The Alphabet Pre-School

The Alphabet Pre-School Inspection report for early years provision

p.1

Unique reference number EY431513 Inspection date 25/11/2011 Inspector Linda Close

p.1

Setting address The Bedfont Public Hall, Bedfont, FELTHAM, Middlesex, TW14 8HR Telephone number 07984 035 295 Email thealphabetpreschoold@hotmail.co.uk 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.

p.1

You may copy all or parts of this document for non-commercial educational purposes, as long as 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

Alphabet Pre-school is privately owned. It was originally registered in 1998 and moved to this premises in 2011. The pre-school is a member of the Pre-School Learning Alliance. The pre-school operates from the Bedfont Public Hall which is located in a residential road in Bedfont, Middlesex. There is an enclosed outdoor play area at the rear of the hall. The pre-school opens every weekday during school term time. Sessions run from 9am until 12 noon and from 12.10pm until 3.10pm. Children attend a variety of sessions but none attend for more than one session per day.

p.4

Description of the setting

The Alphabet Pre-School is registered on the Early Years Register to care for a maximum of 36 children at any one time. They may join the setting at two years old and attend till the end of the early years age group. The pre-school has eight staff, of whom six have appropriate early years qualifications. There are currently 66 children on roll who attend a range of sessions each week. The pre-school welcomes children who are learning English as an additional language and children who have special educational needs and/or disabilities.

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 are happy and they settle well into a pleasant, well prepared pre-school environment. Children are making good overall progress in their learning. Partnerships with parents are good and the information that the adults share helps the staff to meet the individual needs of the children. Overall, the provider evaluates her service to children effectively. She has formulated exciting plans to develop the pre-school provision and she makes sure that any areas of weakness are promptly improved.

p.4

further?

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

p.4

further?

 extend the range of labels and signs in the craft and writing area to include numerals and words of particular interest to the children such as mummy, daddy, and their own names  keeping a more detailed record of emergency evacuation practices including any problems encountered and how they were resolved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The provider makes safeguarding children a high priority in the pre-school. Parents and children are greeted at the door and each child is immediately signed in and handed over to staff, who are waiting to welcome them and settle them in. All staff are aware of child protection issues and they are ready to share any concerns with relevant agencies if there is a need.

p.5

the early years provision

The provider has conducted a careful evaluation of the strengths and weaknesses of this new setting. She identifies areas for improvement and has devised an action plan. She has already cleared the outdoor area of weeds and debris. Steps are being taken to redevelop and landscape this space to provide an exciting area for children to build dens and explore the natural world. The provider actively encourages her staff to study. This is in order to promote their professional development and some are already involved in training courses leading to National Vocational Qualifications at level 3.

p.5

the early years provision

The staff arrive early to set out a good selection of age-appropriate toys and resources for the children. The children enter and dash to their favourite toys and play areas without delay. Staff put up colourful posters and pictures to make the hall attractive. However, the displays do not include children's names or sufficient numerals or familiar words near the writing and craft area, to serve as models when they are play writing.

p.5

the early years provision

Staff recognise and respect the diverse languages, cultures and backgrounds of the children. They talk to parents in order to find out the language that children usually hear at home and they note special words if required. Staff make sure that activities linked to celebrations in various cultures are included in the programme including Diwali, Halloween and Christmas.

p.5

the early years provision

Staff have established strong partnerships with local authority workers to enable them to support children who have special educational needs. They work closely with parents and advisors to set targets for individual children. All staff are aware of the specific guidance they can give to help the children make progress. Staff are pleased to report on the positive developments that children are making in relation to their speech and behaviour.

p.5

the early years provision

Parents say they are happy with the staff and the setting and that their children are settling well. They know they can look at children's progress files if they wish. They have easy access to useful information displayed in the entrance area at the pre-school which includes key worker lists and activity planning documents. The provider is currently preparing newsletters to share with parents via the internet and hard copies will be printed for anyone who needs them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children are happy to join the staff and their friends and they run into the hall with smiling faces. Staff are very kind and reassuring when parents leave and those few children who are new to the setting soon dry their tears and join the play. The children are relaxed in the pre-school and they confidently approach the staff if they need assistance. The staff take children through carefully planned steps in preparation for emergency evacuation. They begin by showing children how to hold on to a hoop to keep them together. They move on to walking out of the hall and down the side path to the gate. However, the staff have not kept a record of their progress in this endeavour to assist them in the future. As a result, there are no details of stumbling blocks or how they overcame them.

p.6

and outcomes for children

Children bring a piece of fresh fruit to the pre-school to share with their friends. Staff prepare a fresh fruit salad for snack time and the children serve themselves and eat with enjoyment. They drink fresh water or milk and they are learning all about healthy eating and the importance of good personal hygiene at the pre- school. They enjoy energetic play indoors in the spacious hall including climbing and sliding as well as play on rockers on the impact-absorbent floor surface.

p.6

and outcomes for children

Staff manage children's behaviour with an effective blend of firmness and kindness. They explain that children must wait for a turn with a favourite toy and they remind them to have 'kind hands' if they are tempted to knock down a tower of bricks that has been built up by another child. The children are responsive and their behaviour is good.

p.6

and outcomes for children

Staff thoughtfully divide the children into older and younger groups for story and discussion time. Their effective organisation ensures that the older children can listen to more complex stories and the little ones do not have to sit still too long. Children in both groups listen well and take an active part in singing rhymes and sharing their news. Children have easy access to craft and writing materials. They spend considerable time on their paintings and drawings and they are happy to tell adults about their artistic creations. Staff deployment is good. The adults know what tasks they must do and what areas they will supervise. They focus all of their attention on the children throughout the sessions. They ask questions that make the children think and they help children to learn new words including the names of colours and shapes. Children learn the names of animals in play with the farm and they know many of the sounds that the animals make.

p.6

and outcomes for children

Discussions with the staff contribute to the development of children's communication skills. They learn to count in songs and in practical activities. Staff provide children with a working digital camera and they delight in taking pictures of their models. The children also have easy access to a computer with suitable software. Taken overall, the staff, children's activities and the range of resources help children to develop the skills they need for future learning. 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 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

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