Steeple Bumpstead Pre-School

INSPECTION DETAILS

Inspection Date 01/12/2004 Inspector Name Lynn Clements

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Steeple Bumpstead Preschool Playgroup Setting Address Village Hall Bower Hall Drive, Steeple Bumpstead Haverhill Suffolk CB9 7EX

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REGISTERED PROVIDER DETAILS

Name The Committee of Steeple Bumpstead Pre School Committee

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ORGANISATION DETAILS

Name Steeple Bumpstead Pre School Committee Address Village Hall Bower Hall Drive, Steeple Bumpstead Haverhill Suffolk CB9 7EX

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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

Steeple Bumpstead Pre School opened in 1999 and operates from a large modern village hall. It is situated in a residential area of Steeple Bumpstead village. A maximum of 26 children may attend the pre-school at any one time. The pre-school is open each Monday and Thursday 09:15 to 12:30 and Wednesday and Friday from 09:15 to 11:45 during term times. There are currently 33 children on roll. Of these 23 receive funding for nursery education. Children come from the local area. The pre-school has strategies in place to support children with special educational needs and those with English as an additional language. The pre-school employs seven staff. Three have early years qualifications including the manager. The setting receives support from the Early Years Development and Childcare Partnership (EYDCP) and the Area Special Educational Needs Co-ordinator (SENCO).

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How good is the Day Care?

Steeple Bumpstead Pre-school provides good quality care for children. Staff are motivated and work well as a team. The manager and committee are currently seeking support to ensure staffs' qualifications meet the requirements of the National Standards. The pre-school is organised well and staff have clear roles and responsibilities. The premises are modern and well maintained and offer a suitable environment for young children. Staff are approachable and they work hard to produce a bright, cheerful environment using positive images and children's displays. Documents are kept safe, however, some policies require minor updates. A clear operational plan ensures continuity for the setting in the absence of the person in charge. Staff are aware of safety issues and the implementation of daily risk assessments ensures the premises remain safe for young children. The setting is secure with

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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 effective systems for the safe arrival and collection of children. Staff promote good hygiene practices and take appropriate action when children are ill to avoid cross infection. Healthy snacks are available daily. Children explore diversity through topics and activities. There are clear procedures in place to ensure concerns regarding children are dealt with appropriately. Staff use the Foundation Stage curriculum to plan a broad range of topics and activities for children. Children make good progress in all six areas of learning. The setting are currently training their SENCO and staff work closely with parents and other professionals in the best interests of the child. High expectations and a consistent approach to boundaries supports children's understanding and behaviour

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How good is the Day Care?

is good. Parents are kept informed about their child's development and daily coffee mornings before sessions provides a warm welcome and opportunities to share pre-school discussions. Parents offer their time and staff value their skills and interests which enrich the curriculum they offer.

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What has improved since the last inspection?

No actions were identified at the last inspection.

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What is being done well?

• The pre-school have high expectations regarding behaviour. The clear and effective management strategies build children's confidence and self esteem. Behaviour is very good and children respond well to each other, adults and visitors. Staff are caring and supportive of all children working closely with parents to ensure smooth transitions and continuity of care. • Partnership with parents is strong and purposeful. Staff include parents in all aspects of the children's pre-school life. Clear communications are encouraged and valued by staff and parents. • Equal opportunities are addressed. Images, resources and staff attitudes provide children with positive experiences of diversity and the wider world. • Attention to safety is very good. Staff implement daily risk assessments and carry out regular fire drills which ensures the premises remain safe and children and staff know what to do in an emergency.

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What needs to be improved?

• staff qualifications • awareness of the Early Years Disability and Discrimination Act • documentation , including the behaviour management policy, complaints procedure and child protection policy.

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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

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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 Devise an action plan detailing how the pre-school intends to meet the requirements for 50% of staff to hold a recognised Early Years qualification. Seek support from the EYDCP training advisor to ensure appropriate training is sought. 10 Ensure all staff and volunteers are made aware of their responsibilities with regard to the Early Years Disability and Discrimination Act. 11 Update the behaviour management policy to include procedures regarding bullying. 12 Update the complaints policy and procedures to include the regulator Ofsted's contact details. 13 Update the child protection policy to include contact names and numbers for the local police and social services child protection units.

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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?

The provision for nursery education at Steeple Bumpstead Pre-school is good. It enables children to make generally good progress in communication language and literacy and mathematical development, and very good progress in all other areas of learning. The quality of teaching is generally good. Managers are working with staff to ensure they access relevant early years training. Staff have a good understanding of the Foundation Stage and how young children learn through quality play based situations and activities. Staff encourage children to use their imagination while investigating resources and activities within a child centred environment. Good relationships with children provide opportunities for staff to question and extend children's thinking and listening skills and ideas. However, opportunities for children to use writing for a purpose or to explore shape space and measure are limited. Staff

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How effective is the nursery education?

are caring and sensitive to children. Behaviour is very good, children are encouraged to share, take turns and respect each other. Staff observe children and record their progress and they are currently developing their planning and assessment records to ensure next steps for learning are identified. Staff will also be encouraging parental participation in their children's development records. Provision for children who require extra support is good and staff are continuing their special educational needs training. Leadership and management is generally good. The manager, staff and administrative assistants meet regularly to discuss the daily running of the group and a child focussed curriculum. Appraisals identify skills and interests of staff which are used to define roles and responsibilities for the direct benefit of the children. Partnership with parents is very good. Staff are caring and approachable. Clear

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How effective is the nursery education?

communication systems have been set up and parents are actively encouraged to share in pre-school life. Parents are confident with the setting.

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What is being done well?

• The programmes for personal social and emotional development and knowledge and understanding of the world enables children to become active independent learners. Staff research and organise activities encouraging children to learn in context, artefacts, resources visitors and educational walks and trips supports children understanding and learning of the wider world around them. Children's confidence and self esteem are high and they are keen to investigate all activities offered to them. • Children's physical development is very good. Staff make excellent use of the large hall, organising daily routines which enable children to build on their fine and gross motor skills. Staff support children's co-ordination and balance as

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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 they travel over, under and through various types of apparatus and equipment. • The programme for creative development is very effective. Staff plan activities which motivate and challenge children to participate and explore colours, textures and shapes. They create 2 and 3D collages and models. Children use various media to create arts and crafts, such as candles and photo frames. • Aspects of teaching, such as the staffs' ability to use open questions, is very good. Staff engage children in purposeful discussions, developing their ideas and introducing new words and alternative views and ideas.

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What needs to be improved?

• planning and assessment records • parental involvement in their children development records • writing for a purpose • children's use of shape, space and measure.

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What has improved since the last inspection?

Progress since the last inspection has been generally good. Three actions were identified: the setting agreed to implement planning procedures to show clearly how activities and learning areas are linked and differentiated to meet children's individual needs; to devise observations techniques and record children's development through regular assessment records and use the information to inform planning.; to provide challenge within the reading, writing and number skills programmes. The pre-school has devised weekly and daily plans showing that all six areas of learning are covered and daily evaluations of activities are completed to ensure children's needs are met. However, planning systems require further development to clearly identify learning objectives of activities relating to the stepping stones and this is taken forward at this inspection. A key-worker system is now in place and regular observations enable staff to

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What has improved since the last inspection?

monitor children's development which they use to completed their assessment records. However, the current assessment records require development to clearly show children's next steps for learning and to provide opportunities for parental participation in their children's records. The programme for reading, writing and maths has been developed and differentiation in planning helps staff extend older more able children. However, opportunities for developing children's writing and knowledge of space shape and measure, require further development. These have also been taken forward at this inspection.

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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: Very Good Children are confident and active learners. They seek out adults and other children to share experiences and show their creations. Children develop independent skills when selecting activities, props and resources. They move freely around the setting responding well within a child lead environment. High expectations and clear boundaries help children develop a good understanding about sharing, taking turns and respecting each other.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are keen to communicate. They select books and use the pictures as clues to the story line. They sit appropriately at circle time joining in repeated refrains and predicting what may happen next in the story. Children are beginning to write their own names on their creations. However, opportunities for children to use writing for a purpose, such as taking messages or creating lists in role play situations, are limited. Children work in small groups developing simple phonic skills.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children discover capacity and quantity when playing in the grain and water trays or during cooking activities. Staff support children's understanding of simple additional and subtraction through number rhymes and games. However, the programme to challenge older more able children understanding of shape, space and measure requires development. Children learn to match the corresponding symbols to numbers names and learn to count to 10 using a variety of objects.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Staff support children investigation of diversity, during topics and festivals. They provide first hand experiences for children to observe change, such as growing plants and watching the seasons of the year and weather. Staff research topics and provide artefacts which enable children to learn in context. Educational trips and visitors, such as the zoo lab, enriches the curriculum offered. Children use programmable toys and resources extending their understanding of technology.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children discover the changes which occur to their bodies when they are active and learn about healthy eating through topics and during snack time. They move confidently around the setting with good co-ordination and control. Children travel over, under and through equipment and develop good hand eye co-ordination. They use malleable materials such as play-dough, clay and wax moulding, stretching and shaping it into various forms.

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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: Very Good Staff provide opportunities for children to develop their imagination in role play scenarios as they become police officers, princesses and clowns. They select their own props and resources to extend their make believe games and story lines. They create 2 and 3D collages and junk models and explore various textures, smells and spices using all their senses. Children sing songs from memory and explore sounds made with musical instruments and their own voices.

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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

• develop the planning and assessment records to clearly show learning objectives in short term planning and the children's next steps for learning in their assessment records. Ensure both of these areas are linked to the stepping stones. Also provide more opportunities for parental participation in their children's development and assessment records • provide opportunities for children to use writing for a purpose, such as creating lists and recording messages in role play situations • review the opportunities for chiildren to explore space, shape and measure to ensure older more able children are encouraged and appropriately challenged when using positional language and exploring shapes and patterns.

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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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