St Mary Magdalen's Catholic Primary School

Grampound Road Pre School Inspection report for early years provision

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Unique reference number 102909 Inspection date 10/11/2010 Inspector Jayne Pascoe

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Setting address Sir Robert Harvey Memorial Hall, Grampound Road, Truro, Cornwall, TR2 4EE Telephone number 01726 884373 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

Grampound Road Pre-School opened in 1970. It operates from the village hall in Grampound Road near St Austell, Cornwall. The premises are generally accessible; however, there are steps up to the front entrance. A maximum of 20 children may attend the pre-school at any one time. The provision is open from Monday to Friday from 9.15am to 12.15pm during school term times only. Children have use of a fully enclosed outdoor play area.

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Description of the setting

The pre-school is registered by Ofsted on the Early Years Register. There are currently 16 children in the early years age group on roll. Of these, 11 receive funding for nursery education. Some children also attend other early years settings. The pre-school employs three members of staff who work with the children. Of these, two have an early years qualification to NVQ at level 3. The third member of staff is qualified at level 2 and is currently working towards an NVQ at level 3.

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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 staff team are committed to the principles which underpin the Early Years Foundation Stage and demonstrate a good knowledge and understanding of this framework. They have developed and implemented mostly effective procedures to ensure that children's unique needs are met. The setting work well with parents and liaise effectively with other early years agencies. As a result of their proactive attitude, positive partnerships and successful 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?

 promote children's good health by increasing access to the outdoor play area and reducing the risk of cross-infection when hand-washing  make effective use of observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child.

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the early years provision

The pre-school follows robust procedures to safeguard the children in their care. The well established staff team are suitably qualified and experienced. The committee are actively involved and supportive. Written risk assessments are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place and daily visual checks on the premises, toys and equipment ensure children's safety and security. Children are closely supervised at all times and are protected from unvetted persons. Staff demonstrate confidence in their ability to identify, record and report any child protection concerns in line with the Local Safeguarding Children Board procedures. Children practise regular emergency evacuation procedures with the adults in order to develop their confidence and familiarity.

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the early years provision

Staff organise the pre-school setting well to make the most of the premises. They operate from a church hall and are required to put all resources, furniture and equipment away at the end of each session. However, staff have successfully created a safe, secure and enabling indoor and outdoor environment for the children attending. As a result, children demonstrate a sound sense of belonging and are developing increasing levels of independence. Parents provide generally positive feedback on the early years provision and effective partnerships have been established with other early years providers, in particular the local school. As a result of children's regular visits to the school and return visits to the pre-school from the reception teacher, children benefit from a smooth transition into school life. Information is shared through a good range of written policies and procedures, contracts and consents. Regular newsletters, a notice board and daily

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the early years provision

verbal information sharing also enhance the practice further. Staff have recently introduced assessment systems which include written observations, photographs and examples of children's work. These are currently shared formally with parents in order to celebrate children's achievements. Staff intend to make these records more freely available for children and parents during each session. Planning is based upon children's particular interests and provides good opportunities for individual progress. However, assessment records do not currently identify a 'next step' for children's individual progress, which can be successfully linked to future planning in order to maintain a progressive cycle of learning.

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the early years provision

Children are able to initiate ideas for play and engage in adult-led activities. Their unique preferences and abilities are respected and carefully planned for by their designated key person. Good opportunities are provided for children to explore their own cultures and beliefs and those of others. There is evidence that children are active and valued members of their local community. They have use of an enclosed outdoor area for physical play, growing plants, investigation and exploration. Children are provided with all weather protective clothing so that they may enjoy the outdoors each day, regardless of the weather. However, regular use of the outdoors has recently been restricted due to an appearance of mole hills. Staff intend to consider raising children's awareness of this problem before reintroducing them safely into the play area on a more regular basis in order that they continue to benefit from fresh air and fun outdoors. Children have suitable

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the early years provision

hand washing facilities following use of the toilet, but occasionally use a shared bowl of water for hand washing following messy play. As a result, they are at risk of cross-infection. Staff recognise the benefits of monitoring and evaluating their practice in order to drive further improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children have formed strong and trusting relationships with adults and other children. They are happy, settled and content. Children follow the good examples set by adults and are very kind, considerate and helpful. They demonstrate good social skills and are very well mannered. A 'timer' is used at popular activities such as the computer in order to encourage children to share and take turns. This system works exceptionally well and children accept that they have had their turn and happily allow another child to enjoy the activity. All children are confident to join in at story and song time. Good use is made of a hand puppet to act out 'Incy- Wincy Spider'. Children chatter happily with adults and other children; they communicate very effectively through facial expression, body language and increasing levels of vocabulary. They select favourite books for personal enjoyment to share with others and for reference. Children scribe notes in the role play

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and outcomes for children

hospital area to record the varying ailments of patients and the treatment that they have received. They enjoy colouring in favourite pictures and ask staff to help them to label their work with their name. Children confidently select their name card in order to self-register and they have a designated coat peg. Their name is also displayed on the back of their own chair. Toys and resources are stored in clearly labelled boxes to encourage children to self-select items as and when they wish. Staff are capable and skilful in promoting children's language development. Good levels of purposeful and worthwhile discussion take place throughout the session. For example, they talk about the importance of caring for small creatures such as spiders and butterflies after two butterflies are successfully 'rescued' from the hall and released back into the outdoors.

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and outcomes for children

Children build and construct a large railway track with adult support. They successfully cooperate and negotiate in the role play area. They thread different coloured and shaped beads onto string, counting as they do so and discussing shapes and sizes with an adult, who is interacting very well to support and encourage their learning. Children use appropriate computer programmes to sort and match. They count out loud in the correct sequence up to ten with adult support. Children enjoy singing number songs and successfully add and subtract while singing about how many ducks are swimming away over the pond. Children explore the local community and make regular visits to the school. They are skilful in their use of programmable and interactive toys and computer equipment. They particularly enjoy free use of the voice recorders and adult supported use of the computer. Children are developing a positive respect and awareness of people's

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and outcomes for children

differences through use of a suitable range of resources and during planned activities. Children collect used packaging to make junk models and they grow plants in the garden. They discuss the days of the week, the weather, seasonal changes and monitoring the passing of time.

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and outcomes for children

Children are creative and imaginative in their role play as they develop scenarios in the 'hospital' area. Some children pretend to be poorly and arrive for observation by the nurse and doctor. They enjoy regular opportunities to express themselves through painting, collage, play dough, sensory play, music and dance. Children's work is displayed in their learning journal and is shared with their family at regular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 intervals. Children are confident to share ideas and make suggestions, which are respected and acted upon. They make valuable contributions at whole group time. Children have free access to a range of healthy, nutritious snacks and drinks. They enjoy sufficient quantities for their individual needs as they help themselves from the café style snack table. They pour their own milk or water and select a plate of

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and outcomes for children

fruit, which they take to a designated table and enjoy at leisure. They are responsible for tidying away after themselves and are clearly very familiar with this practice and relish the responsibility. Children greatly enjoy singing and dancing and develop their physical skills with giant spinning tops, which they use creatively during the session. Health and hygiene practices are generally good, with the exception of some hand washing practices and a lack of regular outdoor play. Through discussion with adults children are beginning to understand the importance of maintaining their own health and safety. Children are inquisitive, curious and keen to learn. Overall, there is evidence that children are making good levels of progress in their learning and development. 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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