Step Forward Educational Trust (Derby)

Stonesfield Pre-School Inspection report for early years provision

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Unique reference number 134494 Inspection date 04/08/2011 Inspector Angela Cole

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Setting address Unit 4, Glovers Yard, Witney, Oxfordshire, OX29 8PT

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Telephone number 01993 898370 Email stonesfieldpreschool@fsmail.net 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

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

Stonesfield Pre-School was established in 1968 and is managed by a committee of parents and members of the community. It is located in the village of Stonesfield in rural Oxfordshire. The premises are rented from a community trust. Children use a playroom, an enclosed outdoor area and make visits to the school field. The pre- school is open on weekdays during term time from 9am to 6pm. The holiday group for children aged from three to 11 years runs during school holidays from 8.45am to 5.30pm.

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Description of the setting

The pre-school is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The group offers childcare during and after school and in school holidays. It is registered to care for a maximum of 20 children at any one time, including 20 in the early years age group. There are currently 25 children on roll aged from two years to under eight years. The pre- school currently supports a number of children learning English as an additional language.

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Description of the setting

There are ten members of staff who all hold appropriate early years or play work qualifications and one is working towards a further qualification. The pre-school provides funded early education for three- and four-year-olds and can access funding for some two-year-olds.

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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

The pre-school effectively meets the needs of all children in the Early Years Foundation Stage. Overall, staff use assessment well to provide many experiences that are stimulating and engaging so that children make effective progress. Relationships are highly developed so that children make an outstanding positive contribution to the provision and the wider community. Many aspects of engaging with parents are well developed and excellent partnerships are achieved with agencies and other providers supporting children. The management has reflectively identified relevant areas for development and demonstrates clear commitment to further improving outcomes for children.

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further?

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

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further?

 improve systems to consistently track children's progress  improve opportunities for children to attempt to write for various purposes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and recognise that print carries meaning  encourage parents to contribute to their child?s learning and development record.

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the early years provision

Priority is given to keeping children safe and promoting their welfare. Staff members are well trained to recognise a child who may be at risk. They know in detail how to respond if a child needs protection and support. Employment procedures are robust, and procedures to regularly review the suitability of staff throughout their employment are being developed. Staff members are actively supported to improve their knowledge and skills so they are well equipped for their roles working with the children. Staff are vigilant and implement a comprehensive programme of risk assessment in order to keep children safe from harm. The premises are kept safe and secure. All required records and documentation are in place and well organised. Staff actively promote equality and diversity by acknowledging and valuing differences, so that daily planning takes good account of children's individual needs. The environment is well planned to promote inclusion, and resources are

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the early years provision

well stored so that even the youngest children make many choices. The pre-school is well equipped with a wide range of good quality furnishings and toys. Many, including soft toys and puppets are imaginatively used to support children's learning and development. The pre-school establishes excellent links with agencies and other provisions to support children's continuity of care and learning. Parents speak highly of the pre- school and feel involved in their child's care and learning, for example, through home visits. They are well informed of the children's development in detailed progress summaries. Some arrangements promote a two-way flow of information so parents may play a key role in assessing the children's progress. The management and leadership of the pre-school have high aspirations for the quality of the provision. This is reflected through the professional support given to staff and the strong emphasis on self-evaluation and ongoing improvement. Most of the

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the early years provision

previously-set recommendations are fully implemented to improve aspects of children's safeguarding, resourcing, planning and partnership with parents. The views of staff, parents and children are regularly sought to identify areas for development and to put into action clear plans to support a positive outcome.

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and outcomes for children

Children make good progress as the learning environment is welcoming, stimulating and well organised for them to choose activities. They independently find the resources they need in and out of doors, for example, when they wish to design and build a 'train'. Whilst outside, staff demonstrate good knowledge and skills of how to stimulate children's creative thinking, through the use of modelling vocabulary and introducing props to support story telling. A group of children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 purposefully apply themselves to fixing a broken car, developing imagination and social interaction skills when sharing the tools available. Staff use visual aids skilfully to stimulate children's understanding and involvement in activities. As a result, they sing enthusiastically, using actions and different tones of voices. They are introduced to sign language to include those children learning English as an

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and outcomes for children

additional language into their play. Children gain good skills for the future. For example, they use a wide range of technology, including the computer, till and calculator to solve problems. They communicate well and learn to recognise letter shapes and understand that print carries meaning. However, children are not always to encouraged to make marks and recognise their names in their play and the daily routine. Effective use is made of displays to support learning; for example, children playing in the 'vet's surgery' use the pictures displayed at their level to stimulate their role play. Key staff closely observe the children's play to recognise their progress and identify their next steps in their learning. However, consistent systems are not fully in place to monitor children's development, for example, through up-to-date record keeping. Detailed termly progress reports are shared with families although parents'

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and outcomes for children

contributions to their child's profiles are not regularly sought. Good planning identifies the curriculum areas to be covered at different levels to support individual children. Good use is made of the space outdoors where there is a good range of resources. In all weathers, children eagerly choose to play outdoors, for example, under the play canopy and inside the large summer house. A challenging climbing frame, wheeled toys and skittles effectively enable children to learn about the importance of developing their physical skills. Children, including those at the after-school club, benefit from regular visits to use the school's spacious playing field. Their knowledge of how to keep healthy is effectively supported through eating healthy snacks and the consistent reinforcement by staff of messages about hygiene. Children's positive contribution is promoted exceptionally well and is a strength of the pre-school. Relationships are extremely positive in the relaxed, friendly

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and outcomes for children

atmosphere. Children play co-operatively together and share toys and equipment sensibly. They feel safe, settle quickly to their play and persevere when things don't work. Their trust in the staff is demonstrated in their willingness to ask for assistance. With an encouraging comment from the adult, children are quickly focused back on task. 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 1 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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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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