St Marys Pre-School

St Mary's Pre-School Inspection report for early years provision

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Unique reference number EY290992 Inspection date 18/11/2011 Inspector Jenny Howell

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Setting address St Johns Hall, St Johns Way, Corringham, Essex, SS17 7LJ

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Telephone number 01268 555272 MOB 07800923224 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

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

St. Mary's Pre-School is a privately owned pre-school that opened in 2004. It operates from part of the hall attached to St. John's Church in Corringham, Essex. The pre-school is open Mondays, Tuesdays and Fridays from 9am to 2.30pm, on Wednesdays from 9am to 11.30am and on Thursdays from 9am until 1.30pm. The pre-school operates during term time only. All the children share access to a secure, enclosed outdoor play area.

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Description of the setting

The pre-school is registered on the Early Years Register to care for a maximum of 30 children in this age range at any one time. There are currently 68 children on roll. The pre-school is also registered on the compulsory and voluntary parts of the Childcare Register. The pre-school is able to support children with special educational needs and/or disabilities. Children mainly come from the local community.

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Description of the setting

The pre-school employs seven members of staff. Of these, four, including the manager, hold appropriate early years qualifications and two members of staff are currently working towards recognised early years qualifications. The pre-school receives support from the local authority.

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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 is effective in meeting the needs of all children in the Early Years Foundation Stage. Children make good progress in their learning and development and are well supported by the staff team. Staff work well together to ensure that children are safeguarded and have their individual welfare needs met. Good relationships are developed with parents, in order to ensure that all relevant information can be exchanged. A system of self-evaluation is in place, in order to support reflective practice.

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further?

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

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further?

 develop the system of self-evaluation to include the views of parents and children on the care and education you provide, in order to support continuous quality improvement.

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the early years provision

All the required policies and procedures are in place, in order to support the smooth running of the pre-school. Good procedures are in place and are understood by all staff, in order to safeguard children. These include staff training This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and regular updates on child protection procedures. All staff undergo vetting through the Criminal Records Bureau and evidence of this is recorded. Risk assessments of all areas used by children, including the outdoor area, take place on a daily basis. Many staff hold recognised early years qualifications and others are supported in improving their levels of qualification. This helps to ensure that children are cared for by staff with a good understanding of how children learn and develop.

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the early years provision

The available space is used well to ensure that children have access to a variety of activities and can help themselves to resources. Children can move freely and are able to choose where to play and who to work with. The outdoor area has been developed to allow children to access it all year round, providing them with additional learning opportunities.

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the early years provision

A fully completed self-evaluation form is in place. This has been developed in consultation with all staff and has allowed them to reflect upon their successes, as well as identifying areas for development. Although, parents and children have not yet been included in this process. Effective action has been taken to address the issues raised at the last inspection. This has brought about a number of improvements, including improvements to health, safety, behaviour management, use of space and staff professional development.

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the early years provision

Good links are developed with parents. Information is shared through regular discussions and a notice board. This keep parents informed about weekly planning, as well as providing useful advice, such as what to include in a healthy lunch box. Children's learning and development records are available to view throughout the year, helping to keep parents well informed about progress. Parents' views are sought through the use of questionnaires and they are invited to share achievements that their child has made at home. Good use is made of the expertise of other professionals, such as the local area special educational needs coordinator. This helps to support the pre-school in providing appropriate care for individual children and ensuring that they are up to date with current best practice.

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and outcomes for children

Staff work well together to meet children's needs and support their learning. An effective key person system ensures that individual children's needs are met and that they make good progress towards all of the early learning goals. Careful observations of what children can do to provide staff with a clear picture of individual stages of development. This allows them to plan and provide activities, which are closely tailored to the needs of each child. All staff are involved in developing planning, which ensures that children can access a good variety of activities, both independently and with adult support. Good use is made of praise and encouragement to develop children's confidence and sense of self-esteem.

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and outcomes for children

Children enjoy their time at pre-school, arriving happily and quickly settling to play. Children are able to choose where to play, moving freely between indoors and outdoors for much of each session. Their learning opportunities are enhanced by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 trips around the local area, to visit the library or post letters. Children develop social skills, as they learn to take turns or negotiate sharing toys. They gain confidence and a sense of belonging, as they talk to other children about special items they have brought from home. Children have a good range of opportunities to express their imaginations. They enjoy modelling with play dough, dressing-up and painting. Children find out about the world around them, as they experiment with mirrors, torches and magnets. They make sense of the real world, as they observe cars and people going by and notice passing aeroplanes.

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and outcomes for children

Children have good opportunities to develop skills for the future. A range of focused activities help children learn to count and to recognise numerals to 10. Children enjoy free access to books, which they can also take home. This helps them to develop early reading skills, recognising some familiar letters and understanding that print has meaning. Children enjoy making marks and many are able to write their name. Children have access to a range of electronic games and a laptop computer to play fun and educational games. Good problem solving and perseverance skills are developed, as children work together to make a train track or complete a jigsaw puzzle.

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and outcomes for children

Children behave well and respond quickly to instructions and reminders from staff. They enjoy taking on small responsibilities and show respect for others, as they listen to them talk. Children learn about difference and diversity through the range of pictures, books and toys available and also through planned activities to explore different cultures. The expertise of parents is used to enhance children's understanding of life around the world.

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and outcomes for children

Children have a good understanding of safety. They handle equipment, such as scissors correctly and use the climbing frame sensibly. Children learn about road safety through trips around the local area and by using the play zebra crossing. Children feel secure with staff and are supported in following routines, which promote their sense of well-being, such as using comforters when they feel the need.

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and outcomes for children

Children have good opportunities to exercise. They can move freely outdoors, accessing a trampoline, tricycles, climbing frame and ample space in which to run, skip and jump. Children can manage their hygiene needs independently. Picture signs remind children to wash their hands and all children do this before snack and lunch time. Children have free access to fresh drinking water at all times and fresh fruit or vegetables are provided for snack. Parents are supported in supplying healthy and nutritious packed lunches. 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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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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