The Ursuline Prep School Ilford

Stepping Stones Pre-School Inspection report for early years provision

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Unique reference number 102874 Inspection date 03/02/2011 Inspector Jayne Pascoe

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Setting address Parish Rooms, Falmouth Road, Chacewater, Truro, Cornwall, TR4 8LP Telephone number 01872 561 542 Email ALL POST MUST GO TO SETTING ADDRESS 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

Stepping Stones Pre-School is managed by a voluntary committee made up of parents of children attending the setting. It opened in 1995 and operates from The Parish Rooms in the rural village of Chacewater, Cornwall. The premises are accessible. A maximum of 16 children may attend the pre-school at any one time. The pre-school is open each weekday from 9am until 4pm during term time only. All children share access to an enclosed outside play area. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 16 children may attend the nursery at any one time. There are currently 42 children in the early years age group on roll, some are in part-time places. This includes 28 funded three and four year olds and one funded two year old. The nursery supports children with special educational needs and/or disabilities and English as

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Description of the setting

an additional language. There are five members of staff, three of whom hold appropriate early years qualifications to a level 3 and one who is qualified to a level 5. There is one member of staff who is currently working towards an NVQ level 2 and one who is working towards a foundation degree.

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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

Staff demonstrate a good knowledge and understanding of the Early Years Foundation Stage. On the whole, they have developed and implemented effective procedures, in order to meet children's individual needs and to ensure the efficient operation of the setting. Staff obtain and share good levels of information with parents through a variety of appropriate methods. They work very closely with other early years agencies, in order to keep up-to-date. As a result of their proactive attitude and use of reflective practice, the setting maintains continuous improvement.

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further?

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

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further?

 extend ways to value linguistic diversity and provide opportunities for children to develop and use their additional language in their play and learning  update the written risk assessment to cover anything with which a child may come into contact, in this instance to include the outdoor play area. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The environment is organised well to provide children with a predominantly safe, secure and enabling indoor and outdoor environment. The pre-school follow good procedures to safeguard the children in their care. Staff are experienced, work effectively as a team and are committed to ongoing professional development. All staff hold paediatric first aid certificates. The setting have developed generally effective written risk assessments, in order to maintain children's safety and security at all times. These are very regularly reviewed and updated as required. However, the outdoor play area has not been included in this written system, although it is evident that this area is checked visually by staff on a daily basis, before and during children's use. Children are closely supervised at all times. There are good procedures to protect from unvetted persons and staff demonstrate confidence in their ability to identify, record and report any child protection

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the early years provision

concerns, in line with the Local Safeguarding Children Board procedures. Children practice very regular emergency evacuation procedures with adults, in order to develop their confidence and familiarity. Staff regularly reflect upon their practice and have recently implemented formal systems for self-evaluation, in order to drive further improvement.

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the early years provision

Planning is based upon children's particular interests and provides good opportunities for individual progress. It allows for children to initiate self-chosen play and to engage in adult led activities based upon their unique preferences, interests and abilities. Suitable opportunities are provided for children to explore their own cultures and beliefs and those of others. Positive partnerships have been established with parents, with whom information is shared well through a good range of written policies and procedures, contracts and consents. However, there are occasions when insufficient levels of information have been gathered, in order to fully support those children with an additional language. Parents are keen to express their satisfaction at the standards of care and learning provided. They feel fully included and are actively involved in planning appropriate opportunities for their children to make good levels of progress. Effective assessment systems are in

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the early years provision

place, which include useful written observations, photographs and examples of children's work. These are shared regularly with parents, in order to celebrate children's achievements and to plan for their future learning and development. Very positive links have been established with other early years providers, in particular the school who welcome visits from pre-school children and include them in activities.

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and outcomes for children

Children have established very positive and trusting relationships with adults and other children. There is a strong community spirit at this pre-school and adults and children appear as one close family unit. Families are welcomed into the setting by a friendly and approachable staff team. Children follow the good examples set by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 staff and are polite, helpful and kind. They demonstrate good manners and are able to share, cooperate and negotiate successfully. Children communicate very well using vocabulary, body language and facial expression. Staff plan to attend Makaton training soon, in order to extend children's communication skills further. Children and adults engage in good levels of discussion, as children share ideas and ask questions. Staff explain what will happen next and support children's learning by making suggestions and offering praise and encouragement. Children

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and outcomes for children

have good opportunities to use the written word as they label work, make patterns with fine paint brushes, create 'treasure maps' and use their name card for self- registration. Staff make good use of labelling to help children identify routine activities such as 'tidy-up time' and to arrange the daily routine in sequence on the pre-school walls.

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and outcomes for children

Children are developing their numeracy skills, as they count how many of them are attending each day during registration time. They use appropriate computer programmes to correctly number a sequence of gingerbread men. They are busy building using construction blocks and are able to consider and resolve problems they encounter. Children enjoy successfully using the shape sorting toys and others enjoy matching the correct numeral onto number boards. They are competent in their use of computer equipment and interactive and programmable toys. Children are exploring shells and pebbles under the microscope, which is connected to the computer, to provide a detailed and interactive image for observation. They are exceptionally skilful in using this technological equipment. Children recycle waste packaging to make junk models. They grow plants in the summer months. Children benefit from involvement in local community activities.

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and outcomes for children

They have established close partnerships with the school and join-in with their activities. As a result, children benefit from a smooth transition into school life.

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and outcomes for children

Children explore the outdoor environment; observe the changes in seasons, weather and monitor the days of the week. They benefit from daily opportunities to use the outdoor play area for free play and planned activities. There is an excellent range of outdoor play equipment in the public park, which enable children to run, climb, slide, swing and play in the fresh air. Staff visually check this area each day before use, in order to maintain children safety. However, the written risk assessment does not include this area. Children follow good health and hygiene practices. The premises and equipment are clean and well maintained. Children are well nourished, as they enjoy a substantial and healthy range of snacks and can access drinking water freely. They bring a packed lunch from home, which is stored in the fridge. Children sit socially together to eat and are developing good table manners.

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and outcomes for children

Children are increasing their levels of independence and have developed a strong sense of belonging, as they hang their coats on a designated peg and self-select favourite toys and resources from a wide selection. Equipment is stored attractively, in clearly labelled drawers and boxes at child height. Children are imaginative in their role play as they busy themselves in the home corner. Some take on the role as builders and fire fighters and absorb themselves in their imaginary play scenario, developing it further with their friends and maintaining harmonious and purposeful play for considerable periods of time. Children sing favourite songs at whole group sessions, they also sing merrily as they play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children enjoy experiencing a range of sensory materials such as sand, water and natural objects which have been collected to display and explore. A suitable range

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and outcomes for children

of books promote a positive awareness of the range of people in the local community and wider world. There is evidence that children are making good levels of progress during their time at the setting. 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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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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