Bolsover First Steps Pre-School

Bolsover First Steps Inspection report for early years provision

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Unique reference number EY246133 Inspection date 29/03/2011 Inspector Yvonne Layton

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Setting address Assembly Rooms, Hill Top, Bolsover, Chesterfield, Derbyshire, S44 6NG Telephone number 01246 471523 or 07828 097345 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

Bolsover First Steps Pre-school was registered in 2002 and operates from the ground floor of the community centre in Bolsover, Derbyshire. The pre-school is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of 24 children. There are currently 33 children aged from two to under five years on roll and of these eight receive early education funding. The setting opens Monday to Friday from 9.30am until 12.30pm during school term time only. There is a secure outside play area which is reached by stairs or a lift. The pre-school currently supports a number of children with learning difficulties and/or disabilities.

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Description of the setting

The pre-school employs four members of staff who all hold early years qualifications to Level 2 and Level 3. The pre-school is managed by a commitee.

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Description of the setting

Parent helpers/volunteers also assist in the setting and the pre-school 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 within the Early Years Foundation Stage enjoy their time at the pre- school. They make good progress in their learning and development and their welfare is well-supported. Staff have a good understanding of equality of opportunity and inclusive practice is carefully promoted. Links with parents and the liaison with other providers are effective and help to ensure consistency in children's care and learning. Proactive reflection and evaluation of all aspects of the setting ensure there are strong aspirations for developing the quality of the setting and to drive and maintain continuous improvement.

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further?

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

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further?

 complete the review of all policies and procedures making sure there is clear understanding of the requirements for all documentation  enhance opportunities for children to further experience purposeful play, with a balance of less adult-led and more child-initiated activities by continuing to develop planning, use of individual assessments and the daily routine  re-appraise opportunities to promote children's creativity and knowledge of the world with particular regard to increasing free expression in some planned creative projects, the variety of resources in activities and responding to spontaneous events. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well-protected as there are clear safeguarding procedures and staff have a good understanding of their responsibilities in protecting children. Detailed risk assessments and daily checks are carried out in all areas and equipment and resources are in a good, clean and safe condition. Currently all documentation is under review. Required policies, procedures and records are in place. However, although information about who has legal contact and parental responsibility for children is in place understanding about the meaning of the requirement is limited therefore information in place is not always correct. Efficient systems ensure staff are suitable for their role and they are clear about their day to day responsibilities. Required checks are systematically renewed and management are clear about ensuring the ongoing suitability of staff. Children's welfare is supported well as the staff complete, and actively involve the children, in established hygiene and safety

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the early years provision

Children's learning is successfully promoted as the staff have a good knowledge of the Early Years Foundation Stage framework. All areas of learning are addressed within the planning. Planning is devised through observations of the children's interests and individual development. Each child has an assessment file which details individual progress and clearly identifies their next steps of learning. Staff complete spontaneous and focussed observations for each child. These are shared with parents. At the end of the placement assessment files are given to parents to keep or transfer to school. Links with other services and agencies, including schools, are effective with two-way working partnerships.

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the early years provision

Inclusive practice and equality policies and procedures are carefully implemented throughout the setting so that all children have their welfare needs met and achieve as well as they can. Individuality is respected and responded to well. Partnerships with parents and carers are secure and each child's individual needs and culture is recognised, supported and celebrated. To ensure their welfare and learning needs are met staff gather valuable information from parents. Parents have access to the group's policies, procedures and are able to view their child's files both informally and during parent consultations.

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the early years provision

The management is passionate about developing all aspects of the setting fully supported by active involvement of all staff. Children's learning and welfare is strongly promoted as there is a proactive ethos to evaluate all aspects of the provision, with continual reflection on practice. The team continue to explore different ways to plan activities, complete development records and review the routine to enhance children's experience and learning. Several audits, including a review of boys achievements, have been completed and findings used within the setting. Areas to develop are clearly recognised and workable goals identified. Recommendations from the last inspection have been positively addressed. Consequently the outcomes for the children are continually improved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy and settled at the pre-school. The learning environment overall effectively supports children's progress towards the early learning goals with children's learning promoted throughout. However, children's creativity and knowledge of the world is not fully enhanced. For example, in a planned card making activity the children are on occasion overly adult-led. Some planned activities lack a variety of resources to challenge children such as an activity with sand, buckets and spades is effective as children calculate weigh and measure. However, they go on to make sand-castles but there are no additional resources to enrich their constructions. The setting has a weekly food from around the world theme and when children find insects outside staff talk to the children but these events are not used to extend learning. Play is purposeful as the children confidently self-select and enjoy activities alone, in small groups or with an adult.

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and outcomes for children

Staff are skilled at encouraging children's critical thinking as they present challenging questions. They are warm and caring, providing positive interaction between themselves and the children. Children's communication skills are promoted well as staff and children hold detailed conversations about their experiences, family and lives.

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and outcomes for children

Children are learning good social skills as staff consistently explain reasons for good behaviour and children are encouraged to consider each other's feelings. Children behave well; they receive high levels of attention as they are engaged in interesting activities. During routine and group activities they learn to share, take turns and respect the needs of their peers, supporting the development of skills they will need for the future. The pre-school places a major focus on children growing as individuals by encouraging children's social skills, independence and by enhancing their self-respect and esteem. There is a 'Well Done' board which highlights achievements and social awareness, including, 'tidy up helpers'. Each session there is an appropriate 'Rule of the Day' which staff highlight such as 'Good Listening' day. Children are actively involved in tidying away activities. A strong sense of self is promoted as staff use positive encouragement and praise. Activities

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and outcomes for children

and creative projects include national and international celebrations.

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and outcomes for children

Number and name recognition is promoted well throughout the setting. Children extend their skills as a building theme is extended into sand play and making constructions indoors and outside. Children are skilled and confident in using IT equipment. Local and special events are thoroughly enjoyed and promote children's learning. They are actively involved in a pre-school display in the library and they learn about caring for others as they participate in national charity events. Activities and events are well-recorded with photographs and text.

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and outcomes for children

All children have the opportunity to undertake a wide variety of creative activities. Their understanding of nature is promoted by digging in the garden, growing sunflowers, parsnips and carrots. Children enjoy a role-play vets where they tend sick animals. They construct a Noah's ark from bricks consulting and working with each other to make the ark and place the animals. All children are actively involved in both planned and spontaneous story telling and rhymes. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Strong relationships with the staff help children to feel safe and secure in their surroundings. They learn about possible dangers and how to keep themselves safe through routines and activities. Alongside consistent reminders about the setting's safety rules there are robust safety routines, including when they access the outside play area. Good hygiene practices across the provision help to minimise

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and outcomes for children

the risk of spreading infection. Physical skills and confidence are enhanced as the children enjoy outside play. They undertake personal challenges and take risks safely on outside equipment. Sports days enhance their physical well-being. Throughout related activities and snack time staff talk to the children about healthy eating and self-care. 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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