Littlesaints Preschool

Little Saints Pre-School Inspection report for early years provision

p.1

Unique reference number EY343699 Inspection date 04/10/2010 Inspector Kevin Wright

p.1

Setting address St.Thomas Primary School, School Road, Exeter, Devon, EX2 9AF Telephone number 01392 217880 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. You may copy all or parts of this document for non-commercial educational purposes, as long as

p.1

you give details of the source and date of publication and do not alter the information in any way.

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Little Saints Pre-School is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. It is registered to provide care for a maximum of 14 children from three years to under eight years at any one time. The pre-school operates in its own premises attached to St Thomas Primary School in the St Thomas area of Exeter. The setting has use of one main room with a small outdoor area. They also have use of the adjoining school hall for three days per week. The pre-school have use of other facilities within the school, such as the school library, playground and adventure trail. The setting has strong links with the school children having the opportunity to visit the school for story times throughout the week prior to moving into Reception. The pre-school opens during term times from 8am to 6pm for three days per week and 8am until 3pm on other days; children can attend on a sessional basis or for the

p.4

Description of the setting

full day. Funded nursery education sessions are offered from 9am to 11.30am and 12.30pm to 3pm, term times only. The pre-school offers breakfast club every day and after school care on three days per week for children attending St Thomas Primary School. Three staff, including the owner, work in the pre-school, all of whom hold appropriate childcare qualifications. The pre-school is a member of the Pre-School Learning Alliance and receives support from the local authority. The pre-school works closely with the Area Special Educational Needs Co-ordinator. There are currently 30 children on roll. Of these, 28 receive nursery education funding.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children enjoy attending this safe, inclusive and well-run pre-school. They settle in quickly and relate well to one another and to staff. Children make good progress because staff have a clear understanding of the individual needs of children and strive to provide the right level of challenge and support. Systems to observe and assess children's progress are generally well established. The pre-school works in close partnership with parents and external agencies to meet children's individual needs. The manager and staff have satisfactorily addressed the recommendations of the previous inspection report and the setting demonstrates a good capacity for continuing improvement.

p.4

further?

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

p.4

further?

 update children's progress records more regularly and link this information to daily and weekly planning so that individual children's next steps are clearly addressed  review outdoor play arrangements in the free flow area so that children playing with floor-based activities are not interrupted by those using scooters This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and trikes.

p.4

the early years provision

Safeguarding training has been completed to the appropriate level by all staff so that staff have a good understanding of safeguarding policy and procedures. Recruitment and selection procedures take full account of safeguarding requirements. Staff are clear in their focus on helping all children to make good progress in their learning and development. There is a strong inclusive ethos that promotes quality and diversity and drives improvement. Staff work hard to ensure that children with specific learning needs are identified early and that appropriate support is brought to bear. For example, a non-English speaking child, who is at the early stage of English acquisition, has benefitted greatly from good quality home language and dual language resources that have been created by the pre- school staff. Staff work well as a team and the provision runs smoothly on a day- to-day basis with well-deployed resources. Staff are deployed effectively so that

p.5

the early years provision

children's free flow play is well monitored. The pre-school is well organised so that the resources and play areas are well equipped and safely accessible for the children. The key person system functions effectively and is appreciated by parents who feel that staff know their children well. Staff work in a strong partnership with parents and carers who say there is good quality communication with the staff and that staff listen and respond appropriately to concerns. The parent partnership programme also enables the parents an input into the review and planning process. A 'parent book' system works well as a communication book that goes back and forward between home and the setting. Good links with a range of other agencies and institutions enable external resources to support the development of the children. For example, in areas, such as speech development and autism. A strong relationship with the adjoining primary school enables transitions to be well

p.5

the early years provision

planned and smooth so as to minimise children's anxiety. All written records are properly in place and well maintained. All required policies and procedures are in place and effective self-evaluation is securing improvements. However, the children's progress records are not updated at frequent enough intervals and the information on individual children's progress and areas for development are not sufficiently linked to daily and weekly planning.

p.5

and outcomes for children

Children are safe because safeguarding arrangements are robust and risk assessments are conducted properly. Daily arrivals and departures are closely monitored by staff and entry is secure. The quality of care is good. In this attractive, welcoming pre-school children are happily relaxed, confident and trusting of staff. Staff and children have a warm relationship and children enjoy each others' company. Staff help children develop good social skills by positively encouraging good behaviour. Children make good progress towards their age- related expectations. They engage with activities for extended periods, concentrating well. They confidently choose from the broad range of indoor and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outdoor activities and access further resources from storage if needed. For example, a child, wholly independently, created a drawing having accessed the

p.5

and outcomes for children

paper and pencils himself, sat himself quietly in the art and craft area to draw and then stored the completed work in the 'going home' box, to collect at home time. Children are strongly developing their understanding of the world around them and their vocabulary is systematically extended though discussions. They know the days of the week and can talk about the weather. They are developing their concept of number and can apply it to real situations. Children demonstrate they are developing their creative skills, enjoying role play and collaborating well in this work. Children can accurately recall things they have learnt earlier in the session or on previous days. Children consolidating physical skills of control and balance on scooters outdoors showed they understood how to share and used a sand timer to allocate turns. However, children creatively using floor-based toys outside were frequently interrupted by those using scooters and the play areas were not

p.6

and outcomes for children

sufficiently separated. Staff intervene effectively to extend activities and inject the right level of challenge. For example, in a play dough activity where children had already shown themselves to be confident users of a range of shaping tools, the manager successfully introduced number work and followed this by demonstrating different manipulative skills for rolling balls and lengths of dough which, after some practice, children were pleased to find they could do themselves. Children are aware of health, hygiene and safety. They enjoy the healthy snacks provided and can independently access water from the dispenser when thirsty. They know to wash their hands before eating and after messy play and toileting. There are many opportunities for physical exercise, which children enjoy. In developing skills for their future wellbeing, children have a good foundation in language, numeracy and information and communication technology. They like to take on responsibilities,

p.6

and outcomes for children

for example in clearing up after play. Typical of the strong partnership with parents in supporting children to achieve is the 'home reading' book programme. This allows parents and carers to work with children on language development at home and links to a similar programme in Reception Class. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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 2

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8