Shrewsbury Academy

Gan Alon Pre-School Inspection report for early years provision

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Unique reference number 147540 Inspection date 14/11/2011 Inspector Fay Shelton

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Setting address The Manor House, 80 East End Road, Finchley, London, N3 2SY Telephone number 0203820116 Email Type of setting Childcare - Non-Domestic 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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

Gan Alon Pre-School registered in September 1996 and is run by a parent committee. It operates from a purpose built facility in a synagogue, in the London Borough of Finchley. Children have access to a secure outside play area. The pre- school operates from 9.15am until 12.15pm, Monday to Friday, term time only. In addition, two other services are available, a lunch hour from 12.15pm until 1.15pm and an extended day from 1.15pm until 2.30pm, on Monday to Thursday. On Friday all children leave at 12.15pm after the Kabbalat Shabbat ceremony. A maximum of 32 children may attend the pre-school at any one time, aged from three years to five years. There are currently 21 children on roll. The pre-school is funded for the provision of some free early education for three and four-year-olds. Children come from the local area and attend for a variety of sessions. The pre- school employs seven members of staff, five of whom hold appropriate early years

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Description of the setting

qualifications. Four members of staff are qualified at level 3 and one member of staff is qualified at level 5. The pre-school supports children with special educational needs and/or disabilities and children who learn English as an additional language. The pre-school is registered on the Early Years Register.

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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 settled and content in the welcoming pre-school where their welfare and care needs are met appropriately overall. Children are making sufficient progress towards the early learning goals in most areas of learning. Arrangements for safeguarding children are satisfactory overall, although staff do not request written permission from parents for seeking emergency treatment and risk assessments are not carried out for every outing. Risk assessments for the premises do not identify everything with which a child may come into contact with and recruitment procedures, although suitable, are not fully rigorous. Partnership with parents is a key strength for this pre-school. Self-evaluation is satisfactory and identifies some areas for improvement. Staff have made improvements since the last inspection and show that they have a suitable capacity to make on-going improvements.

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further?

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

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further?

 request written permission from parents for the seeking of any necessary emergency medical advice or treatment (Safeguarding and promoting children's welfare) 29/11/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  carry out a full risk assessment for each and every outing (Safeguarding and promoting children's welfare) 29/11/2011

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further?

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

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further?

 improve children's understanding of healthy practices with regard to hand washing after toileting and before meal times  improve the record of risk assessment to include everything with which a child may come into contact  have an up to date understanding of safeguarding children issues with particular reference to Criminal Records Bureau guidance relating to the portability of Criminal Records Bureau checks.

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the early years provision

Overall, staff have sufficient knowledge and understanding of how to protect children from harm. The pre-school has many useful policies and procedures in place that are implemented by staff to support some aspects of children's welfare and learning. However, staff do not risk assess each type of outing prior to taking children off the premises. Staff carry out daily safety checks of the rooms that are to be used by the children. Although the environment is safe and secure for the children, staff are not consistent in checking everything with which a child may come into contact with. In the main appropriate recruitment systems are in place which assess the suitability of staff working with the children. However, the management have accepted recent Criminal Records Bureau disclosures for staff from previous employers. Staff holding CRB Disclosures from previous employers have unsupervised access to children and the management have not yet instigated

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the early years provision

their own checks in order to rigorously assess suitability themselves. There are suitable systems in place to record the children's attendance, any accidents and administered medication. However, the pre-school does not request permission from parents for them to seek emergency medical advice or treatment for children. This potentially compromises children's well-being. Whilst staff encourage independence, systems to prevent the spread of cross infection are not fully minimised.

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the early years provision

Children are sufficiently helped to consider and value diversity and cultural differences. Some resources reflect positive images of people in society. As well as celebrating events from the Jewish calendar, staff have started to introduce some activities inspired by other religious and cultural festivals. For example, Christmas, Diwali, black history month and Chinese New Year. Children have access to a suitable range of resources that cover all areas of learning. These are clean, suitably maintained and accessible to the children.

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the early years provision

Systems of self-evaluation reflect the strengths of what the pre-school does well. It identifies and acts upon some areas for further development that will benefit the outcomes for the children. For example, plans are in place for work to start in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 coming weeks to extend the outside area for larger equipment such as; large climbing equipment and an area for gardening. Management recognise the importance of continuous improvement and have worked hard to establish a suitable environment for children in the new premises. Recommendations from the previous inspection have been addressed for example; clear boundaries for children are now in place. These are reinforced through visual signs and support from staff. Consequently staff demonstrate a suitable capacity to maintain improvements.

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the early years provision

The pre-school has positive relationships with parents ensuring that the learning and development needs of the children are met. Parents and children are regularly asked for their views and these are used to develop good quality care. Parents are kept well informed about their children through a variety of communication methods. For example; regular emails, verbal daily feedback, family days, meetings with their child's key person and the manager. The effective liaison with parents and carers contributes to improvements in children's development and achievement.

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and outcomes for children

Children are cared for in a friendly, welcoming environment. Staff's sound knowledge of the learning and development requirements and the well organised learning environment help children to make suitable progress towards the early learning goals. Staff make regular observations on children at play to identify what they can do. Staff develop activities for children with the use of observations that identify their interests and plan for their next steps. Children are broadly content and settled and willing to take part in activities. Children are made aware of potential risks and how to prevent accidents, for example, they know not to run inside in case they should fall or bump into others. Children demonstrate confidence and security at the pre-school due to good interaction from staff.

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and outcomes for children

Children are sociable and develop good self-esteem as they make their own choices and decisions over what they want to play with. Children choose what to play with from the range of activities set out for them. For example, they choose from a selection of books, building and constructing, easel painting, sponge printing, water and sand play activities and the role play area. Photographs of children taking part in a wide range of activities are displayed at the entrance of the pre-school giving children the opportunity to show them to their parents and to promote children's self-esteem. Their learning and competence in communicating is appropriately supported. Staff interact with the children, engaging them in conversation and promoting their language abilities. Children enjoy looking at books for pleasure and participate well in story sessions. Staff effectively encourage and praise children for their achievements and this promotes their self-

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and outcomes for children

esteem. Children are well behaved and treat others and property with care and respect. Staff lead by example and encourage an atmosphere of cooperation and calm, they recognise and reward good behaviour and effort by praising children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children develop an awareness of the benefits of healthy eating as they enjoy a range of healthy snacks such as fruit, raw vegetables and breadsticks. In addition they are offered milk or water. Children are beginning to develop an understanding of a healthy lifestyle, through projects such as 'Happy Healthy me'. This project gives children the opportunity to take home a camera to take photographs them of eating, resting and exercising. Children then discuss the results and benefits with their key person and make a booklet to take home. Daily access to outdoors and fresh air promote the children's health and well-being. Some children wash their

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and outcomes for children

hands independently and visual displays encourage this further. However, staff do not consistently remind children of the importance of hand washing. Sometimes children do not wash their hands after using the bathroom and this does not fully minimise the risk of infection. The pre-school's computer is readily accessible to the children and staff actively encourage children to use it to support their learning. Overall, children generally secure the skills they require in order to progress in their learning. 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 3 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 3 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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