South Normanton Pre-School CIC

South Normanton Pre-School CIC Inspection report for early years provision

p.1

Unique reference number EY414701 Inspection date 20/07/2011 Inspector Yvonne Layton

p.1

Setting address The Hub, Shiners Way, South Normanton, Derbyshire, DE55 2AA Telephone number 07751 400022 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

p.1

you give details of the source and date of publication and do not alter the information in any way.

p.2

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

p.2

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.

p.3

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).

p.3

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

p.3

Description of the setting

South Normanton Pre-School CIC was opened in 1991 and re-registered by the current directors in 2010. It operates from The Hub, South Normanton, Derbyshire. The pre-school is open each weekday from 9am to 12 noon and 12.45pm to 3.45pm during term time. All children share access to an enclosed outdoor play area.

p.4

Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 42 children may attend the pre-school at any one time. There are currently 80 children on roll, all of whom are within the early years age range. The pre-school supports children with special educational needs and/or disabilities.

p.4

Description of the setting

There are nine members of staff, eight of whom hold appropriate early years qualifications to at least National Vocational Qualification Level 3. One member of staff has a degree in Early Years and has Early Years Professional Status. The setting provides funded early education for three- and four-year-olds.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children make good progress in their learning and development as most systems are well established. All of the required records are well maintained to effectively promote children's welfare. The management team are continually reflecting and identifying relevant and challenging areas for improvement. Partnerships with both parents and carers and other settings are well established and contribute towards the inclusion of all children.

p.4

further?

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

p.4

further?

 develop observations further to consistently make links to the 'Development matters' prompts to plan the next steps in a child's developmental progress  support children's understanding of the wider world by expanding the range of resources to reflect the diversity of children and adults within and beyond the setting.

p.4

the early years provision

An organised management team provide effective leadership to ensure the requirements of the Early Years Foundation Stage are met well. Children are effectively safeguarded as systems are suitably established. The designated child protection officer has a clear understanding of her role and responsibility. All staff undertake training in child protection to ensure they are able to identify concerns This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about a child. Risks and hazards are minimised within the setting to ensure that children can play safely. Thorough recruitment procedures are consistently followed to establish the suitability of adults working within the setting. The management team are aware of their responsibility to notify the regulator of any changes to the setting.

p.4

the early years provision

One of the strengths of the setting is the approach to continuous improvement. A strong shared vision is promoted from within the management team. They are very honest in their evaluation and continually challenging themselves and the staff to improve the quality of care provided. A thorough evaluation of activities provides useful information that informs future planning and the delivery of activities. Areas for improvement are well considered and will build on the already good quality care offered by the setting.

p.5

the early years provision

On the whole, resources are very well deployed. Staff demonstrate a confident understanding of their role during the session and therefore support the children or undertake tasks without the need for any instruction. Throughout the session children can flow between the indoors and the outdoors, with staff permanently positioned in both areas. As a result, children's engagement is supported and they spend long periods of time in their chosen area or activity. The outdoor space is a stimulating play space that at times is buzzing with children engaged in a range of games. A very good range of resources are offered in most of the areas. For example, the role play hairdressers has a wide range of tools and equipment to promote children's enjoyment. Both boys and girls access all of the resources within the environment. However, the setting has a smaller range of resources that promote children's understanding of the wider world.

p.5

the early years provision

Information provided for parents is clear and easy to read. Parents speak very highly of the setting and in particular how approachable the staff are if they have any queries. The attendance at parents meetings is extremely high, giving parents the opportunities to share information about their child. They also receive information about their child's next steps, which enables them to support children's learning at home if they wish. Another strength of the setting is the commitment to supporting children's inclusion. Home visits are undertaken prior to children's first session and useful information is gathered to support their settling in. The coordination of support for children with additional needs is well managed and effective in ensuring their needs are met. A proactive approach is taken by the setting to developing relationships with other settings that children attend. They complete a shared diary so that consistency of support is offered. Useful transition

p.5

the early years provision

visits are arranged for children going to school at the end of the term.

p.5

and outcomes for children

Children make good progress towards the early learning goals. A further strength of the setting is the atmosphere generated by the staff. There is a homely feel to the pre-school which successfully promotes children's enjoyment and ensures they feel comfortable and secure. Children play well together and engage in play for long periods of time. Staff interaction is consistently effective, with staff guiding, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 modelling, questioning, encouraging and challenging children to develop new skills. The emphasis is very much on children doing things for themselves, which promotes their problem solving skills, independence and confidence. Even at a young age, children are encouraged to develop their self-care skills as they use the toilet independently.

p.5

and outcomes for children

Children love the outdoor area and spend long periods of time outside, developing their physical skills. They dig for treasure and sort things that they find in the soil, such as stones or twigs. They run and jump on or over the large cones. They enthusiastically join in with a sack race and practise walking on small stilts. Children demonstrate a clear understanding of safety and make appropriate decisions about safe practices. For example, a child waits until there is no one in the area before doing a run up to a toy. Children listen to staff and follow instructions.

p.6

and outcomes for children

Children of all ages enjoy mark making and spend time drawing or writing on the large scale drawing table. A child draws around their hand and adds features to make a ghost. Children enjoy listening to stories and will select favourite books to sit and look at. Older children write recognisable letters and can write their own name. Children regularly count during the session and younger children can count to five. They show great enthusiasm for the role play area and develop their imagination as they undertake different tasks at the hairdressers.

p.6

and outcomes for children

Children demonstrate a good understanding of a healthy lifestyle. They talk about which foods are good for you and which we can enjoy as an occasional treat. They can explain the procedure for washing hands to ensure they are clean. When children play outside they are encouraged to decide whether they need a coat. Staff talk about the affects of exercise on the body to support children's understanding.

p.6

and outcomes for children

Planning is clear, detailed and flexible. If children demonstrate a spontaneous interest in something, then this is effectively facilitated by staff. For example, a child decides to make some blue water to paint the fence and spends time mixing paint, colouring and water to get the right colour. The system to track children's progress towards the early learning goals is clear and easy to follow. On the whole, the system is well maintained and reflective of children's level of achievements. However, on occasion the information is less useful in determining a child's exact stage of development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high qua lity 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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7