Abbey Primary Community School

Hazeltots Pre-School Inspection report for early years provision

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Unique reference number 120063 Inspection date 16/02/2011 Inspector Cathy Hill

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Setting address Bellfields Youth Centre, Hazel Avenue, Guildford, Surrey, GU1 1NS Telephone number 01483 570842 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

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

Hazeltots Pre-school opened in 1977. It operates from a community hall in a residential area of Guildford and serves the local community. The pre-school has access to a large main hall and three other rooms and there is a secure outdoor play area. The pre-school is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. It may care for a maximum of 26 children under eight years at any one time. There are currently 53 children from two to five years on roll. There are 34 funded children who attend. Children with special educational needs and/or disabilities are supported at the setting as well as children who have English as an additional language. Children attend for a variety of sessions. The pre-school opens five days a week during school term times. Sessions are from 9.15am until 12:15pm Monday to Friday, with an afternoon session from 1.15 to 4.15pm on a Monday and Wednesday. There

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Description of the setting

are currently eight members of staff who work with the children and, of these, seven have early years qualifications. Professional development is ongoing for all staff. The pre-school receives support from the Early Years Development and Childcare Partnership.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children flourish within the highly stimulating pre-school environment where they have access to an excellent range of worthwhile activities which promote development in all learning areas. The use of resources is excellent overall in providing children with an enabling environment in which they learn through purposeful play. Inclusive practice is positively promoted and very effective partnerships are formed with parents and other agencies, as applicable, to ensure children's individual needs are met. Staff are enthusiastic and professional and work successfully as a team to ensure sessions run smoothly. The pre-school's capacity for continuous improvement is outstanding and staff are dedicated to ensuring all children receive high quality care and education.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 enhancing the print rich indoor environment, for example, by displaying key word labels relevant to the role play area set-up. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's care is greatly enriched by the enthusiasm and dedication of the staff. All staff are vetted and rigorous procedures are in place to ensure the continuing suitability of staff. Children are well supervised during sessions and their welfare is safeguarded by staff who have a secure understanding of their role and responsibilities with regard to child protection. All staff have accessed training in this area, a record of visitors to the pre-school is maintained and there is a detailed safeguarding policy to support pre-school practice. Risk assessments are in place and daily safety checks ensure children can play safely. Children's artwork and educational posters are displayed to provide a welcoming surround for children. Space is very effectively used to meet children's needs for quiet areas and places for more active play. For example, children sit quietly in the book area to look at books and enjoy more energetic play in the main hall constructing models from

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the early years provision

waffle blocks. The environment is kept clean and is generally very well resourced and rich in print both indoors and outside in the garden area, although the role play area has no key word labels linking to its current set-up as a supermarket. Children thoroughly enjoy themselves and are totally relaxed within their environment where they all have equal opportunity to access all activities and resources.

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the early years provision

Children's individual needs and characters are respected and understood and all children are fully included in pre-school life. Children learn about diversity through planned activities, for example, covering different cultural festivals. There is a high commitment to working in partnership with parents and others involved in children's care and education. For example, staff liaise with teachers from schools children will attend to share relevant information before the child starts to ensure a smooth transition. Extremely positive partnerships have been established with parents who are effusive in their praise of the pre-school. They find the pre-school is 'brilliant', 'fantastic' and 'perfect as it is' and that the staff are 'amazing'. The pre-school shares a wealth of information with parents, such as the setting's policies and procedures, and keeps them well informed about their child's development. All staff are highly motivated and work cohesively as a team.

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the early years provision

Practice is continually reviewed and changes implemented to improve outcomes for all children. Management seek feedback on their practice from parents, staff and children and also work closely with their local early years advisers to discuss new initiatives in how they can further improve their provision.

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and outcomes for children

Children have excellent relationships with staff and are extremely settled and relaxed within the pre-school. They thrive as a consequence of the high levels of support they receive from staff as they play. Children confidently approach staff for support or cuddles showing they feel safe in their care and that secure trusting relationships have been formed. Children show a strong motivation to learn as they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 eagerly enter the pre-school and immediately find an activity to occupy themselves. Their behaviour is exemplary as they are continually engaged in interesting activities of their choice. They are confident and secure with pre-school routines and rules and know that they must walk inside and be kind and considerate towards others. They amicably share resources, such as construction blocks, and patiently wait their turn to respond to their name when they gather for

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and outcomes for children

registration. Daily exercise and the provision of healthy, nutritious snacks ensures children have consistent opportunities to develop and maintain healthy bodies. They competently and safely climb the steps on the indoor climbing frame before whizzing down the slide onto the safety mats at the bottom. They delight in play outside where they skilfully manoeuvre wheeled toys around, demonstrate good balance skills on the stepping logs and where they work together using the see- saw. They show an understanding of routine hygiene practice as they wash their hands before they sit together for a snack of apple, cucumber, raisins, cheese and crackers. Staff clean tables with antibacterial spray and maintain a very clean environment for children to play in. Children develop an understanding of how to keep themselves safe as they take part in regular fire drills. They know they must not carry things when using the climbing frame as they need to hold on safely with

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and outcomes for children

Children are making excellent progress with their learning. Staff are meticulous in planning for children according to their individual learning needs to ensure their progression towards the early learning goals. Staff make regular recorded observations of children's achievements and use these observations to inform their planning of children's next steps in all learning areas. Daily activities develop and reinforce children's knowledge of letters and sounds. They show good levels of sustained concentration, such as when practising their handwriting, and proudly go to show staff letters and numbers they have written. They enjoy listening to stories and staff sensitively support children in developing their language skills by encouraging children to use pictures clues to retell stories in their own words. Children show an understanding of number as they confidently count to 16 after discussing the date. They have fun playing a number game with staff and quickly

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and outcomes for children

count the number of spots on a rolled dice and match the number to cards displayed on the table. They know the sequence of the days of the week and season of the year. They have an excellent awareness of different shapes and recognise and name a cube, pyramid, cylinder and sphere. Children use the computer as a learning resource and carefully operate the mouse to select a programme telling them about different people in the community, such as fire- fighters.

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and outcomes for children

Children learn about change as they watch what happens when a block of ice is left on a tray. They notice it melts and feels very cold to touch. They learn about the natural world through planting and growing flowers and vegetables in the garden area. They relish opportunities for free creative expression and use their imagination as they play in the role play area, as they paint and as they model with dough. Staff positively interact with children during sessions to develop and extend children's skills using a range of teaching strategies. Children's well-being and happiness are at the heart of the pre-school's practice and staff dedicate themselves to ensuring children have excellent opportunities to develop their potential and enjoy their childhood in a safe, fun and stimulating setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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