Little Scallywags Pre-School

INSPECTION DETAILS

Inspection Date 05/07/2004 Inspector Name Beverly Kemp-Russell

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Little Scallywags Pre-School Setting Address Community Centre Lincoln Road,Skellingthorpe Lincoln Lincs LN6 5UU

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REGISTERED PROVIDER 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

Little Scallywags Pre-School opened in 1991 and is privately owned. It runs from the village hall and shares with other users. It is situated in the village of Skellingthorpe with easy access to surrounding villages and Lincoln city. It serves the local community and surrounding areas. The premises comprise of entrance hall, two play areas, toilet facilities and kitchen. There is a secure outside play area but this is not adjacent to the hall. Parking is available. There are 57 children on roll which includes 14 funded four year olds and 19 funded three year olds. The pre-school supports five children with special educational needs. The nursery is open each Monday to Friday between 09:15 and 11:45 and 12:30 and 15:00 hours during term time. Children have the opportunity to experience a programme which includes a balance of child and adult initiated activities with opportunities to work individually, as well as

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Information about the setting

in small and large groups. One full time and six part-time staff work with the children. Four hold Early Years qualifications. The pre-school receives support from Early Years Development Partnership (EYDCP).

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How good is the Day Care?

Little Scallywags Pre-School provides good quality care for children. The areas used by children are well maintained. Space is used effectively to support children's needs. Child height furniture is provided. The environment is warm and welcoming to both children and parents. A range of information is displayed for parents in the entrance. Staff work well as a team. However, the induction process for new staff is not totally effective. Staff are competent and confident and there are clear health and safety procedures

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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 in place to ensure that children are cared for in a safe and secure environment, staff are vigilant in their supervision of the children. Cleaning routines hygiene practises help to prevent the spread of infection and ensure appropriate care of children who are ill or injured. Staff hold first aid qualifications. The range of toys and activities provide children with play experiences to develop in all areas and to extend learning. Resources are good, although those that reflect positive images of culture, ethnicity and disability are limited. Staff have good relationships with the children and evidence good knowledge of children's individual needs. Staff treat all children with equal concern and plans promote the inclusion of

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How good is the Day Care?

children. Staff provide good levels of support and encouragement and children are secure and confident. Staff are good role models and offer praise and encouragement, in response children's behaviour is good. Children with special educational needs are well supported with systems in place to ensure they are included. Records required for registration are in place and provide a good level of detail. There are effective systems in place for exchanging information between staff and parents both verbally and in writing. Staff build very good relationships with parents and carers.

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What has improved since the last inspection?

At the last inspection the provider agreed to update the operational plan and some policies as outlined in the National Standards. The administering of medication policy, and complaints procedure are now in place. The operational plan has been developed satisfactory. Inhalers are now stored correctly and out of reach of children to ensure safety.

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What is being done well?

• All staff aware of safety issues within the setting to ensure the safety of children at all times. • Staff provide good levels of support and encouragement and children are secure and confident. • Staff are aware of health and hygiene routines and help protect children from illness and infection. • Children with special needs are well supported and included. • Staff are consistent in their approach to behaviour management, in response children's behaviour is good • A very good partnership with parents and carers is fostered through effective verbal and written communication.

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What needs to be improved?

• induction process for new staff and volunteers to ensure they are aware of

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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 roles and responsibilities within the setting • resources that reflect positive images of culture, ethnicity and disability to ensure children have knowledge and understanding of the wider world.

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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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by the time of the next inspection

Std Recommendation 2 Formalise the induction process for new staff and volunteers to ensure they are aware of their roles and responsibilities within the setting. 9 Improve resources that reflect positive images of culture, ethnicity and disability to ensure children have knowledge and understanding of the wider world.

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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?

Little Scallywags Pre-School is of good quality. Effective teaching helps children make generally good progress towards the early learning goals. The planning of the educational programme satisfactorily promotes all areas of learning. The focus of children's learning is identified and assessments are used to inform future planning. Systems are in place including policies and documentation to enable the setting to support children with special educational needs well. Space is used effectively but opportunities for children to use large equipment are not practised frequently enough. Staff group children effectively to enable them to develop skills at the right level and pace. Emphasis is given to most areas of personal, social and emotional development but there are missed opportunities to develop independence skills particularly at snack time. The setting has a good range of equipment including access to information and

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How effective is the nursery education?

communication technology. However, staff have limited understanding of others cultures and beliefs to give children a sound knowledge of the wider world. There are not enough opportunities for children to access resources that reflect others cultures and beliefs including music. Staff encourage children to develop their imaginations in art and design but access to role play is limited. Staff provide opportunities for children to count to ten and above but there are too few opportunities to develop problem solving. Leadership and management is generally good. Staff work well as a team and effective systems are in place to ensure that good early years practice is shared. Staff's knowledge and understanding of the early learning goals is generally good and supports children's learning. The partnership with parents is very good. Staff regularly share information both written and verbal. Parents receive a good quality information. Parents wishes are

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How effective is the nursery education?

respected and they are encouraged to be involved in their children's learning.

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What is being done well?

• Emphasis is given to most areas of personal, emotional and social development. Children are confident, sociable and have formed effective relationships with staff and each other. • Staff work well as a team and are good role models for children. This has a positive impact on children's behaviour which is generally good. • The main focus for children's development is identified and assessments are used to inform future planning. • Information is shared with parents and carers both verbally and written. Parents wishes are respected and they are encouraged to be part of their

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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 children's learning. • Children are grouped effectively to enable them to develop skills at the right level and pace.

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What needs to be improved?

• the planning to provide further opportunities for children to make progress in all areas of learning • both the resources and staff's knowledge of others cultures and beliefs to ensure children are beginning to learn about the wider world to include opportunities for children to experience a range of music from a diversity of cultures.

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What has improved since the last inspection?

There were two key issues raised at the last inspection. These have been addressed. The provision now plans opportunities for children to write for a variety of purposes during which they can begin to use their developing knowledge of letters and sounds. Parents and carers are informed about their child's learning both written and verbally. Parents are able to access their own children's records at any reasonable time. There is a key worker system in place to support this. Regular newsletters are sent to parents to keep them informed about the provision.

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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's behaviour is generally good and they learn to take responsibility for their own actions. They relate well to each other and have formed effective relationships with staff. Children are confident and motivated to learn, they select resources and activities independently. Children show care and concern for others. However, there are missed opportunities to develop personal independence during snack time.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are developing a wide vocabulary and are beginning to use more complex sentences to express their ideas. Children listen with interest to stories and are learning the conventions of reading. Children are developing good pencil control and are able to write their name and simple words independently. However there are too few opportunities for children to write for a variety of purposes.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are able to count in sequence to ten and beyond and learn to use number in everyday situations. The theme of number helps children's understanding of addition and subtraction. This is developed through practical activities and daily routines. However, there are few opportunities for children to develop mathematical ideas and methods to solve problems with shape and space.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children have opportunities to explore the natural environment and use their senses to describe materials as outlined in planning. They talk about past and present experiences in their own lives. Through topic work and discussion they are developing their awareness of where they live and the local community. There are limited opportunities for children to access multi cultural resources.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move with pleasure and confidence in safety. They negotiate space successfully when playing ring games with other children. They engage in activities requiring hand and eye co ordination such as construction, cutting and sticking. The opportunities for children to develop large physical skills and to use large equipment are not frequent enough.

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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: Generally Good Children use a range of media to explore colour, shape and texture. They describe experiences and past actions using a widening range of materials through planned activities. Children are using body language, gestures and facial expressions or words to indicate personal satisfaction or frustration during circle time. However, there are limited opportunities for children to access role play to develop their imaginations further.

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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 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

• Key issues • provide further opportunities for children to make progress in all areas of learning • build on resources and staff's knowledge of others cultures and beliefs to ensure children are beginning to learn about the wider world.

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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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