Red Balloon Pre-School Group

Red Balloon Pre-School Group Inspection report for early years provision

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Unique reference number 301816 Inspection date 12/10/2010 Inspector Jim Bostock

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Setting address Osborne Road, Tweedmouth, Berwick-upon-Tweed, Northumberland, TD15 2HS Telephone number 07790 967868 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

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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

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

The Red Balloon Pre-School group was registered at the current premises in November 1999. It is owned and run by a parent committee. The children are accommodated in a mobile classroom in the grounds of Tweedmouth West First School, which is located close to the centre of Berwick town. The setting is registered on the Early Years Register and a maximum of 24 children may attend the setting at any one time. It is open each weekday from 8.55am to 12 noon and from 1.00 pm to 3.00 pm on Mondays and Fridays, term time only. On Monday, Wednesday and Friday a lunch service is provided within the school hall from 12 noon to 1.00 pm. The children have access to the school hall, Reception class and a secure, enclosed outdoor play area. There are currently 27 children aged from two to under five years on roll, all of whom are within the Early Years Foundation Stage and 17 children are in receipt of funded education. Children come from the

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Description of the setting

local and surrounding areas and care is provided for those with special educational needs and/or disabilities. The setting employs six members of staff, including the manager. Four staff are qualified to level three and one is qualified to level two in early years.

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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

The provision is effective in meeting the needs of all children, including those with special educational needs and/or disabilities. Children feel valued and enjoy the experiences offered as staff successfully provide a happy and caring environment. The manager has a strong commitment to the ongoing development of the quality of the provision. Whilst systems for self-evaluation are still in the early stages of development, overall the setting shows a good commitment to continuous improvement.

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further?

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

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further?

 review the policies and procedures for the administration of medicine  develop further the activities, toys and playthings which promote positive images of difference and diversity  extend systems for formal self-evaluation and identification of targets for further improvement.

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the early years provision

The setting runs smoothly. Systems for ensuring that children are safeguarded are up to date and complete. Staff assess risks daily to ensure children are safe and secure and, for example, ensure that visitors are closely supervised so that they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are not left alone with children. All required policies, records and procedures, including suitability checks for staff, are in place. Most are used effectively to promote children's welfare but the policy for administration of medicines is unclear and records kept about this are not fully confidential.

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the early years provision

Positive links with parents and carers ensure that children's individual needs are well met. Parents and carers are very happy with their children's progress and enjoyment at the setting and appreciate the care provided by staff. The manager is committed to the continuing development of the planning and assessment systems to ensure children are assisted and challenged to progress. All recommendations from the previous inspection have been addressed. Staff work as a cohesive unit, providing a stable environment for children. They know how well individuals are progressing, and are beginning to record the achievements children make while in the setting. The staff team is committed to improving the provision, but has only recently started formalised self-evaluation to ensure consistently effective identification of strengths and weaknesses in order to implement improvement.

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the early years provision

Good organisation of resources, toys and activities means that children can easily access them. This encourages them to develop personal preferences and independent skills. The provision effectively supports and promotes inclusive practice by ensuring that all children are warmly welcomed and successfully encouraged to participate in activities. A particularly good system of photo identification of activities helps children with special educational needs to communicate. All children learn Makaton which further aids this process. However, there are few activities or resources which provide positive images of difference and diversity. This limits children's ability to develop their knowledge and positive attitudes towards others. The setting enjoys a positive and constructive dialogue with the primary school which helps children move on. Staff are hoping to establish such partnerships with other providers to ensure that there is a consistent level of

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the early years provision

understanding for the needs of all children who attend the setting.

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and outcomes for children

The setting is most welcoming. Staff listen to the children and develop warm and caring relationships with them so that they develop a sense of being a respected member of the group. The children behave very well because they know the rules of the setting. The adults supervise very well, model accepted behaviour and respond quietly and calmly to any inappropriate behaviour.

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and outcomes for children

Children understand the importance of washing their hands before eating and thoroughly enjoy the social experience at meal and snack times. They demonstrate good table manners when they eat, and know that fruit is good for them. This is because adults involve children in conversations and reinforce appropriate behaviour through praise. Relationships between all children are very good. For instance, while playing outside children cooperate as they push wooden blocks together to make a 'fire engine'. They put on helmets and make up a story about going to hospital while one uses a bucket as a steering wheel and the others sit on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the blocks behind. Children listen to staff, readily line up before going outside and respect the rules of the setting. This helps them to develop the necessary personal and social skills to support their skills for the future.

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and outcomes for children

Staff actively involve children in activities, making learning fun and enjoyable. They plan activities so that children are involved in decisions while they have every opportunity to progress in the six areas of learning. Children have daily opportunities to use a wide range of resources outdoors in the school grounds, including growing fruit and vegetables. Children are learning about staying safe as staff talk to them about acting responsibly. They enjoy their time outdoors which helps them develop strength and agility.

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and outcomes for children

Apart from items to develop children's appreciation of diversity, the setting is well resourced. Activities are arranged to stimulate interest and they support good progress in skills of communication, including use of information and communication technology. For example, children have free access to the computer and have the use of a timer to ensure they self-regulate so that every child can have a turn and share this equipment. Children count regularly and develop good speaking and listening skills during the frequent discussions throughout their play, at snack and at 'carpet time'. 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 2

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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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