Cavendish Pre-school

Cavendish Pre-school Inspection report for early years provision

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Unique reference number 251441 Inspection date 16/05/2011 Inspector Anne Daly

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Setting address Jubilee Room Memorial Hall, Melford Road,Cavendish, Sudbury, Suffolk, CO10 8AD Telephone number 07968139147 Email cavpreschool@aol.co.uk 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

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

Cavendish Pre-school is managed by a Parent and Community Committee. It opened in 1971 operating from the Jubilee Room within the Memorial Hall in the village of Cavendish, Suffolk, where all children have access to an enclosed outdoor play area. A maximum of 16 children may attend the setting at any one time. The setting opens during school term times on Mondays between 9am and 1.15pm, Tuesdays between 9am and 12pm, on Wednesdays and Thursdays between 9am and 3pm, and on Fridays between 9am and 1.15pm.

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Description of the setting

This setting is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The setting receives funding for early years education. There are currently 24 children from two to under five years on roll, who come from the local community and surrounding areas and attend for a variety of sessions. The setting supports children with special educational needs and/or disabilities and also children who speak English as an additional language.

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Description of the setting

The setting employs four permanent staff, of whom one holds a Level 2 early years qualification, one a Level 3 early years qualification and one a Level 4 early years qualification. Three staff members are currently attending training. The setting receives support from three regular volunteers and 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 benefit from a stimulating, safe and secure environment in which they play and learn to enhance their good progress towards their Early Years Foundation Stage goals. Highly effective partnerships between providers, parents and other agencies ensure that children's individual needs are very well met and their protection ensured. Staff have a good working knowledge of the well written policies and procedures to enable them to support and protect children at all times. Self-evaluations enable the Manager to take well-chosen actions to improve the provision and the outcomes for children. Partnerships with parents are beginning to involve them in supporting their children's learning.

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further?

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

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further?

 improve further the two-way flow of information with parents to involve them in practical support of their child's learning and development. 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 safeguarded through the nominated person having a secure knowledge of appropriate protection legislation. The clear policy and staff's attendance on training courses ensure their good understanding of safeguarding procedures. The sound recruitment and vetting procedures ensure that appropriately qualified staff and volunteers are suitable to be working with children. The setting has very clear policies and procedures enabling staff to take the necessary steps to safeguard and promote children's welfare, especially those with special health requirements. All staff and regular volunteers have developed specialist knowledge and skills to enable them to meet children's individual medical needs. The Manager conducts effective yearly risk assessments and staff complete daily check lists to ensure that the environment is safe before accepting any children.

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the early years provision

Effective management of resources ensure that children have safe access to a wide range of enticing and stimulating activities that help to promote their good progress. The successful use of resources in many different ways facilitates children's eagerness to play and explore, for example, soapy water and cloths in the water tray enabling them to work together while washing the 'car', while water in watering cans enables them to water plants. Children are introduced to an extensive range of cultures and religions, for example, by displays of posters and photographs around the setting, by listening to cultural stories and by wide- ranging resources in the dressing up box reflecting a variety of cultural clothes. Staff are very effectively involving children in the local and wider communities, for example, by participating in church services and by showing and selling their 'home grown' produce.

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the early years provision

The manager and staff are highly effective in ensuring that all children are well integrated and excellent working partnerships with outside agencies support every child to ensure that they each receive high levels of support. The Manager is building effective links with the local primary school, for example, staff from the school working with the pre-school children to support their smooth transition to school. Regular staff meetings and frequent opportunities for staff development and training ensure that all keep up-to-date with changes and are continually improving their skills for the benefit of children.

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the early years provision

The Manager involves staff, volunteers and parents in the evaluation of all aspects of the provision to ensure that she has a clear understanding of the strengths and weaknesses. Since the last inspection, significant improvements for outcomes in children's learning have been achieved, for example, different types of outdoor canopies to enable children to safely play outdoors on hot sunny days. The outdoor area has been further developed to enhance children's choice of either indoor or outdoor spontaneous play throughout sessions.

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the early years provision

The setting consistently recognises the importance of fully including parents in decisions integral to their children's well-being. Staff seek parents' views and ensure that these are considered regarding important decisions about the setting, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for example, a 'play and stay' week each half term enables parents to review their child's learning and development records. They share information, although systems are not fully developed to involve parents in their child's continuous learning and development. Parents pass complimentary comments about the setting and how their children enjoy their time at pre-school, whilst confirming that they receive regular newsletters.

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and outcomes for children

Children are eager and enthusiastic learners who are keen to explore and investigate activities and resources. Staff's good knowledge of the children enable them to successfully meet both their welfare and learning requirements and to plan interesting and challenging experiences to meet their differing abilities and preferred learning styles. Children's progress is effectively monitored and assessed through regular observations by staff, which are systematically recorded to reflect their achievements, including being illustrated by photographs and samples of work. This information is used on a weekly basis to prioritise and plan children's next steps of learning to ensure the provision of experiences to extend their learning.

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and outcomes for children

Children demonstrate considerable enthusiasm for activities and are able to explore new ideas both individually and during group work. A stimulating environment offers a good range of activities to encourage children's interest and curiosity, for example, they are observing the life cycle of a butterfly. Children count and compare the sizes of caterpillars, while learning new words such as 'cocoon'. They are successful and confident communicators, with mark making equipment being readily accessible for more able children to write recognisable letters. They listen attentively and respond with interest during larger group times, such as when a staff member provided very descriptive clues about a birds nest. They confidently recall their own experiences and staff skilfully ask open-ended questions to further develop their communication skills, while offering plenty of praise to build their self-esteem and confidence. Sensory areas provide children with further learning

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and outcomes for children

through sight, touch and smell. Children competently use a camera to record their learning and have regular opportunities to operate simple computer programmes. They are learning about sustainability of the environment and can confidently describe what happens to pieces of paper they place in the recycling bin and how to make compost from garden waste materials.

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and outcomes for children

All children engage in wide ranging activities and experiences. They behave extremely well and learn about their own personal safety and the need for responsible behaviour. They have many opportunities to make and take decisions, for example, finding the appropriate warm clothing for playing outside. They have a good understanding of personal hygiene routines, with older ones reminding younger ones to wash their hands before sitting at the table for lunch. The different outside areas provide good environments for children to engage in a range of purposeful activities to enhance their curiosity and interest and to provide physical play experiences to contribute to a healthy lifestyle. Children's understanding of safety issues is demonstrated when confidently talking about why This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they wear gardening gloves when preparing beds for planting vegetables. They are

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and outcomes for children

excited and motivated to learn and to make good progress given their starting points and capabilities. 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 1 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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