Ladybirds Pre-School

INSPECTION DETAILS

Inspection Date 28/04/2004 Inspector Name Caroline Hearn

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Ladybirds Pre-School Setting Address Roebutts Close Newbury Berkshire RG14 7AP

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ORGANISATION DETAILS

Name Lady Birds Pre-School Address Roebuts Close Newbury Berkshire RG14 7AP

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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

Ladybirds Pre-school is located on a small housing estate near the centre of Newbury and serves the local community. The group has sole use of the premises, which consists of a main room, a smaller quiet room, toilets and a small kitchen area. There is access to two outdoor areas which include a grassed area and a covered concrete area. The group is a registered charity and run by a committee. There are currently 34 funded children attending of these 28 are aged three and 6 are aged four. Children attend for a variety of sessions. The setting supports a number of children with special needs. They currently have no children attending who speak English as a additional language.

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Information about the setting

The group operates during term time from 9.00 to 15.00, Monday to Thursday and 9.00 to 11.30 am on Fridays. A lunch club is provided for children bringing a packed lunch. There are six permanent members of staff employed. Two support workers are also employed to give extra support to children with special needs. Most staff are qualified or are working towards National Vocational Qualifications at level two and three. The Early Years Development and Childcare Partnership supports the group through training and visits.

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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?

Lady birds Pre-school offers high quality pre-school education where the children make very good progress towards the stepping stones and early learning goals. They make very good progress in all areas of learning and development. Children are provided with varied selection of resources to support their learning. Staff use these resources appropriately during well planned sessions to ensure children gain as much as possible from them. Staff appropriately question the children about what they have learned and ensure children have time to consolidate their learning. Teaching is very good. Staff have very good knowledge of the stepping stones and use this to plan a varied selection of appropriate activities. All activities are comprehensively evaluated and these evaluations are taken in to consideration when undertaking future planning. Staff are very good at extending children's learning using impromtu activities. However, these activities are not recorded. It can

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How effective is the nursery education?

therefore appear that some activities are not being as fully covered as they are. Staff are aware of the need to act as positive role models and are consistent in their method of behaviour management. This ensures that the children have clear boundaries. Staff complete regular observations of the children's achievements and these are clearly documented and used for planning individual development. Leadership and management is very good. A high importance is place on staffs on going training. The supervisor and staff all have clearly defined roles and work well to support each other. They clearly evaluate their work and use these evaluations to further enhance their practise. Partnership with parents is very good. Parents are kept well informed regarding the setting and their child's progress and achievements. Both formal and informal time is made for the parents to discuss their child's on going development.

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What is being done well?

• Children show good concentration skills and express their ideas confidently to adults. • Children show confidence when offering solutions to mathematical problems. • Children engage confidently in imaginative role play activities. • Staff have a good understanding of the foundation stage and this is clearly evident in their planning. • Parents are kept well informed regarding their children's progress/achievements and are encouraged to be actively involved in their children's learning. • Staff work well as a team and have clearly defined roles and responsibilities..

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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?

• documented to ensure all impromptu activities undertaken are recorded.

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What has improved since the last inspection?

The group has made very good progress since their last inspection and have clearly implemented their action plan. Less experienced staff and volunteers are given clear guidance as to how resources and equipment can be used to promote effective learning. In addition to the planning the staff have many signs up around the room to remind them of the areas of learning to be covered. Children are encouraged to practise writing their names during both planned and un-planned activities.

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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 are able to confidently select and appropriately use resources to develop their own ideas. They are clearly aware of the needs of others and that their actions have consequences. Staff praise children for their efforts. Which helps to build their self confidence, self esteem and good behaviour. Children show good concentration skills and are able to persist at an activity of their choosing for long periods of time.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are confident and engage easily in conversations with each other, staff and visitors. They listen well and respond to stories, enjoying visual props to aid their learning. They are able to use a good range of appropriate language when discussing pretend/imaginary situations. Children are keen to learn new words, sounds and extend their vocabulary. They are clearly aware print carries meaning with the "free writing table" giving them plenty of time to practise.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children can clearly count up to ten and beyond with understanding. They are appropriately using mathematical language such as more and less in everyday situations. They are able to use correct terms to describe and compare shape, position, size and quantity. Children are also beginning to show confidence when offering solutions to mathematical problems. They are keen to find the solutions and work through problems by themselves before asking staff for help.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children are learning about the world through well planned, interesting and appropriate practical experiences and topics. They are offered a wide range of activities, both in and out of doors, which enable them to learn through first hand experiences. Children are confident when exploring, investigating and asking questions. Children have an understanding of their own culture and are learning about others. They are able to confidently use a varied selection of programmable toys and equipment.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Staff's flexible approach enable children to experience a wide range of physical activities, changing plans according to the weather. Not all of these impromtu activities are recorded. Children are able to negotiate space successfully. They are able to move confidently around the environment, with an awareness of others. Children are developing good small and gross motor skills using a range of resources.

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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: Very Good Children are able to engage confidently in imaginative role play using a variety of different props. They are given plenty of exciting opportunities to explore and experiment using a variety of different textures and media in their art and play activities. The range of activities offered encourages the children to use all their senses. There are good opportunities for children to select their own materials, resources and tools when taking part in craft activities.

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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 high quality. Children are making very 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

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no significant weaknesses to report, but consideration should be given to the following: • consider how impromptu activities can be documented to ensure all activities undertaken are recorded.

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WHAT THE SETTING NEEDS TO DO NEXT

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

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

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