St John's CofE Primary School

The Horseshoe Community Pre-School Inspection report for early years provision

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Unique reference number 122744 Inspection date 08/07/2011 Inspector Teresa Elkington

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Setting address Banstead Youth Centre, The Horseshoe, Bolters Lane, Banstead, Surrey, SM7 2BQ Telephone number 07814 791528 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

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

The Horseshoe Community Pre-school has been established since 1974. It is a non-profit making registered charity, managed by a parent committee and serves the local community. The pre-school operates from the Community Youth Centre, in Banstead, Surrey. Children have access to a large sports hall, a small room for quiet activities and an enclosed outside play area.

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Description of the setting

Children attend from the local and surrounding community. Opening times are five mornings per week from 9.05am to 12.20pm, with additional sessions being available for some afternoons, at certain times of the year. A maximum of 26 children may attend the pre-school at any one time.

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Description of the setting

The playgroup is registered on the Early Years register. There are currently 37 children, aged from two to four years, on roll. This includes three and four-year-old children who receive funding for nursery education. The pre-school supports children with special educational needs and/or disabilities, and children who speak English as an additional language.

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Description of the setting

A team of eight staff work with the children. Of these, six staff hold recognised early years qualifications, with one embarking on a recognised course.

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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's uniqueness and individuality is recognised and managed well, by an enthusiastic and dedicated staff team. Overall, children engaged in a range of stimulating play experiences, which support their learning and development. Most of the required documentation is well maintained. Strong links with parents and other professionals enable a child-centred approach to care and learning. The settings clear systems of self-evaluation enables the staffing team to reflect on the strengths of the setting, and set well targeted plans for future development. This helps to ensure children benefit from continuous improvement.

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further?

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

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further?

 develop the organisation of snack times to encourage children's independence  consistently inform parents of accidents or injuries sustained by the child, whilst in the care of the providers, and any first aid and treatment given. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff have a good understanding of the safeguarding children policy. They know the procedures to follow if they were concerned about a child. Robust recruitment procedures ensure that children are only cared for by suitable persons. Clear systems enable staff to provide a safe environment for the children, through the use of risk assessments, which are supported by daily visual checks of the setting. Policies and procedures which underpin the smooth running of the setting, are regularly reviewed and made available to parents. Most of the required documentation is in place. However, accident records are not consistently maintained. For example, on two occasions, accidents did not include parental signatures to acknowledge the accidents.

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the early years provision

The setting has a strong commitment towards continuous improvement. This is supported through the use of self-evaluation, enabling the staff team to devise well targeted plans for the future development of the setting. The professional development of staff is well supported, with staff updating their knowledge and skills, through workshops and short courses and the completion of appropriate early years courses. Staff work effectively together to provide consistent opportunities for children, to achieve and maximise their individual potential. Children benefit from the highly experienced and committed staff team, who are fully supportive of children's learning at all times. This enables them to receive positive outcomes, throughout their play experiences. The good organisation of available space and resources, enables children to independently explore their play and learning environment both indoors and out, enabling all children to become

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the early years provision

The setting forms positive working relationships with parents. This enables the key workers to develop a sound understanding of the needs of the children in their care, their backgrounds and their learning and development. Clear information is sought from parents, which provides a firm foundation to build upon children's starting points. Parents are kept well informed of their children's efforts, achievements and progress, through the effective channels of communication that are in place. For example, through the use of verbal communication and regular consultation sessions with key workers.

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the early years provision

Children with special educational needs and English as an additional language, are supported well. Links have been fully established with specialist support workers and other agencies, which enables a positive approach to promote continuity of care. This ensures that children's individual needs are recognised and met. Children access a fully inclusive setting, where they learn about equality and diversity at a level that they are able to understand. For example, through discussions, activities, resources and visits from members of the community. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make good progress across all areas of their learning, as they independently access an appropriate range of learning opportunities. The setting gathers a range of information about children, to ascertain their starting points. These are supported by well developed systems of observation, to ensure that children's progress is fully understood, and effectively planned for. Staff pay close attention to children's individual interests, as springboards for their learning and play experiences, enabling children to become active and inquisitive learners.

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and outcomes for children

Children enjoy a bright and welcoming environment where their own work is effectively displayed, providing a sense of belonging for all. They independently select their own resources, which enables them to follow their own interests and desires. Independence is generally encouraged. However, the organisation of snack time interrupts children in their play, as they are not able to decide when they would like to prepare and enjoy their snack. Children move with ease and confidence in all areas that are available to them, showing that they are fully engaged and eager to participate in all that is available to them.

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and outcomes for children

Children are confident, friendly and develop good social skills. Consequently friendship groups are well fostered and behaviour is good. They demonstrate a positive attitude to each other, as they share ideas and resources and include each other in their play. They show cooperation and a willingness to participate. For example, as they use the sand timer to alert them that others may be waiting for a turn, and as they help each other in finding resources, so that constructional creations can be successfully completed. Children have good opportunities to learn to respect diversity by celebrating festivals from different cultural traditions, as well as their own.

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and outcomes for children

Children develop a keen understanding of the importance of good health. They enjoy a range of healthy snack options at snack time. They receive daily fresh air and exercise, through the free-flow system that is in place. Children develop good personal hygiene routines, as they independently wash their hands prior to eating their snacks, and also after visiting the toilet. They show a growing understating of the need to protect themselves from infection, as they select their own personal towels for the drying of hands. Children respond to their bodily needs well for example, they help themselves to drinking water when they are thirsty. They enjoy many opportunities for developing the use of the large and small muscle movements, through a range of activities both inside and out. For example, they show care and dexterity as they use wheeled toys, and as they use a range of small tools as they cut and shape the play dough.

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and outcomes for children

Children show skill and perseverance, as they use the computer with age appropriate games. For example, they explore and use number games, helping them to develop their awareness of mathematical concepts. They plant and nurture a range of vegetables in the garden, which they then harvest and prepare in readiness for tasting. Children's understanding of the written word is supported well. They use emergent writing as they develop their awareness of the written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 word, and they enjoy looking at books, both as a group and independently. Their creative flairs are developing well; they paint and draw using a range of resources, and take pride in the pictures that they have created, both as individuals and as a group. They explore and use a range of objects to create forms of abstract art, and use their own hand prints to recreate famous paintings of well known artists.

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and outcomes for children

They show delight as they play in the role play area, allowing them to act out familiar scenarios in their own lives and explore their own fantasies and imaginations. These positive early experiences provide children with a good start in life, to enable them to develop the skills needed for their future success. 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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