Mucky Pups Pre School

Mucky Pups Pre-School Inspection report for early years provision

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Unique reference number EY410312 Inspection date 13/06/2011 Inspector Jane Shaw

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Setting address Lancaster Boys Club, Dallas Road, LANCASTER, LA1 1TP

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Telephone number 01524849106 Email drkc@btconnect.com 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

Mucky Pups Pre-School and Dallas Road Kids Club are one of two settings run by a private not for profit social enterprise organisation. It opened in 2006 but was registered under its current ownership in 2010 and operates from Lancaster Boys and Girls Club in the centre of Lancaster, Lancashire. Children attending the pre- school have access to a designated pre-school room, main hall and soft play room on the ground floor. Children attending the out of school club have access to the pre-school room, hall, snack area, games room and quiet room. All have access to an enclosed outdoor play space to the side of the setting and the adjacent sports field. The pre-school is open Monday to Friday from 9am to 1pm during term time only. The out of school operates Monday to Friday from 3pm to 6pm during term time and Monday to Friday from 8am to 6pm during school holidays, and operates for 51 weeks of the year.

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Description of the setting

The setting is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 72 children aged under eight years may attend the setting at any one time. The setting currently takes children from two years of age and also offers care to children aged eight years to 11 years. There are currently 30 children on roll who are within the Early Years Foundation Stage. In the out of school club there are currently 91 children on roll and of these, 51 are under eight years and 20 are within the Early Years Foundation Stage. The setting supports a number of children with special educational needs and/or disabilities and also supports children who speak English as an additional language. The pre-school serves the local community and provides funded early education for three- and four-year-olds. The out of school club serves children from Dallas Road Primary School.

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Description of the setting

There are five members of staff who work directly with the children, with an additional member of relief staff. Of these, one holds qualified teacher status and Early Years Professional Status (EYPS), a second member of staff has qualified teacher status, one member of staff holds a BTEC in early years and one holds a qualification to level 2 in playwork. A further member of staff is currently undertaking a level 2 teaching assistant qualification. The setting receives support from the local authority and is a member of the Pre-school Learning Alliance (PLA).

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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

Mucky Pups Pre-School and Dallas Road Kids Club create a welcoming and inclusive environment for the children attending. Staff know the children well and value their uniqueness when meeting their individual needs. As a result, children make good progress in their learning and development. All children have equal access to the opportunities and experiences on offer; therefore, no individual child is disadvantaged. Effective partnerships with parents and carers and other early years settings are in place and support children's placements well. Partnerships with local schools are not as effectively developed. Good systems for self- evaluation are in place which reflect on the setting's practices, identify strengths This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and highlight areas for development. Self-evaluation and the commitment of staff to the setting and training demonstrate the setting's capacity to maintain

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further?

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

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further?

 maintain a regular two-way flow of information with parents and between providers for early years age children attending the before and after school club  extend further the use of assessment systems to consistently plan the next steps in a child's developmental progress.

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the early years provision

Children are effectively safeguarded because staff have a clear knowledge of the indicators of abuse and the procedures to follow in the event of any safeguarding concerns. Risk assessments are in place for the premises and equipment, therefore eliminating any potential risks to children. These are conducted on a regular basis, along with daily checks before children's arrival. Effective procedures for keeping children safe include regular emergency evacuation practices and the accurate recording of children's attendance. Parents and carers have access to policies and procedures relating to safeguarding, ensuring that they are fully aware of the setting's responsibility to their children. All records, documents, policies and procedures are in place, reviewed and updated where applicable. Appropriate recruitment and vetting systems are in place to ensure the suitability of staff. Staff have access to training opportunities to enhance their existing skills and

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the early years provision

knowledge. Staff meet regularly to discuss planning, evaluation of activities and children's development.

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the early years provision

Effective partnerships with parents and carers are in place, which contribute to their child's learning and development. They have access to plenty of information regarding the services provided. For example, parents and carers of pre-school children are invited to parents evenings to discuss their children's development. Parents and carers of children attending the after school club receive a booklet explaining how the Early Years Foundation Stage requirements link to the club and playwork principles. Parents and carers spoken to speak highly of the setting and they feel their children are receiving good care and education. They know who their child's key person is, but feel able to approach any member of staff regarding concerns.

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the early years provision

Staff have effective links with all the other early years settings children attend. These arrangements ensure that everyone is working together to promote children's welfare, learning and development to a high standard. Relationships with school are less well developed. Self-evaluation is ongoing; staff have identified the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 setting's strengths and areas for improvement. Self-evaluation and the staff's genuine commitment to the children, the setting and their own ongoing training and development demonstrates the setting's capacity to drive improvement and embed ambition.

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and outcomes for children

A well-organised environment, use of resources, daily routine and deployment of staff ensure that children benefit from a wide range of experiences. Effective teamworking and committed staff who have a clear understanding of the Early Years Foundation Stage support the children's learning, development and enjoyment. Staff are confident in enabling children to make informed choices about their activities. They plan activities based around children's interests, for example, mini beasts and dinosaurs, and encourage children to make their own choices at each session, therefore children are becoming independent learners. Staff undertake regular spontaneous and focused observations throughout the session, which reflect the children's progress and achievements. Pre-school staff complete learning journeys for all children and developmental records for children attending after school are in their infancy.

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and outcomes for children

Children are developing skills of independence, for example, as they put on and take off outdoor clothing and help themselves to snacks and drinks. Older children arrive from school, initially participating in free play, and make decisions about their play by accessing resources from labelled storage boxes. Children arrive happy and settled from school and ready to participate in activities, and younger children arrive at the pre-school ready to engage in activities on offer. Children's behaviour is good and they show care and consideration for one another, participating in activities together. For example, older children build together using constriction materials and younger children play together in role play. Children are proud of their achievements and show adults the intricate models they have built. They show good levels of concentration and perseverance as they complete jigsaws and construct models.

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and outcomes for children

Children's language and communication skills are developing well across the settings. Pre-school children confidently explain what model they have constructed and older children talk about what they like to do best at the club. All children enjoy access to a range of books and enjoy listening to stories read by staff. They are introduced to a wide variety of craft activities and opportunities using many different techniques and media to explore their creativity and mark making skills, for example, collage and free painting. Children attending both the pre-school and out of school club participate in creating joint displays.

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and outcomes for children

Children have an understanding of size as they talk about building big and little towers and pre-school children complete simple additions as the play 'school'. Children competently use a computer keyboard and mouse and all children skilfully use and enjoy the range of technological toys. Activities and resources promote children's understanding of diversity and therefore inclusion is well planned. Physical development is well promoted through regular physical activity sessions This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and older children enjoy games of throwing and catching, parachute games and football and pre-school children practice 'limbo dancing'.

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and outcomes for children

Staff work closely together with parents, carers and other professionals to ensure that children's health and medical needs are well catered for. All children are provided with healthy snacks, and drinking water is always available. They learn about the importance of a healthy lifestyle through discussions with staff and planned activities. Staff talk to children about possible risks and allow them to develop skills to help them keep themselves safe, for example, the safe use of tools. All children make a positive contribution to the setting through making decisions about activities. Through planned activities to support children's skills and knowledge, they are successfully developing skills for the future. 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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