Scargill Infant School

INSPECTION DETAILS

Inspection Date 13/12/2004 Inspector Name Janice Anjo

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name Hackney Care For Kids Setting Address 61 Evering Road London N16 7PR

p.1

REGISTERED PROVIDER DETAILS

Name The Committee of The Committee of MAMA & PAPAS Children Association 289357

p.1

ORGANISATION DETAILS

Name The Committee of MAMA & PAPAS Children Association Address Hackney Care for Kids 61 Evering Road London N16 7PR

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

Hackney Care For kids was originally established in 1983 and moved to the present building in 1990. The setting is a Community Day Care Nursery which aims to assist single parents and families of African-Caribbean origin in the Stoke Newington area of the London Borough of Hackney. There are 29 children on roll including six funded three year olds and six funded four year olds. There are seven teaching staff all of whom hold qualifications in childcare and education. Staff are experienced in teaching children with English as an additional language. The nursery is open from 07:30 to 17:30 Monday to Friday, for 50 weeks a year. The funded children are accommodated in a spacious classroom which is on the second floor of the purpose built modern nursery. The nursery benefits from the addition of a small outdoor play area. The day nursery is managed by a voluntary committee of parents, staff and interested members of the community, and it receives support from the Early Years

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?

The provision for nursery education at Hackney Care for Kids is generally good and children are making good progress overall towards the early learning goals. The quality of teaching is generally good and staff provide appropriate, interesting activities which promotes children's development. Planning is linked to the early learning goals and staff use effective teaching methods which encourage children to be involved and to concentrate. Staff manage children's behaviour well and sharing and politeness are promoted. Although resources are attractive and plentiful outdoor equipment is not sufficiently challenging most children. The proceeding for recording children's development is linked to the early learning goals however, direct written observations of children's achievements are less frequent. Leadership and management of the nursery is generally good. The manager ensures the smooth running of the nursery and works towards keeping up to date

p.3

How effective is the nursery education?

with training issues for herself and the staff. The manager supervises the staff well and observes their teaching, however, formal appraisal procedures have yet to be introduced. The manager is committed to providing a valuable service to parents and to promote discussion and exchange of ideas amongst staff and parents. Partnership with parents is very good. The nursery encourages parental participation and they form part of the management committee. Parents are welcome to discuss children's progress both formally and informally and are provided with detailed information about the curriculum and early learning goals. Parents are encouraged to read and work with children at home, they help organize the yearly 'graduation' event and regularly attend management meetings. Coffee mornings and courses held at the day nursery also increases opportunities for parental involvement.

p.3

What is being done well?

• Children have good opportunities to take part in a range of well- planned and interesting activities. • Relationships between parents and staff are very good. Parents are well informed about the nursery curriculum, they are welcome to support children's learning in the classroom and the nursery provides a community meeting place. • Children enjoy books and stories. They have good opportunities to learn about letters and are encouraged to practise their handwriting and write for a purpose. • Teachers encourage children to behave well and to treat one another politely. Children display confidence and independence.

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

p.3

What needs to be improved?

• the opportunities for children to climb and balance outdoors • the procedures for monitoring the quality of teaching • the procedures for monitoring children's development.

p.4

What has improved since the last inspection?

Good progress overall has been made in the implementation of the action plan from the previous inspection. Children now take part in small group literacy and numeracy activities after lunch ensuring learning opportunities are not lost. Children have opportunities to take part in P.E. sessions, however, less opportunity to develop bodily control and to use climbing equipment exists outdoors.

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 confidently reply to questions, they are lively and express their own views well. They say "Good morning" at registration time and relate to each other and their teachers harmoniously. They are encouraged to share and have time to select resources for themselves. Independence is promoted and children are asked to help tidy up and bring water from the sink to make the playdough.

p.5

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children speak to each other clearly. They discuss what they are going to do and they organize their play. They are encouraged to use descriptive language and learn new words. Children write with confidence in their books and they play games enabling them to identify letter names and sounds. They show a keen interest in stories, they look closely at the pictures and some older children sound out words and are able to read simple sentences with support.

p.5

MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children count confidently and are learning to write and recognize numerals. They are helped to identify different shapes, for example, they put two semi-circles together and discover they have made a circle. They learn about adding and taking away as they take part in practical activities such as singing number songs and cooking activities. They make patterns with cubes and beads and sort and match as they play with construction kits.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children have time to explore materials, for instance, water and sand activities are available each day. As children mix flour with water they notice the changes and there are good opportunities to work with glitter, tissue paper and glue. Children discuss home life and talk about what foods their families enjoy. They explore the local environment and learn about their own cultural traditions as well as those of others.

p.5

PHYSICAL DEVELOPMENT

Judgement: Generally Good Children enjoy dance sessions. They learn to move imaginatively displaying rhythm and a sense of their own space. Although children have some opportunity to learn balancing indoors there are few challenging opportunities to practise climbing and balancing outdoors. Children handle a range of tools such as rolling pins, scissors and cutters with care and control.

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 have good opportunities to experience a wide variety of two-dimensional techniques such as marble printing and making paper mosaics. Art work is displayed attractively including a 'We like drawing' display. Children listen to music, sing and have access to a range of instruments. The home-corner area enables children to make up their own stories and play expressively.

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 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.

p.7

WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• Improve assessment procedures by providing more time for staff to make written observations of • what children are achieving. • Introduce a formal appraisal system to monitor the quality of teaching. • Increase opportunities for children to climb and balance during outdoor play. 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: THE KEY ISSUES

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

p.7