Hartest Pre-School

Hartest Pre-School Inspection report for early years provision

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Unique reference number EY362565 Inspection date 10/03/2011 Inspector Sue Rogers

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Setting address Hartest Primary School, The Row, Hartest, BURY ST. EDMUNDS, Suffolk, IP29 4DL Telephone number 01284 830860 Email hartest.preschool@btconnect.com 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

Hartest Pre-School registered in 2007 and is run by a committee. It operates from purpose-built accommodation within the grounds of Hartest Primary School in Hartest, Suffolk. There is a fully enclosed area available for outdoor play.

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Description of the setting

A maximum of 24 children aged from two to eight years may attend the setting at any one time. There are currently 47 children on roll, of whom all are in the early years age group. The setting receives funding for early education places. It opens Monday to Friday from 8.30am until 3:30pm, during term times. Children attend for a variety of sessions. The setting currently supports children with special educational needs and/or disabilities, and those who speak English as an additional language. The pre-school is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

The pre-school employs five members of staff. Of these, one member of staff holds a BA Honours degree and two are currently working towards a foundation degree and hold a level 4 EYP qualification. The setting is supported by 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 are well supported throughout their learning by a knowledgeable and committed staff team. Children's safety is enhanced by a good range of documentation, policies and procedures, which are well presented and regularly reviewed. A wholly-inclusive learning environment ensures that all children's needs are considered carefully when activities are planned. Children who have special educational needs and/or disabilities, and those who speak English as an additional language are supported well. Effective partnerships are in place with parents, carers and other agencies, ensuring that all opinions are valued. The staff are committed to ongoing self-evaluation, demonstrating the setting's good capacity to maintain continuous improvement.

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further?

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

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further?

 develop further opportunities for children to learn about the cultures and beliefs of other people and extend their appreciation of the wider world.

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the early years provision

Children are well protected as policies and procedures for safeguarding are comprehensive. All staff have completed relevant child protection training and understand their roles well. Staff know how to recognise signs and symptoms of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 abuse and the necessary steps to follow if they are concerned. Thorough risk assessments are carried out regularly and detail any potential risks. Daily check lists and additional safety equipment further protects children safety, as this ensures that the resources and premises are safe. Children are well supervised by staff as they play and explore, which promotes their feelings of safety. Children grow in confidence as they negotiate challenges, developing an appreciation of how to keep themselves safe. Robust recruitment and vetting procedures ensure that all staff are suitable for their role. Staff are encouraged to access many

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the early years provision

training opportunities and to develop in their professional role.

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the early years provision

Regular discussions and opportunities to share information with parents ensure children's continuity of care. Effective partnerships with parents and the host school result in the needs of each child being met well. Staff are skilled at working alongside additional agencies and supporting both children and their parents. They have established good links with other providers of early years care, and through these are able to access specialised training sessions. Parents freely access their child's learning records and their comments are noted down and included in the planning of future activities. Staff have set up a detailed notice board for parents, who feel very well informed about staffing, the organisation and future activities. These positive links add to the good level of care offered each child.

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the early years provision

Staff listen to children's opinions and note their preferred styles of learning to ensure that the space available is regularly adapted to meet their needs and provide positive learning opportunities. Staff strive to make the premises as welcoming as possible, where children feel safe and can learn from activities that interest them. Strong leadership and the positive commitment of the staff mean that the setting is effectively managed. Children's individual needs are considered throughout all aspects of the learning environment. Plans for any improvements to be made to the provision are informed by children's preferences, questionnaires and careful observation of children's needs. All staff take the time to measure and evaluate the effectiveness of the setting. They are skilled at identifying their strengths and weaknesses and are well placed to promote improvements which reflect the needs of the children.

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and outcomes for children

Children make good progress in this well-resourced setting where their individual needs are carefully considered. Children's learning records are well documented and contain annotated photos. They learn to measure volume as they carefully mix powder paints and discuss the different colours they produce. Their language skills are well promoted while listening to a sound lotto game, where they match objects to sounds. Accessible mark-making resources, a writing table and the text rich environment encourage children's appreciation of the purpose of text. They express themselves confidently throughout all aspects of their play, for example, describing what they are doing during their imaginary play activities. They learn about size and shape as they draw around each other with chalk in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 playground. Children also gain an increased awareness of the value and purpose of

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and outcomes for children

numbers because they are encouraged to count and add up as they play. Staff provide children with intuitive support throughout sessions and know when to include themselves by making suggestions or asking questions. Children enjoy story time, when they listen attentively to the reader. Although children have some opportunities to learn about the cultures and beliefs of other people, these are limited and do not give children a full appreciation of the wider world.

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and outcomes for children

Children are developing friendships because they recognise that their play activities are enhanced when they include other children. They are kind and considerate to one another, accommodating each other's needs as they learn and explore. Children have a good understanding of how to adopt a healthy lifestyle through a wide range of outdoor activities and because staff promote healthy eating well. They access a challenging array of wheeled toys and are learning how to accurately throw balls. Children also enjoy a wide range of healthy snacks, which include fruit and waffles. As they help to cut the bananas, children discuss happily the reasons why fruit is nutritious. Children help themselves to water and milk at snack time and throughout the session, ensuring they have sufficient to drink. Their independence is promoted as they put on their own footwear and coats prior to outdoor play. Although the outdoor area has some good resources, which

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and outcomes for children

include balancing activities, there are more limited opportunities for children to travel around, under, over and through climbing equipment. The premises are frequently adapted to provide activities that reflect children interests and needs. Children's differing needs are accommodated well in the planning and in the delivery of adult-led activities. This ensures that children are stimulated consistently and engaged in exciting learning opportunities. The children display good levels of safety awareness, due to the strong relationships they have forged with the staff and because they are regularly taught about how to avoid dangers and play sensibly. 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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