Reynolds Primary Academy

Ruskin Road Pre-School Inspection report for early years provision

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Unique reference number 139952 Inspection date 30/06/2011 Inspector Ann Moss

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Setting address Carshalton Methodist Church, Ruskin Road, Carshalton, Surrey, SM5 3DE Telephone number 020 8669 3676 Email ruskinroad@blueyonder.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

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

Ruskin Road Pre-School is owned by Carshalton Methodist Church. It opened in 1966 and operates from the second floor of the church hall, accessed via a flight of stairs. A maximum of 26 children may attend at any one time. The Pre-School opens each weekday during term time only from 9.30am to 12.30pm. Lunch club is offered from 12 noon until 1.30pm The group have access to an outside area.

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Description of the setting

Ruskin Road Pre-School is registered on the Early Years Register to care for a maximum of 26 children at any one time. There are currently 36 children in the early years age group on roll. Of these, 21 children receive funding for early education. Children attend for a variety of sessions. The setting currently supports children with learning difficulties and/or disabilities and children who speak English as an additional language. The setting is also registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

The setting employs nine members of staff including the manager. Of these, six hold appropriate early years qualifications and three are working towards an appropriate qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are well settled within the group and are making steady progress given their age, ability and starting points towards the early learning goals. There is a team ethos amongst the staff that enjoy their direct work with children. Partnerships with parents and others support the setting's ability to meet the individual needs of each child. Most documentation is in place to support the day to day running of the settings. There are systems in place to monitor and evaluate practise and staff are keen to develop different areas of the setting.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 request written parental permission, at the time of the child's admission to the provision, to the seeking of any necessary emergency medical advice or treatment in future. (Safeguarding and promoting children's welfare) (also applies the Childcare Register). 15/07/2011

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  establish opportunities for play and learning that acknowledges children's particular religious beliefs and cultural backgrounds  make sure the observations and children's assessments link closely to the planning and children's next steps, to challenge their learning and help them build on what they already know and can do  provide opportunities for children to find out about and learn how to use appropriate information technology such as computers and programmable toys that support learning  for each type of outing, carry out a full risk assessment.

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the early years provision

The arrangements in place for safeguarding children are generally effective. The committee has established systems to ensure staff suitability and has obtained relevant checks on all staff. The manager leads by example and is clear about her role. Staff performance is monitored and feedback shared. Appraisals identify staff strengths which are utilised effectively. Training needs are highlighted and supported well. For example, children are protected from possible abuse or neglect because all staff has attended a training workshop and are fully aware of the types of abuse and signs to look for. Written safeguarding procedures have been updated and reviewed regularly to ensure it is in line with the Local Safeguarding Children Board guidance. The premises are secured during use and staff are deployed well to ensure their safe arrival and departure. Health and safety is given due consideration and written risk assessments are used to identify and reduce

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the early years provision

hazards both indoors and out. However, staff do not ensure that risk assessments are in place for all outings undertaken by children and sensitive reminders to children such as not running in the hall are over looked. An appointed fire marshal ensures that fire drills are practised with the children and equipment is checked regularly and a fire log kept up to date. Accident, incident and medication records are in place and completed and shared with parents appropriately. All staff holds a recognised first aid certificate. This means a minor incident can be dealt with quickly and effectively. However, staff does not request written parental permission, at the time of the child's admission to the provision, to the seeking of any necessary emergency medical advice or treatment in future. This has an impact on children's continuing well-being and is a breach in a specific legal requirement. Children, staff and visitors are registered as they arrive, although

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the early years provision

staff does not record the time of children's late arrivals and some staff overlooks the need to record their attendance, as required to do so.

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the early years provision

The staff set up the hall prior to children's arrival. They consider the areas of learning with the resources and equipment provided. Children's art work and colourful posters make the setting look welcoming and give children a sense of belonging. Resources are adequate to support children's learning and development. However, as children's next steps are not clearly identified the planned use of resources and activities are inconsistent in being able to support children's good progress. Children develop an awareness of the local community by being taken out on walks and visits within the local area and by having regular visitors into the setting, such as police officers. They begin to learn about the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wider world through tasting food, exploring musical instruments and discussing other cultures through festivals, although staff does not do all they might do to

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the early years provision

acknowledge children's individual backgrounds in a meaningful way to ensure they are fully included. There are systems in place to support children who have learning difficulties or disabilities, as well as those who speak English as an additional language. This is achieved through working closely with parents and other professionals, to ensure individual needs are met. Parents are kept suitably informed of all aspects of the provision through regular newsletters, notice boards and meetings. A policy folder is available for all to read. The website, maintained by the committee and staff, provides some useful information, for example, contact details of how they can contact the regulator about any concerns, if needed.

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the early years provision

Partnerships with parents and carers are well established. Parents indicate they are very happy with the setting. They feel staff is approachable and they receive some good information about the curriculum offered. Regular news letters give ideas on how to extend their child's learning at home and support activities offered in the setting. In addition parents can access their child's learning journal and encouraged add their comments, which staff then endeavours to implement. However, the details shared is less effective as children's next steps are not clearly identified, hence, parents are not fully aware of how their child is progressing towards the early learning goals. The setting promotes good partnership working with outside agencies. The manager and her staff work well as a team. Although not all staff have contributed to the settings self- evaluation, they do evaluate their work with children and are effective in identifying areas that could be improved

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the early years provision

and are proactive in seeking external advice and support. This has a positive impact on the care, learning and play provided.

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and outcomes for children

Children are happy and settled in the setting as they relate well to the caring staff, indicating that they feel safe. Most staff show good interactive skills as they support children's leaning and development. However, some staff do not use effective teaching techniques to encourage their thinking and learning and so children need's are not always acknowledged or met. Staff have a generally good working knowledge of the Early Years Foundation Stage and make observations of the children at play and use information form parent's own observations. However, these are not always used to good effect, to identify and plan for children's next steps and to ensure they are well stimulated and challenged in their learning.

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and outcomes for children

Children gain confidence within the daily routine and are generally making steady progress towards the early learning goals. They are becoming confident in their use of numbers and can order them correctly up to five and beyond. Staff are skilful in holding children's attention during story time and children choose books to look at after tidying up, although few children spontaneously access books from choice during the session. Children have plenty of opportunities to practice mark making and most hold pencils and brushes correctly. They recognise their written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 name and select their name cards for different activities. However, they are not sufficiently encouraged to write their names and there are currently few opportunities to raise their phonic awareness. Children's physical development is progressing sufficiently well, they move confidently and are safely gaining good

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and outcomes for children

control of small tools and larger equipment. Children use their imagination well in fantasy, role and small world play and explore a range of craft and design activities. A variety of practical experiences build the foundation for later learning about the natural world and science such as exploring the elements of oil and water, however, children have few opportunities to explore information and communication technology. Children play enthusiastically together. They build close friendships and are beginning to learn to consider the needs of others. Positive behaviour is warmly praised and children respond well to the signals, such as the tambourine, which staff shakes to request children to stop and listen and reminds them they have five minutes play before tidy up time.

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and outcomes for children

Children learn the importance of good personal hygiene through every day activities, routines and the reinforced messages given by staff. Snack times are social occasional when children sit down together in their groups. Children benefit from a healthy diet of fresh fruit and vegetables, prepared by staff. They learn about maintaining a healthy lifestyle and healthy eating through activities and discussion on the benefits of certain foods. Fresh drinking water is available to children at all times and with the additional option of milk at snack time when older children pour their own drinks from suitable sized jugs. Children's physical skills are promoted effectively through a range of indoor and outdoor activities, which allow children to be active and develop their co-ordination. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 Take action as specified in the Early years section of the report (Safeguarding and Welfare) 08/07/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 CR2 Arrangements for safeguarding children 08/07/2011

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