St Michael's Pre-School

St Michaels Pre-School Inspection report for early years provision

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Unique reference number 256826 Inspection date 21/03/2011 Inspector Emma Bright

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Setting address The Church Hall, Mace Road, Peterborough, Cambridgeshire, PE2 8RQ Telephone number 07999 350951 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

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

St Michael's Pre-School opened in 1975. It is run by a voluntary management committee made up of parents whose children attend the setting. It operates from St Michael's Church Hall in Stanground, Peterborough. The pre-school is open five days a week in school term times. Sessions are from 8.45am to 11.45am and 12pm to 3pm except on Tuesdays when there is no afternoon session. All children have access to an enclosed outdoor play area.

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Description of the setting

A maximum of 26 children may attend the pre-school at any one time and there are currently 60 children on roll who are within the Early Years Foundation Stage. The pre-school is registered on the Early Years Register. The pre-school currently supports children with special educational needs and/or disabilities and children who have English as an additional language.

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Description of the setting

The pre-school employs seven members of staff; all of whom hold appropriate early years qualifications.

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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

Resources are well deployed to enable children to become active learners in a range of challenging experiences so that they make very good progress in their learning and development. Staff develop exceptionally good communication links between parents and others so that children's needs are effectively met. Children are valued and acknowledged as individuals because staff develop close and nurturing relationships with them. The leadership and management of the setting is a key strength; effective monitoring and evaluation of the provision enables staff to identify areas for improvement.

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further?

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

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further?

 maximise the use of the outdoor environment to further enhance children's learning in communication, language and literacy, and problem-solving, reasoning and numeracy  update the risk assessment to include appropriate handwashing procedures.

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the early years provision

Rigorous recruitment and induction arrangements ensure staff who work with children are suitable to do so, including supply staff. Staff demonstrate a good knowledge and understanding of safeguarding children procedures and help This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to understand how to keep themselves safe. They attend child protection training regularly to ensure their knowledge is up-to-date. Thorough risk assessments are carried out on a regular basis to ensure that hazards are identified and minimised to safeguard children. All these factors contribute to the setting safeguarding children effectively and ensuring they are kept safe from harm. Systems are in place to effectively monitor and evaluate the provision to identify priorities for improvement which involves staff and parents. For example, the introduction of small group sessions has had a positive effect on children's

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the early years provision

language and listening skills. There is a very strong emphasis on raising standards, continually improving the provision and self-evaluation is good.

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the early years provision

Staff have clear strategies in place to care for children with special educational needs and/or disabilities. They work closely with parents, carers and other agencies to support the children's needs so that they are included in the life of the setting. The pre-school manager provides strong and effective leadership which means staff work very well together as a cohesive team, presenting positive role models for children. The provision is very well organised and staff are effectively deployed so children are safe and supervised at all times. Comprehensive documentation is in place for the safe running of the pre-school and underpins the good practice at the setting; policies and procedures are implemented effectively by all staff and shared with parents.

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the early years provision

Staff are highly committed to working in partnership with others and take a lead role in establishing effective working relationships. There are very well established channels of communication between all partners involved with individual children, which successfully promotes their learning, development and welfare. For example, staff visit children's other setting to observe them in play and they use this information to inform individual planning and this ensures children's achievement and well-being is very well promoted. Staff work extremely well in partnership with parents and carers and staff demonstrate an excellent understanding of the benefits of working closely with parents. They strive to provide frequent opportunities for parents to become involved in their child's learning. For example, parents have regular opportunities to contribute to their child's 'learning journeys', sharing what they know about their child and they receive information on activities

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the early years provision

they can do at home to further support their child's learning. Parents speak highly of the setting and staff, and the safe and enjoyable environment their children benefit from. Very good settling-in procedures that are based around their individual needs helps to support children in the transition between home and the pre-school.

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and outcomes for children

Children are very independent; they competently make choices and direct their own play which enables them to be active learners. Staff use effective questioning to encourage children to demonstrate what they know. Children are relaxed and confident in the nurturing care of staff; they have high levels of self-esteem because staff are attentive and value their contributions. For example, following children's suggestions snack time is set up outside and they thoroughly enjoy a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 picnic outdoors. Children's behaviour is good because staff set clear boundaries and have high expectations for all children in the pre-school. Children enjoy a range of creative activities, both indoors and outdoors; they paint the fence with water and are fascinated by the patterns when they flick the brushes. They explore how sticky tape can be wrapped round and round to make a ball, but that it gets

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and outcomes for children

stuck on their hand when they try to throw it.

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and outcomes for children

Children learn about their own cultures and those of others; staff value children's home languages to ensure cultural diversity is embraced and respected. Children are confident communicators and they readily initiate conversations with adults and each other. They have daily opportunities to share and enjoy books, and their continuing interest in books is encouraged through a library system which allows them to take a book home to share with their parents. Children count with confidence and differentiate between big and small; they examine lengths of tape and notice that when it is pulled 'it gets bigger'. Children have many opportunities to write for purpose; some write their name on their work and younger children confidently make a mark to indicate own name. Children dictate captions for staff to write with their pictures and staff act as scribes as children make 'story maps' from their imagination. These simple activities lay firm foundations for children's

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and outcomes for children

Staff have a very good knowledge and understanding of how young children learn and this enables them to provide challenging activities and practical experiences to support and extend each child's learning and development. Flexible planning is in place and is based on children's interests which mean staff can be responsive to children's changing needs and interests. Staff carry out regular observations of the children as they play and these are added to children's individual records. Parents also contribute what they know about their child from observations they carry out at home. This information is used effectively to identify the next steps in each child's learning and inform the planning of activities and experiences. However, children have fewer opportunities to see mathematical print and the written word in the outdoor area.

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and outcomes for children

Children learn to feel safe because staff allow them to take some risk and ensure they can do so safely which means children are challenged to extend their physical skills and learn to take acceptable risks in a safe environment. Clear and detailed information is gathered about children's dietary requirements and health care plans are in place for children with specific health needs so that they can eat safely. However, handwashing procedures do not always ensure children learn about appropriate hygiene practices. All children enjoy healthy snacks which they competently help to prepare. They carefully cut up fruit and butter toast which promotes their independence skills and confidence. Children free-flow between indoor and outdoors throughout the day which gives them ample opportunities for energetic play. Children practise a range of movements as they climb, balance and crawl and they enjoy running around in the sunshine. This helps them to develop

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and outcomes for children

good muscle control, feel relaxed and develop a sense of overall 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 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

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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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