Frinton Chapel PreschoolOfsted inspection, 23 May 2011

Frinton Chapel Preschool Inspection report for early years provision

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Unique reference number EY259418 Inspection date 23/05/2011 Inspector Sarah Williams

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Setting address 62 Old Road, Frinton-on-Sea, Essex, CO13 9BY

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Telephone number 01255 850219 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

Frinton Chapel Preschool is run by the Partnership of Frinton Gospel Chapel. It opened in 1993 in the current premises and operates from a church hall. It is situated in Frinton-on-Sea. A maximum of 26 children may attend at any one time. The pre-school is open term time only, five days a week from 9am to 12pm, a daily lunch club 12pm to 1pm and afternoon sessions on a Tuesday, Wednesday and Thursday from 1pm to 3.30pm. All children share an enclosed outdoor play area.

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Description of the setting

There are currently 50 children aged from two years to under five years on roll. Children come from the local and surrounding areas. The pre-school supports children with special educational needs and those who speak English as an additional language.

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Description of the setting

The pre-school employs 12 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

Children are happy and settled at this welcoming and friendly pre-school. Children's uniqueness and individuality is valued and all children are included. Experienced and dedicated staff work very well as a team to care for the children, support their play and enhance their learning. Positive partnerships are established with parents and carers, ensuring children receive consistent support with all aspects of their care, development and learning. Comprehensive documentation and procedures are in place to promote children's welfare. Staff have established a method of monitoring children's individual progress through the Early Years Foundation Stage. Self-evaluation is rigorous and highlights the group's strengths and areas for future development.

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further?

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

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further?

 review procedures for ensuring that children understand why and how they must move safely around the building to prevent accidents or collisions  ensure the self-evaluation is regularly updated to record achievements and review areas for development.

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the early years provision

Staff are highly attentive to security and safety of children. There are effective procedures for emergency evacuation in place, which are regularly practised and recorded. Risk assessments are undertaken for the premises, the equipment and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for outings to minimise risks to children as they play and work. Robust, well- established procedures are in place to ensure staff's suitability to work with children. The designated safeguarding officer and some staff have attended child protection training to ensure any concerns are dealt with effectively. The group has a thorough written policy which includes local safeguarding contact details to refer to should they have concerns about a child.

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the early years provision

All required staff training is up-to-date and staff development is actively encouraged, with annual appraisals completed. Regular staff meetings enable all staff to be involved in the group's development. Staff are experienced and work closely together to aid the running of each session. Reflection of practice is ongoing and the group has put a lot of effort into self-evaluation, which has resulted in an action plan with realistic and achievable goals for future development to improve the quality of care and learning for young children.

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the early years provision

The group embraces diversity and promotes good inclusive practice. They work closely with parents, liaising with other childcare or health professionals to ensure each child receives appropriate additional support at an early stage. The positive approach is further reflected in the resources and activities available. Comprehensive details are obtained about each child to support their welfare, and signed, written consents are in place to ensure children are cared for according to their parents' wishes. All records are securely kept and accurately maintained. Comprehensive information and written policies are in place and are readily available to parents via a notice board, newsletters and a website.

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the early years provision

Staff establish trusting partnerships with parents which promote children's welfare and continuity of care. Comments received from parents during the inspection are very positive. They report that staff are friendly and approachable and state their children are well supported, happy and settled. They receive regular verbal feedback about their child and have frequent opportunities to review their child's development records. The pre-school has established links with local schools that children are due to attend to promote a smooth transition for the children. The group values the support from local authority advisory staff and other professionals involved in the care and welfare of children and families.

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and outcomes for children

Children are happy confident and show a strong sense of belonging. They form positive relationships with staff and their peers and confidently approach staff to ask for help and to talk about their home and family life. Children's individuality is embraced and welcomed and children are treated with kindness and respect. Their behaviour is generally good and staff use a consistent approach, working closely with parents when required, to help children learn how to manage their emotions and behaviour appropriately. Occasionally, children need reminding of how to manage moving between the various spaces as this makes them vulnerable to accidents, such as collisions or falls, as they move too quickly past blind spots and doorways. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Staff have a very secure understanding of the Early Years Foundation Stage and recognise the importance of children learning through play and exciting, intriguing

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and outcomes for children

first-hand experiences. Children's progress, linked to the areas of learning, is monitored and staff use observations to identify the child's next steps and to inform some of the planning. Staff initiate and introduce a variety of topics and activities to widen children's learning experiences. Topics are flexible to incorporate any ideas and suggestions from the children. The sessions are well balanced and offer children maximum choice and free-flow play. The recent addition of further outdoor space has greatly enhanced the scope for growing and tending plants, free use of sand and water play, and movement with wheeled toys and balls, all of which promote development. The large hall is also used for music and movement sessions, floor play or quiet study, such as computer programs. The playroom has craft and role play and a book corner, as well as mathematical and construction equipment and a space for children to take their snack when ever they wish. The

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and outcomes for children

group has a wealth of good quality resources and children are encouraged to request or select resources independently.

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and outcomes for children

A strength of the group is their attention to promoting children's awareness of the local environment and the world around them. For example, spontaneous outings by small groups to visit the library or specific local shops create an understanding of the value of these facilities. The proximity to the beach allows an exciting week in summer when activities are focused on the seashore. Current events, whether local or worldwide, are incorporated into a programme to celebrate festivals and cultures, broadening children's understanding of diversity. For example, children construct paper flowers to mark a flower festival from The Phillipines, an idea followed up from a parent's suggestion. Children develop a love of books and literature and are encouraged to take books home to share.

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and outcomes for children

Healthy food and drink options are presented to the children at snack time and opportunities to involve the children and increase their skills and independence include helping to prepare and serve the snack items. Additionally, a lunch club allows children to develop their social skills as they share a meal together with their friends and staff, chatting freely and learning about what is good for them and what foods are 'treats'.

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and outcomes for children

The free-flow play makes the most of the session times and gives children great flexibility in their choice of activity and interactions. They come together for circle times and discuss what they have been doing, as well as listen to and join in with stories and action songs. 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 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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