety of snacks on a regular basis. 14 Ensure all records are updated on a regular basis in particular behaviour management and child protection.

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by the time of the next inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

St Mary's Pre School offers acceptable provision overall however children's progress towards the early learning goals is limited by some significant weaknesses in communication language and literacy, mathematics, physical and creative development. Children are making generally good progress in personal social and emotional development and knowledge and understanding of the world. Children’s spiritual, moral, social and cultural development is fostered appropriately. The teaching of children has significant weaknesses; staff lack understanding of the early learning goals and progression of children through the stepping-stones which adversely affects their learning. Staff have limited knowledge of methods to promote children's learning. They fail to allow children to practice and consolidate their learning and do not offer a balance of both child led and adult initiated activities. There is limited extension of learning for the more able children. Children's

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How effective is the nursery education?

developmental assessments fail to identify the next steps in children's learning. Presently no children attend who have special educational needs and none with English as an additional language. The setting's leadership and management has significant weaknesses. Management have a limited understanding of planning and therefore provide insufficient support for staff who plan and implement the topics. The evaluation of activities is weak and short term planning fails to link clearly to the early learning goals. However the setting has begun to identify its strengths and weaknesses and is developing this area. The partnership with parents is good. Parents are provided with detailed information about the setting and the ongoing activities. Parents are encouraged to participate in their children's learning and provide resources to accompany current themes. Parents are invited into the setting to discuss their child's achievements yet at

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How effective is the nursery education?

present do not contribute to the assessment process.

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What is being done well?

• Children's personal social and emotional development is given high priority. Children are happy and secure as they engage in a range of activities. Staff value children and their achievements; accordingly children develop confidence and good self-esteem. Children participate in activities with confidence and enthusiasm; they particularly enjoyed the small world village and the play dough activity. • Children are learning about the local community as they enjoy walks in the

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 locality and receive visits from people who help us, for example the fire officer and a local artist. They learn about events in their lives, both past and present as they share news from home and discuss future activities. • Children learn about colours and can readily identify the primary colours along with their favourite colours during painting activities. • The partnership with parents is effective. Parents are provided with detailed information with regard to policies and procedures and also are facilitated with information about the early learning goals. They are informed about the topics and encouraged to develop their child's learning at home.

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What needs to be improved?

• four of the six areas of learning which have significant weaknesses • the curriculum planning ensuring that the short, medium and long term planning are clearly linked and identy activities for the more able and less able children, i.e. differentiation to promote effective learning • the way the evaluation of activities is undertaken • staff's knowledge and implementation of early learning goals • the availability of more resources to provide children with the opportunity to make choices to promote their learning • staff's ability to use a variety of teaching methods to promote children's learning • assessment and progress records to identify what children can do and the next steps in their learning.

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What has improved since the last inspection?

Limited progress has been made since the last inspection. The setting was asked to develop children's awareness of people's differing cultures and beliefs. Additional resources which reflect diversity are now available so promoting children’s learning about other cultures within the planned topics. A system of assessment of children's progress and attainment, which focused on children's attainments and indicates what they need to do next has shown limited progress; however a new system of assessment is currently being implemented to meet this requirement. Planning was to be improved to indicate what children are to learn from activities .Long term and medium term planning has developed with short term planning yet to be improved. The mathematical programme was to improve to develop children's calculation skills. This has not been achieved and continues to be a key issue.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children settle quickly to activities; they are motivated to learn and choose from a limited range of activities. They are learning to share and work as part of a group. They are learning to concentrate for extended periods for example as they created happy and sad faces. They are developing strong relationships with staff and each other, which builds their confidence, and self esteem. They however have too few activities to promote their independence, as most are adult led.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Significant Weaknesses Children speak confidently during both free play and group situations. They are learning to listen but group sizes limits their concentration. Children are learning to use language for thinking as they recall past events. They have however limited access to a good choice of books. There are few examples of print in the environment and children have few opportunities to learn to link sounds to letters. The mark making area presents little challenge for those more able children.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are learning to count to 5 and some to 10 as they sort and order the teddies. They are beginning to identify circles in their play but staff do not encourage further exploration of shape. There are few numbers in the environment and no shapes to offer interactive displays. Staff do not question children as they play or encourage them to use number in familiar context. Children have few opportunities to learn to calculate during daily routines.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are eager to explore and investigate; they press the play dough through the tubes to make faces as they explore the theme of feelings. They are learning to design and construct using a range of resources. They are developing a sense of time as they carry out daily routines. They are learning about the days of the week and the months of the year at circle time. Children however have limited access to programmable toys and technology to promote their learning.

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PHYSICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are learning to move confidently and safely around the setting. They use a range of small tools and equipment confidently as they draw,paint,paste and use play dough tools. They have few activities, which help them learn about healthy eating and an awareness of their own bodies. They have few planned activities to aid their large muscle development which are meaningful. Children also have insufficient opportunities to learn to hop, skip jump and balance.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Significant Weaknesses Children are learning about colour and texture but have few opportunities to develop and explore their own ideas as activities are in the main adult led. They are learning to use their senses to taste and smell different foods. They are using their imagination in role-play but this area presents little challenge. Children are beginning to sing songs but the large group size limits their learning; they also have few opportunities to use and learn about musical instruments.

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

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable but has some significant areas for improvement. Children's 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: THE KEY ISSUES

• develop the manager and staff team's understanding of the foundation stage • significantly improve the effectiveness of their ability to assess children's progress and to plan a suitable curriculum promoting the six areas of learning • develop the staff's understanding and skills in questioning the children to ensure that their learning is promoted effectively during play and routine activities • provide a significant increase in the range of resources available in the preschool environment to ensure that children can make choices about what they do • ensure children have sufficient resources available to engage in meaningful play with greater emphasis on learning through play and less emphasis on adult-directed learning.

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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 Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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