Lucky Ducks Pre-School

Lucky Ducks Pre-School Inspection report for early years provision

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Unique reference number 301856 Inspection date 15/02/2011 Inspector Jim Bostock

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Setting address Scremerston First School, Scremerston, Berwick-upon- Tweed, Northumberland, TD15 2RB Telephone number 01289 307536 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.

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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

Lucky Ducks Pre-School was registered 1996 and is run by a parent committee. It is based in a classroom within Scremerston First School in Scremerston, near Berwick, Northumberland. Children have access to the school hall and secure enclosed outdoor play areas. A maximum of 24 children under eight years may attend the setting at any one time. The setting currently takes children from two to five years of age. The setting is open Monday to Friday from 8.45am to 11.45am and offers a lunch service until 12.30pm, during term time.

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Description of the setting

There are currently 26 children on roll who are all within the early years age range. Of these, 18 are in receipt of funding for early education. The setting provides support for children who have special educational needs and/or disabilities. The setting is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

There are five members of staff who work directly with the children. Of these, the manager holds a qualification at level 4, three hold a qualification at level 3 and one holds a qualification at level 2 in early years. There is a gymnastic coach who provides sessional coaching for the children. The setting receives support from the local authority.

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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

Children enjoy the interesting and stimulating experiences offered as staff successfully provide a happy, caring and inclusive environment. Staff meet children's individual developmental needs well and promote most aspects of children's welfare and learning successfully. Strong partnerships with parents, carers and other early years professionals benefit the children. Good systems are in place for self-evaluation, which leads to an ongoing commitment to continuous development. However, a requirement of registration has not been met.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 request written permission from parents for seeking any necessary emergency medical advice or treatment in the future. (Safeguarding and promoting children's welfare) 01/03/2011

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further?

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

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further?

 extend the use of assessment in the cycle of planning and review to ensure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 clear identification of how activities will promote individual children's progress towards the early learning goals  develop parent's involvement in the assessment of their child's learning and development, especially at the start of the placement.

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the early years provision

Staff have a good understanding of their roles and responsibilities in relation to safeguarding children, including the child protection procedures to follow. All staff members are qualified and vetted for their suitability. Staff carry out detailed risk assessments to ensure children are kept safe. However, although staff discuss emergency medical advice or treatment with parents and carers, no written permission for this is obtained, which is a requirement of the Early Years Foundation Stage. A form for this is currently being prepared for parents to sign. Other documentation, policies and procedures are in place to meet children's needs.

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the early years provision

Parents and carers are very happy with their children's progress and enjoyment at the setting. For example, parents state that their children are 'coming on in leaps and bounds' at the setting. However, parents are not closely involved in the assessment of their child's learning and development from the start of their placement. The manager is committed to driving improvement and encourages staff training and development. Self-evaluation is used effectively to identify the setting's strengths and priorities for development that will improve the quality of provision for children.

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the early years provision

A good equality and diversity policy is in place which is implemented well by all staff. The provision supports and promotes inclusive practice by ensuring that all children are warmly welcomed and successfully encouraged to participate in activities. Children with special educational needs and/or disabilities are effectively helped and show good progress as staff are skilled, knowledgeable and communicate very well with the children's parents, carers and other professionals involved. The setting enjoys a very constructive dialogue with the host school which helps children progress and move on. This effective partnership with other providers ensures that there is a consistent level of understanding for the needs of all children who attend the setting.

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and outcomes for children

Staff work as a cohesive unit, providing a stable environment for children. They supervise them well, are attentive, interested and responsive. As a result children feel welcome, behave very well and are made to feel part of the group. Staff are warm and caring with children so that they are confident and secure in their care. Children are developing a good understanding of health and hygiene and enjoy the social experience at meal and snack times. Staff involve children in meaningful conversations and reinforce appropriate behaviour through praise. Relationships This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 between all children are very good. Children are developing an appropriate understanding about how to stay safe. For example, children regularly practise emergency evacuations and learn how to use scissors safely. Resources, toys and activities are easily accessible to children, which encourages them to develop

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and outcomes for children

independence and exercise choice during their play.

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and outcomes for children

Staff help children to play, making learning fun and enjoyable. They plan activities so that children are involved in decision making and experience a balance of adult- led and child-chosen activities that cover all areas of learning. Detailed ongoing observations and assessments are undertaken and provide a clear insight into the children's progress and achievements. However the use of these assessments in the cycle of planning and review do not always ensure clear identification of how activities will promote individual children's progress towards the early learning goals. Activities are arranged to stimulate interest and they support good progress in communication and thinking skills. For example, staff arrange an activity around celebrating Polish Christmas. This shows good use of arising opportunities to capture children's interest and promote their learning.

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and outcomes for children

Children have daily opportunities to use a range of resources both indoors and outdoors in the school grounds, including growing fruit and vegetables. Children particularly enjoy using wind-up torches to search the outdoor area for spiders and taking photographs. This helps the children learn to use technology and to experiment with light. Children count regularly and develop good speaking and listening skills during the frequent discussions throughout their play, at snack and during role play. This helps them to develop the necessary personal and social skills to support their future economic well-being. 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 3 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 3 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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