Ad Astra Infant School

Melrose Pre-school Playgroup Inspection report for early years provision

p.1

Unique reference number 141755 Inspection date 23/03/2011 Inspector Maxine Coulson

p.1

Setting address Frank Moran Centre, Melrose Avenue, Bletchley, Milton Keynes, Buckinghamshire, MK3 6PA Telephone number 01908 642728 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.

p.1

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.

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Melrose Pre-School opened in 1976 and is run by a committee of parents. The setting is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The pre-school operates from a large room in a local community centre and is situated in a residential area of West Bletchley, south of Milton Keynes. A maximum of 40 children may attend the pre- school at any one time. The pre-school is open each weekday from 09.00am to 12.00pm and 12.30pm to 3.30pm during term times. All children share access to a fully enclosed outdoor play area.

p.4

Description of the setting

There are currently 69 children aged from two to under five years on roll. Children attend form the local community and surrounding areas. The pre-school supports children with learning difficulties and/or disabilities and children who speak English as an additional language. The pre-school currently employs seven staff. Of these, six staff including the manager, hold appropriate early years qualifications. The setting receive support from the Pre-school Learning Alliance and a qualified teacher.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children, overall, settle very well in the group and receive a good level of care because the well qualified staff work closely with individual children and their families. All children and their families are warmly welcomed into the setting by a team of friendly and approachable staff who work extremely hard as they aim to meet the individual needs of the children who attend. Children enjoy a wonderful range of activities, use suitable equipment and resources as they play in a happy, inclusive environment and are making good progress in their learning and development. Observations and assessments are being carried out by staff, however, these are not yet fully utilised in the planning of the children's next steps of learning. The manager and staff work well together in order to evaluate the provision and drive improvement by acting upon recommendations set at previous inspection, which in turn, results in better outcomes for children.

p.4

further?

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

p.4

further?

 promote the good health of children through consistently encouraging children to wipe noses to help reduce the risk of cross infection  Create an attractive and comfortable book area where children and adults can enjoy books together  continue to develop records of children's progress through fully planning their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 next steps of learning so this clearly shows how they are proceeding towards achieving the early learning goals

p.4

the early years provision

Children are protected because staff and management have an excellent understanding of safeguarding procedures and know when to take action to safeguard children in their care. Staff are fully aware of the possible signs of abuse and know what to do if they have concerns about a child. The setting has robust recruitment procedures in place and ensures staff are qualified and suitable to work with children. Detailed risk assessments are carried out to provide a safe environment and staff keep the premises secure and supervise the children at all times.

p.5

the early years provision

The manager is proactive in effectively evaluating the provision and driving and embedding improvement. She works closely with a strong team of highly committed staff who play an active role in implementing changes where necessary. Regular meetings enable staff to share new ideas and ensure all are able to fully participate. The management committee are supportive of the setting and demonstrate a good level of commitment in bringing and implementing changes to help improve outcomes for children and within the setting as a whole. Successful liaisons with parents and carers contributes to improvements in children's achievements and development. The setting places great value in ensuring that parents develop a sense of belonging to the setting and have a say in the care and well-being of their children. Parents and carers are encouraged to share what they know about their child when they first start at the setting. They share information

p.5

the early years provision

about what their child can do and their individual likes and dislikes. This information helps staff to have a firm knowledge of each child's background and needs. Parents speak very positively about the setting and their views and suggestions are listened to and where appropriate, taken on board and changes made where necessary.

p.5

the early years provision

Staff are highly focused on helping all children make good progress in their learning and development and in promoting their welfare. They effectively utilise resources that reflect diversity and positive images throughout the setting to help children understand the society they live in. The range of toys and resources are excellent and they are fit for purpose and support children well in their development. The outdoor play area with the soft surface and physical equipment offers children a vast amount of choices. For example, children can enjoy digging and planting in their garden area, they can put on their wellies, jump in a tray of mud and make muddy footprints across a big area of paper. They can pour water down the water spouts or play on the climbing ropes, have a swing with a friend on the see-saw or simply sit quietly with construction toys as the 'indoors' comes alive outside. Staff work together very well indeed to support children with special

p.5

the early years provision

educational needs and have appropriate systems in place in order to fully support them. They are very effective in their support of children who speak English as an additional language and work closely and successfully with the parents and other agencies within the local community in order to settle and communicate with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children.

p.5

and outcomes for children

The staff's good knowledge of the Early Years Foundation Stage learning and development requirements enables them to effectively support children across the six areas of learning. Therefore, children make good progress and show their enthusiasm to learn. Staff use children's interests to extend planning and are conducting sensitive observations to record their achievements. However, this information is not yet fully utilised within children's development records to promote children's next steps within their individual development. Staff provide a wide range of activities that take into account children's individual learning needs. They provide a well balanced day that contains suitable periods of time where children follow their own initiated ideas as well as some adult-led small group activities. Children are eager to play and enthusiastically join in with the activities; they get excited about what they are doing. Their levels of concentration are good

p.6

and outcomes for children

as they are allowed to spend time at their own chosen activity, whatever form this may take. For example, a group of children planting potatoes in the garden, decide it's time to build a mound of mud, which becomes the bear cave as they set off on a 'bear hunt'. The direction of play changes rapidly as some children then find worms in the mud and decide they need new homes which are dutifully supplied. Staff are very skilled at keeping pace with the children and provide resources and equipment to support their play, keeping the children fully involved and interested in the exciting fun and games.

p.6

and outcomes for children

Children enjoy an enabling environment and confidently make their own choices. Children use their developing knowledge well during play and talk about numbers, shape, and colours in context. Children are building secure relationships, learning to take turns and enjoy socialising. They show respect to each other and are developing friendships well. Children enjoy creative play such as painting and using different media to mark-make, which develops their emergent writing skills. They use books well and talk through the stories in their own words, showing an understanding that print carries meaning. However, this area is not fully developed to make it a welcoming and comfortable place where children and adults can enjoy books together. Children access IT equipment and confidently handle cameras taking pictures of their friends and staff members during their play.

p.6

and outcomes for children

Secure relationships and routines are in place to support children's appropriate behaviour and promote inclusion. Staff interact well with children and show them respect. Therefore, children are cooperative and helpful and generally work harmoniously as a group. Regular praise and encouragement promotes children's self-esteem and supports their independence. When issues over sharing and taking turns arise, staff use suitable behaviour management techniques to resolve conflict, but these are few and far between simply because the children are far too busy having fun. Children's welfare is effectively promoted as staff provide vigilant supervision and are attentive and aware of what children are doing. Accidents are recorded and parents are notified accordingly so that children can be monitored This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 away from the setting. Children learn about safety as they practise fire drills and

p.6

and outcomes for children

how to leave the building quickly but safely.

p.7

and outcomes for children

Children are gaining in independence as they can access the toilets themselves and wash their hands, sometimes with gentle reminders from staff, however, children's health is not always sufficiently promoted as noses are not consistently wiped clean to help reduce the risk of cross infection. Children learn about healthy eating as they have a excellent variety of fruit and other snack choices. Children access a 'rolling' snack bar throughout the session. This is well organised and the staff member on duty ensures all children have eaten and that they have had sufficient for their needs. Water is readily available and easily accessible to all children of all ages. All staff are first aid trained to be able to administer first aid and plans are implemented from discussions with parents to ensure children's individual needs are met, particularly in regard to daily routines and any fears, anxieties and

p.7

and outcomes for children

comforters a child may have. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 2 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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

Stage

The extent to which children achieve and enjoy their learning 1 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 1 The extent to which children develop skills for the future 1

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9