St Gregory's RC Infant School

INSPECTION DETAILS

Inspection Date 10/01/2005 Inspector Name Julie Steeples

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Little Acorns (Herne) Pre-School Setting Address School Lane Herne Bay Kent CT6 7AL

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REGISTERED PROVIDER DETAILS

Name The Committee of Little Acorns (Herne) Pre-School

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ORGANISATION DETAILS

Name Little Acorns (Herne) Pre-School Address 48 Mickleburgh Avenue Herne Bay Kent CT6 6HA

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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

Little Acorns Pre-School opened in 1998. The group operates from a mobile unit, on the site of Herne School, in Herne. It has its own enclosed garden. The group serves the local and surrounding community. It operates five days a week during school term times. Sessions are from 09:00- 15:30. There are currently 78 children from two and a half to 5 years on roll. This includes 62 children 3 and 4 year old who are in receipt of nursery education funding. Children attend for a variety of sessions. Currently setting supports children who have special needs. There are no children who speak English as an additional language. There are nine staff work with the children, one member is employed solely as administration support. Out of the nine staff, six hold early years qualifications, and two are currently in training. The setting receives support from a teacher from the local Early Years Development and Childcare Partnership (EYDCP). It is a member

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Information about the setting

of the Pre-School Learning Alliance (PLA).

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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?

Little Acorns (Herne) Pre-school provides good quality nursery education overall, which enables children to make generally good progress towards the early learning goals. There are some very good aspects within the six areas of learning. The quality of teaching is generally good. Staff demonstrate a good knowledge of how children learn. The new system of planning is effectively used to provide a wide range of stimulating activities covering all areas of learning. Children enjoy sharing books in the well used book corner, but there are limited opportunities to develop independent writing skills. There are missed opportunities to link sounds and letters in everyday activities and routines. Staff make regular detailed observations and assessments of children's learning. These are, however, not yet fully used to influence planning. As a result, differentiation to challenge more able children is not always evident. Very good systems are in place to support children with special

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How effective is the nursery education?

educational needs, they are fully involved in all activities and progress very well. Leadership and management are generally good. Staff work well as a team and have clear roles and responsibilities. There is support for staff to develop their skills through training and a strong commitment to the improvement of the educational provision. There are effective systems in place to support children with English as an additional language. Partnership with parents and carers is very good. Parents are well informed about the group and their child's progress through daily discussions with the staff and information provided in the development folders. The folders are regularly updated and parents can add their own comments about their children's learning at home.

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What is being done well?

• Children are confident, sociable and motivated to learn. They participate enthusiastically in the wide range of activities which they are able to select for themselves. They can work together in small groups or on their own and confidently try out new activities. • Staff communication and interaction with children is very good. Children make good progress and extend their learning in focussed activities, effectively challenged by good questioning to make them think. • Relationships are very good and children behave well. Children are well mannered and considerate. • The Pre-school is well led and managed. The supervisor is committed to the care and education of the children and has a clear vision. She is very well supported by her deputy and effective staff team. Parents value the commitment of the staff to the children and the good opportunities they have to be informed about their children's learning.

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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 • Staff have clear responsibilities and work well as a team to ensure the smooth running of the Pre-school. There is a strong commitment to training and staff development. • Children interact well with peers and adults. They are developing good language skills to express their feelings.

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What needs to be improved?

• the use of assessments of children's progress to identify next steps for their learning and influence future planning • opportunities for children to develop confidence and skill in independent writing, appropriately supported by adults • opportunities to link sounds and letters within all activities.

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What has improved since the last inspection?

There has been generally good progress in response to the two key issues arising from the last inspection. These related to the planning and assessment systems used. A new system of planning has been introduced which includes a focus activity and evaluation. These are now effectively used by all staff. A new assessment system has also been introduced and, although still evolving, shows good potential. Assessments are now carried out over all areas of learning and are clearly linked to the stepping stones.

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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 confident and eager to learn. They are well behaved and co-operative, sharing and taking turns in the role play area. They choose their own resources and show good levels of concentration during their work. They have good relationships with staff and show kindness and consideration to other children.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak confidently and use language well to organise and express their ideas. They listen to stories attentively and select books to enjoy independently. The recognise their names, but have limited opportunities to develop independent writing skills. Opportunities to link sounds and letters are sometimes missed in play activities.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good There is a strong emphasis on mathematical development. Children are confident in using numbers to count and calculate. They compare, estimate and use mathematical language in everyday situations, identifying shapes in robots and volume in water play. Older children combine numbers in group activities confidently.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children participate enthusiastically in the sensory area, exploring colour and sound, and noticing changes in light. They use a wide range of resources to design and construct their own models. They show an awareness of their own environment, designing local maps with zebra crossings and cats' eyes on roads. Opportunities to use the computer are limited.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children use a wide range of small and large equipment, showing good dexterity. They have good spatial awareness and co-ordination, moving confidently indoors and outside. They steer wheeled vehicles in safety and show balance and control on the climbing frame and trampoline.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children enjoy role play and small world activities, using their imaginations well to act out stories. They enjoy singing a wide repertoire of songs from memory, some including actions. They explore colour and texture, using different materials and media to design imaginative collages that reflect their own ideas.

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CREATIVE DEVELOPMENT

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

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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 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

• continue to develop the use of assessments to inform planning and the next steps of learning • improve opportunities for children to develop confidence and skill in independent writing, appropriately supported by staff • extend opportunities for children to link sounds to letters within all activities. 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 Section 122 of the School Standards and Framework Act 1998

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