Mount Tamar School

INSPECTION DETAILS

Inspection Date 09/02/2004 Inspector Name Maureen Croxford

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Plaistow Pre-School Setting Address Winterton Hall Plaistow West Sussex RH14 0PH

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REGISTERED PROVIDER DETAILS

Name The Committee of Plaistow Pre-School 305405

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ORGANISATION DETAILS

Name Plaistow Pre-School Address Winterton Hall Plaistow Billingshurst West Sussex RH14 0PH

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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

Plaistow Pre-School opened in 1966 and was re-registered by West Sussex County Council in 1992 under the Children Act 1989. It operates from the main hall in the village hall in Plaistow, West Sussex. The pre-school serves the local area and surrounding villages. The children attending are representative of the rural community. There are currently 23 children from two to five years on roll. This includes eight funded three-year-olds and eight funded four-year-olds. Children attend for a variety of sessions. The group opens five days a week during school term times. Sessions are from until 9.00am to 12.00 and Wednesday and Friday 1.00pm to 3.00pm. There are four part time staff working with the children. Two of the four staff have early years qualifications to NVQ 3. The setting receives the support of a mentor from the Early Years Development and Childcare Partnership.

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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?

Plaistow Pre-School provides a caring and welcoming environment for children. Children are making generally good progress towards the early learning goals. Teaching is generally good, although a fair number of activities are adult led. The staff build good relationships with the children and are very caring towards them. They provide good role models and children generally behave well, although they can find it difficult sit still on occasions. Half of the staff have a sound understanding the Foundation Stage, stepping stones and early learning goals. Staff plan a range of activities and make observations but do not always record what children will learn, what they achieve and what they will need to do next. They occasionally miss opportunities to extend children's learning in some areas. The provision receives support from the Early Years Development and Childcare Partnership. Leadership and management is generally good. The provider and supervisor jointly

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How effective is the nursery education?

run the provision and the committee offer support and general management. Half of the staff hold an appropriate early years qualification and further training is encouraged for all staff. Parents receive an informative prospectus about the Early Learning Goals, the setting, activities and routines. Policies and procedures are readily available. Parents are welcomed into the provision and some attend as helpers or serve on the committee. There is frequent informal exchange of information between staff and parents although parents do not contribute to the children's developmental records on a regular basis.

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What is being done well?

• Children's spoken language is developing well and a variety of interesting activities are offered to increase their vocabulary. • The pre-school develops and supports children's personal, social and emotional development. Children are happy, settled and excited about what they do. • Children are very confident and sociable. They develop trusting relationships with staff and relate well to adults and each other. • Staff provide good role models and work well together as a team. They are committed to improvement and receptive to change.

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What needs to be improved?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • the opportunity for children to develop an understanding of addition, subtraction and comparison in planned play activities; • the development of opportunities for children to explore and investigate using everyday technology; • the use of assessment records should be developed to include learning outcomes and extended learning for more able children.

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What has improved since the last inspection?

Generally good progress has been made by the establishment of the children's developmental records. There has been limited progress in planning, which is now focused on the educational programme, although aims and objectives of the activities are not recorded. Children are offered more opportunities to select their materials although several activities are still adult led.

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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: Generally Good Children are generally well motivated and happy. They feel at ease with the staff and are friendly and co-operative towards each other. Children's independence and self-esteem are encouraged by staff. They are beginning to develop an awareness of right and wrong although occasionally children's behaviour is not managed well.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children's spoken language is developing well and a variety of interesting activities are offered to increase their vocabulary. Children are beginning to recognise their own names. They enjoy singing, rhymes and story time and join in enthusiastically but show little interest of looking at or enjoying books without adult involvement.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children learn to compare shape, position, size, and create simple patterns through planned activities. They are able to count confidently and staff extend children's mathematical language. Children have few opportunities to develop an understanding of calculation or comparison in planned play activities and there is little planned extension for more able children.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are confident in discussing past and present events in their own lives and those of other people. They gain an increasing understanding of where they live and the wider environment through discussion and planned activities. Children have few opportunities to explore and investigate using everyday technology.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children receive regular opportunities to use large apparatus and are able to move freely and safely around the hall during the session. They are able to participate in a good range of outdoor physical pursuits. Opportunities for children to develop their fine motor skills take place as part of the planned daily sessions, although they are not always able to access their own materials.

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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 explore texture, shape and colour as they participate in a variety of creative activities. They are offered opportunities that encourage them to respond in a variety of ways to what they see, hear, touch and taste. They sing and explore sounds and staff help them to develop a sense of pitch and rhythm. However there are not complete systems in place to ensure the effectiveness of the activities provided.

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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

• Ensure that opportunities are provided for children to develop an understanding of addition, subtraction or comparison in planned play activities. • Provide further opportunities for children to explore and investigate using everyday technology; • Improve the use of observation, assessment and evaluation to aid planning to include extended learning for more able children.

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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 Section 122 of the School Standards and Framework Act 1998

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