Hughenden Valley Pre-School

Hughenden Valley Pre-School Inspection report for early years provision

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Unique reference number EY334473 Inspection date 29/09/2010 Inspector Sonjia Nicholson

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Setting address Hughenden Village Hall, Coombe Lane, Hughenden Valley, HIGH WYCOMBE, Buckinghamshire, HP14 4NX Telephone number 01494 463521 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Hughenden Valley Pre-school is privately owned. It was registered in 2006. The pre-school operates from Hughenden Village Hall, in Hughenden Valley on the outskirts of High Wycombe in Buckinghamshire. It is open Monday to Friday from 9.15am to 12.15pm during term times only. A lunch club also runs on Monday to Thursday from 12.15pm to 1.00pm. The pre-school is registered on the Early Years Register and both parts of the Childcare Register to care for a maximum of 48 children at any one time; there are currently 45 children on roll some of whom are in receipt of government funding. Children attend from the local and wider community.

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Description of the setting

Children have use of a large and small hall and adjacent toilets. There is a kitchen that is usually out of bounds to children unless they are being accompanied by staff to the enclosed outdoor area that contains a range of large play equipment. This is a public area but children are fully supervised by staff at all times. The pre- school currently supports a number of children with special educational needs and who speak English as an additional language. The owner/manager holds a level 3 qualification and employs seven staff to work alongside her, five of whom hold early years qualifications to level 3. Another member of staff is working towards a level 2 qualification. The pre-school receives support from the Buckinghamshire Early Years team.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children enjoy their time in this happy, interesting environment where they feel safe and happy. Staff recognise children as individuals and know them and their families well. They plan a varied curriculum which takes account of children's views and as a result children make good progress in their learning and development. The setting shows a good capacity for improvement. Since the last inspection which took place four weeks after the owner/manager purchased the business, both she and the staff have developed their practice and have successfully addressed most of the 10 recommendations that were raised. This means children now have opportunities to develop their writing skills and understand that print carries meaning, have access to resources that promote their knowledge of information and communication technology and understand the importance of hand washing.

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further?

To further improve the early years provision the registered person should:

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further?

 continue to develop partnerships with other Early Years Foundation Stage This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 providers and share relevant information to ensure each child has a consistent and coherent learning experience  extend children's personal, social and emotional development by encouraging them to participate in 'tidy up time' so they learn to care for and respect their environment; consider more staff involvement during the lunch club sessions to promote children's social skills and good manners  make sure the planning document in use accurately reflects the practice taking place within the setting and that staff systematically evaluate planned activities.

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the early years provision

Children are safe within the setting as the provider is aware of her duty to employ suitable people to care for them. She has clear recruitment procedures in place and ensures all staff complete relevant checks to establish their identity and suitability. She places a high emphasis on staff gaining professional qualifications which means the majority of staff now hold a level 3 childcare qualification. Staff understand their responsibility to protect children; they attend courses or complete on-line training to update their knowledge of the types and signs of possible abuse and the procedure to follow if they have concerns about a child. Any injuries to children that happen within the setting are recorded in a duplicate book which parents sign, however, staff are not consistent in detailing the time of the accident which may have consequences if further treatment is required. Injuries that occur at home are also noted along with any significant incidents. The setting has it's

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the early years provision

own safeguarding policy, copy of the Local Safeguarding Children Board procedures and other relevant information to hand which they share with parents. Children's personal records are stored confidentially to protect their identity.

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the early years provision

The village hall is used extensively by other users when the pre-school is not in operation; this means staff are very aware there may be possible hazards to children's safety. Risk assessments have been undertaken to identify risks and staff carry out a daily check to maintain a safe environment. The premises are kept locked whilst children are present and visitors must ring the doorbell to attract attention before being allowed to enter. Members of the public using the village shop and play park on-site are strictly prohibited from entering and using the facilities. Staff are very mindful of children's safety. They give clear explanations about what is going on and reminders about consequences, for example, if you run you might fall over.

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the early years provision

Children are fully supervised during their time at the setting, particularly during outdoor play where they have to walk through the kitchen to the enclosed play area which is used by others. Most children wear a bright yellow pre-school sweatshirt which makes them easily identifiable but staff always count children before going out and coming back in to make sure they are present. The same procedure takes place during fire drills. On hearing the loud fire bell, children line up as staff count them before leading them safely out onto the field. Children react very well and staff quickly reassure them there is no fire and that it is only a practice. Staff take turns to do these unannounced evacuation drills so everyone This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knows how to leave quickly and safely. Details are recorded in a fire log book for future reference. As a precaution, fire safety equipment is available and includes a

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the early years provision

fire blanket in the kitchen, extinguishers throughout and several clearly signed exits that are free from debris.

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the early years provision

All aspects of the provision are generally well organised. Staff set out the hall prior to children arriving with a good range of toys and resources. They create areas for children to explore, such as, a book corner, writing table and messy area. There is ample space for children to move and play freely. Separate sessions are held in the smaller hall where the older children on roll have a more structured time in which to prepare for their transition to school. During the session in the bigger hall there is no clear signal that it is time to tidy away and as a result the staff and only a handful of children take part; this means most children do not learn to work together and care for their environment. The confident staff team work well together; they are clear about their daily tasks and as a result the session runs smoothly. Staff establish trusting relationships with parents and carers through the

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the early years provision

key person system; they have daily contact with them and give verbal and sometimes written feedback in the form of a 'home/school diary' for parents who are not seen regularly. The setting provides good quality information, such as, a prospectus for new parents, regular newsletters which are mainly sent via e-mail and a whiteboard on display outside the hall detailing what activities are taking place that day. Parents spoken to during the inspection are very happy with the setting and in particular the information provided which makes them feel involved in their child's care and education. They think the staff are friendly and approachable and care about them as well as their children, for example, offering support to a parent during a recent family crisis. The pre-school seeks parents' views and acts on their suggestions, for example, the times of the sessions have been changed and the lunch club introduced after recent feedback.

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the early years provision

Through the self evaluation process staff have identified a need to improve communication with other Early Years Foundation Stage providers, such as, childminders. They have several ideas they wish to implement including providing verbal feedback and newsletters. Information about children's development is not shared at this stage which means there is no consistency or coherence in their learning. Strong partnerships have been developed with outside agencies, particularly in relation to supporting children with special educational needs. For example, a consultant paediatrician has visited the setting to observe a child, as have, a speech therapist and the Area Inclusion Officer. Visits also take place from the local authority Early Years Development Worker who offers support and guidance and the setting is currently taking part in a quality assurance scheme which has helped them reflect on their practice. Staff base their planned activities

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the early years provision

on a theme which is currently 'Light and Dark' and record this information on a planning sheet, however, this document does not accurately reflect the good practice seen and there is no evaluation of activities in order for staff to effectively plan for children?s future learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Since the last inspection staff have developed their knowledge of the Early Years Foundation Stage framework and are able to plan and deliver a balanced curriculum. Children have fun. For example, they develop their physical skills as they bounce on the trampet, build with wooden blocks and use a range of tools, such as, paintbrushes, crayons and glue sticks. They develop their literacy skills as they look at books in the book corner and have stories read to them by staff; during whole group story times not all children listen attentively but many are new to the setting and staff recognise they need time to adjust to their new surroundings. Children's wishes are taken into account by staff and incorporated into the daily routine, for example, they set out the train set as someone asked for it the day before and agree to getting the dressing-up clothes out at another child's request. Children feel safe within the setting. They confidently explore their

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and outcomes for children

surroundings, relate well to the staff and are familiar with the routine. Children make good progress and this is detailed in their Learning Journey which includes photographs, observations and assessments; staff use this information to establish where there are gaps in children's learning and plan for them accordingly. Parents have the opportunity to view these records at any time but staff organise more formal meetings throughout the year.

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and outcomes for children

Children enjoy a healthy snack of cheese cubes and melon during a 'rolling snack time' that operates during the morning; this is supervised by a member of staff who encourages children's independence by letting them pour their drinks and select their own snack. Children often suggest ideas for snack time, such as, cheese sandwiches and enjoy tomatoes grown by a parent. Staff encourage parents to provide healthy options if their child attends lunch club and food is stored in the refrigerator to keep it fresh. Staff involvement at this time is minimal and opportunities are missed to help children develop their social skills and table manners. Children develop good hygiene habits as staff give high priority to teaching them the importance of hand washing. This means children know when they must wash their hands, for example, before snack time and after blowing their nose and that they have 'germs'. Staff follow good nappy changing routines

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and outcomes for children

to prevent the spread of infection; they record details which they share with parents so they are aware of the care provided. Wherever possible the child's key person undertakes nappy changes so children feel comfortable and secure. Children behave well and are generally busy and occupied; however, if they behave inappropriately, for example, by running around the hall, staff distract them to an activity to prevent this escalating further.

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and outcomes for children

Children learn about the wider world through celebrating festivals and events, such as, Harvest Festival, Christmas and Diwali. They learn to recognise differences as several children attend who speak English as an additional language or who have special educational needs. Staff offer good support to these children in conjunction with the setting's Inclusion Officer who has attended relevant training and is fully aware of the procedures to follow if there are concerns about a child's development. Children make a positive contribution to the local community; they lease an allotment close by which they visit regularly, have forged links with local This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 schools and use the play park adjacent to the village hall for their outdoor play experiences. All necessary documentation is in place including a range of written policies and procedures detailing all aspects of the service provided, although the

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and outcomes for children

complaints policy needs amending to reflect the Early Years Foundation Stage requirements. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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