Hillsborough Nursery and First School

INSPECTION DETAILS

Inspection Date 07/04/2004 Inspector Name Margaret, Ann Sandfield

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Stocks Green Pre-school Setting Address Leigh Road Hildenborough Tonbridge Kent TN11 9AE

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REGISTERED PROVIDER DETAILS

Name The Committee of Stocks Green Pre School

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ORGANISATION DETAILS

Name Stocks Green Pre School Address Leigh Road Hildenborough Tonbridge Kent TN11 9AE

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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

Stocks Green Playgroup opened in approximately 1980. It operates from one room of a mobile on the grounds of Stocks Green School on the outskirts of the town of Tonbridge. The playgroup serves the local area. There are currently 54 children from 2 to 5 years on the roll. This includes 44 funded three and four-year-olds. Children attend for a variety of sessions. The setting currently supports two children with special needs. The group opens five days a week during school term times. Sessions are from 08:45 until 11:45 and 12:15 until 15:15. Seven staff work with the children. Over half the staff have early years qualifications to NVQ level 2 or 3. The setting receives support from a teacher/mentor from the Early Years Development and Childcare Partnership. This is a special needs resource nursery.

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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 provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. Staff have a very good understanding of the early learning goals, enabling effective delivery of a planned educational and play experience. It is imaginatively resourced and enables children to develop in all six areas of learning. Leadership and management is very good. The staff team appear very well motivated, which impacts positively on children's play experiences and ensures they are happy, confident, interested, enthusiastic and involved in their play. Partnership with parents is very good. Staff place a great deal of emphasis on working in partnership with parents, actively seeking parents views and encouraging them to share knowledge of their children's needs. They provide very good information about the provision, visual evidence of how activities relate to the early learning goals and the experiences children are receiving.

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What is being done well?

• Children interested and asking questions, taking turns to speak and expressing views and communicating their thoughts and ideas during group activities weather board time, calendar time and in 'Show & Tell' time and more freely during lunch and outdoor play talking about home and family. • Staff have clear boundaries for behaviour and are good role models. As a result children have a clear understanding of right and wrong and why. • Children choosing confidently from available resources and moving freely from one activity to another. They are given further opportunities to gain personal independence during the session in a variety of ways. • Children are actively involved in the routine of the playgroup taking turns to open the door at collection time (with an adult) and calling 'come in mummies and daddies'! • Children show a good use of books and are given very good opportunities to understand that print can be used for a variety of reasons through the use of

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What is being done well?

a numerous number and word labels. • Children given good opportunities to recognise and write their name their name, with one four-year-old independently writing her name with well formed letters. • Children were enthusiastically exploring play dough and sand using all senses and talking about the changes. • Children explored features of living things comparing similarities and

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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 differences during Sunflower growing activity. • Children were given an excellent opportunities to travel under, over and through, move in control, co-ordination, confidently and safely during a wide variety of small group gym activities. Children repeat patterns matching movement to music with a great deal of interest and enjoyment.

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What needs to be improved?

• the opportunities for children to learn that print goes from left to right and top to bottom • the opportunities to use and see word and numbers and labels during outdoor play • the opportunities to re-enforce children's learning and extend activities for more able children • the introduction of balanced planning giving equal emphasis on all areas of learning of learning.

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What has improved since the last inspection?

Progress since the last inspection has been generally good. All record keeping has been completely reviewed and improved. There has been an introduction of computer activities. Parents participation and the emphasis on being friendlier and more approachable has increased.

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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 Staff are sensitive to the needs of the children and know them well. As a result children are confident, interested, enthusiastic and are entirely involved in their learning. Children choose between activities selecting resources for themselves. They are learning to take care of their own personal needs. Children demonstrate a good understanding of agreed codes for groups working together harmoniously. Children with special needs are valued and included.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children communicate well. There is a high level of adult to child interaction. They are given meaningful opportunities to extend their language through good questioning techniques. Children are actively encouraged to communicate their thoughts and feelings, explore new ideas and recognise and write their name. They are given many opportunities to understand that print can be used for a variety of reasons. However staff missed opportunities for children to learn how print is formed.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are provided with many practical opportunities to learn to recognise and say numbers through the frequent use of number names and on labels and in displays, although this is not extended to the outdoor play area. As a result children demonstrate a sound knowledge of counting, saying, recognising and using numbers in familiar contexts. However there were few practical opportunities for children to develop an understanding of addition and subtraction.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children extend their understanding in this area through the provision of a stimulating range of practical activities using all senses. They talk confidently and enthusiastically about events in their own lives and those of others. However computer activity was not fully resourced at the time of the inspection. Children are given good opportunities to learn about their environment and identify features in the place they live and the natural world, comparing similarities and differences.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children are provided with a wide variety of tools and equipment. As a result children are developing their manipulative skills well. Children move around confidently, imaginatively and safely, in control and co-ordination throughout the sessions. Children receive imaginative opportunities to travel around, under, over, through and on balancing equipment during formal gym activity.

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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: Generally Good Children experience a good range of media and materials whereby they can explore and investigate texture, shape and colour, using all senses, expressing their ideas confidently. Children have many opportunities to use their imagination in art, craft and design. They sing songs and repeat from memory action rhymes with a great deal of enjoyment and enthusiasm. Children are provided with an imaginative and stimulating role play corner, which they thoroughly enjoy.

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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: • provide opportunities for children to learn that print goes from left to write and top to bottom • provide opportunities in outdoor area with resources that support and consolidate children's learning through all six areas • introduce balanced planning giving equal emphasis on all areas of learning and extend activities for more able children.

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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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