Lizard C.H.I.L.D Trust

INSPECTION DETAILS

Inspection Date 31/01/2005 Inspector Name Lorraine Sparey

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name Lizard C.H.I.L.D Trust Setting Address St Michaels School Penberthy Road Helston Cornwall TR13 8AR

p.1

ORGANISATION DETAILS

Name Lizard C.H.I.L.D. Trust Address St Michael's School Penberthy Road Helston Cornwall TR13 8AR

p.1

ORGANISATION DETAILS

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

p.1

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.

p.2

Information about the setting

Lizard C.H.I.L.D. Trust Day Nursery and Out of School Club opened in 2001 and operates from its own modular building in the grounds of St. Michael's School. It is situated in Helston, Cornwall. A maximum of 32 children may attend this setting at any one time. The nursery opens each weekday from 08:00 and 18:00, 50 weeks a year. Funded sessions are from 09:00 until 11:30 and 12:30 and 15:00. The children use the nursery garden area, the school playground and field for outdoor play. There are currently 150 children from 6 months to 12 years on roll, of these 29 children receive funding for nursery education. Children attend for a variety of sessions. The setting supports children with special needs, and children for whom English as an additional language attending the nursery. Fifteen staff are employed , twelve staff work with the children, all hold early years qualifications. Three members of staff are currently on training programmes to gain

p.2

Information about the setting

level 3 and there are three ancillary staff. The setting receives support from an advisory teacher from the Early Years Development and Childcare Partnership (EYDCP) and a member of The Pre-school Learning Alliance (PLA).

p.2

Information about the setting

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

p.2

How effective is the nursery education?

Lizard CHILD Trust provides high quality nursery education where children are making very good progress towards the early learning goals. The quality of teaching is very good, staff have clear understanding of the areas of learning,and use excellent teaching methods, including effective questioning, to enable the children to progress in their learning. The children are extremely well motivated and the staff provide a stimulating and inviting environment. All activities and resources are accessible ensuring the children are interested and challenged. Staff are very positive role models and are proactive in managing children's behaviour. The children relate well to these methods and are very confident and well behaved, showing consideration to all members of the group. Children with special needs are very well supported within the nursery, staff enable them to achieve their full potential. Leadership and management of the nursery is very good. There is strong, sound

p.3

How effective is the nursery education?

leadership provided by the management committee. Staff are valued and their development is encouraged through appraisals and training opportunities. There are sound procedures to assess the provision offered. The committee and staff continually monitor progress, looking at innovative ways to improve the provision, including consulting parents on a regular basis. The staff team are very committed to providing high quality provision Partnership with parents is very good. They are kept well informed on all aspects of the nursery through various methods including comprehensive prospectus, open play mornings, informal discussions with staff, regular newsletters, reports linked to the areas of learning, parents notice board and home visits. Parents feel welcome and comfortable in approaching staff, and are encouraged to be involved in their child's learning, however staff do not always use the information received from

p.3

How effective is the nursery education?

parents regarding their children's progress at home effectively.

p.3

What is being done well?

• The staff have a clear understanding of the six areas of learning and stepping stones and use excellent teaching methods to enable the children to progress in their learning, including effective questioning, good listening skills and creating a stimulating environment. • Children are highly motivated, interested in their learning and manage their own behaviour well. They have built strong relationships with their peers and show high levels of confidence talking to the staff. • Children's spoken language is developing very well through effectively planned activities that extend their vocabulary.

p.3

What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Sound leadership is provided by the strong management committee, they have good procedures to effectively assess the provision offered to the children.

p.3

What needs to be improved?

• the ways information received from parents regarding their children's progress at home is used effectively.

p.4

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

p.4

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are developing very good relationships with adult and their peers, relating and making attachments to members of the group. They are very well behaved, show high levels of confidence and are considerate to their peers. Children are motivated and enthusiastic in their learning, they are keen to try the activities for example making their own Goldilocks story board books.

p.5

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children listen intently at story time and enjoy looking at books independently, and understand that print carries meaning. Children speak confidently during the session, both on an individual level and during group circle time. They are beginning to use vocabulary to express ideas and feelings. Children can recognise their own names, and the majority are able to write them.

p.5

MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children count confidently numbers to 10, and others beyond to 15. They use numbers independently in their play, and are able to recognise some numerals that have personal significance to them. Children are beginning to compare and solve simple number problems. They demonstrate good awareness of properties of shapes and can identify them within their environment. They confidently use mathematical language for example bigger, smaller, heavier.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children have excellent opportunities to design and make their own models using a wide range of materials both commercially purchased and natural. They have very good access to everyday technology and programmable toys. Children regularly use the computer and CD player, demonstrating good mouse control and confidently changing the discs. Children have excellent opportunities to celebrate festivals and look at other cultures through interesting themes and projects.

p.5

PHYSICAL DEVELOPMENT

Judgement: Very Good Children have good opportunities to participate in physical activities, climbing, moving over, under and through, balancing and parachute games. They move confidently about their play spaces having respect for each other. Children use a wide range of small tools, including scissors and writing tools, with confidence. They demonstrate a good awareness of keeping healthy and changes to their bodies when they are active.

p.5

PHYSICAL DEVELOPMENT

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

p.5

CREATIVE DEVELOPMENT

Judgement: Very Good Children are confident to use their imagination. They are encouraged to explore and express their ideas freely, engaging in sustained role play. There are varied opportunities for children to be creative selecting their own resources, exploring colour and texture through a variety of mediums and developing their own ideas for example drawing self portraits and moulding clay.

p.6

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

p.6

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.

p.7

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 weakness to report, but consideration should be given to improving the following; • ensure information received from parents, regarding their children's progress at home, is used effectively.

p.7

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.

p.7

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

p.7