Red Room Pre-School AnnexOfsted inspection, 7 Dec 2011

Red Room Pre-School Annex Inspection report for early years provision

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Unique reference number EY313518 Inspection date 07/12/2011 Inspector Michelle Tuck

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Setting address School House, Chewton Mendip Primary School, High Street, Chewton Mendip, Radstock, BA3 4LL Telephone number 07716 765820 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.

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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.

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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

Red Room Pre-school Annex is a committee run group which opened in 2005. The pre-school operates from a converted school house in the grounds of Chewton Mendip School, in Somerset. The accommodation consists of two rooms with separate cloakroom facilities, a kitchen and a snack area. There is also access to a tarmac outside area.. The group is registered on the Early Years Register. It provides care for up to 20 children between two and the end of the early years age range, at any one time. There are currently 21 children on roll. The groupl receives funding for the provision of free early education for three and fouryearold children. It opens Monday to Friday between 9.00am and 3.30pm.

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Description of the setting

There are six members of staff, three of which have Early Years Professional Status. All have an early years qualification or are working towards one.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are extremely happy at the preschool. Excellent observation, assessment and planning systems enable children to make extensive progress in relation to their starting points. Staff are extremely dedicated and strive for and maintain very high standards at the preschool. The childminder promotes children's health extremely well and their safety very effectively overall. Partnerships with parents are excellent and contribute highly to ensure consistency and continuity in children's care and learning. The staff, parents and the committee work extremely well together to continuously drive improvements that have a very positive impact on outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 ensuring the risk assessment covers anything with which a child may come into contact.

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the early years provision

Staff have a full and exceptionally thorough understanding of their responsibilities to safeguard the children in their care. They demonstrate a comprehensive understanding of the procedures to follow in the event of concerns arising. Staff This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 take excellent care to ensure the premises are safe both inside and outside on a daily basis. A comprehensive assessment of risks associated with the premises underpins these daily checks. However, at times there are plastic bags stored within reach of children. Consistent rules and boundaries along with staff explanations, detailed discussions and questions enable children to consider their own safety extremely well. Staff have high expectations of the children and use techniques such as open- ended questioning extremely effectively to encourage children's independent thinking. They significantly enhance children's learning through their sensitive and

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the early years provision

extremely caring interaction. Exceptionally clear and well-presented records of children's achievements help to direct the planning of a rich and varied range of activities. Parents regularly exchange valuable information regarding their children's learning at home and staff use this cleverly to shape the activities they offer. The staff value and take into full consideration the views and opinions of children and parents. As a result, the staff use self-evaluation extremely effectively to maintain excellent continuous improvement. Staff work exceptionally hard to provide a welcoming and interesting environment. They present the extensive and rich range of resources attractively and children are profoundly confidently in making their own selections from low level storage units. Staff are able to effectively support children's individual play choices both indoors and outdoors as a result of the careful organisation of their deployment.

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the early years provision

Staff warmly welcome and celebrate the similarities and differences of the children and their families. As a result, the setting effectively integrates and includes all children. Consequently children feel highly valued. Children use a vast range of resources that promote positive images of a diverse society. This, along with opportunities to experience an extremely wide range of different festivals and celebrations enables them to develop a detailed awareness of a more culturally diverse society. Staff plan activities specifically to accommodate all the children's needs and readily find extra to match children's individual needs where necessary. Children's key persons have an excellent understanding of children as individuals and meet their needs successfully.

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the early years provision

Exemplary partnerships with parents are a key strength of this pre-school and underpin the excellent work they do in meeting children's needs and providing individually tailored activities. For example, staff provide challenging opportunities to develop the play of children who enjoy particular types of play, such as super hero play, at home. Staff work extremely closely with the local school and well- established, regular sessions at the school are highly effective in supporting children's transition. There are also some excellent links with external agencies, and some other early year's settings that the children attend.

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and outcomes for children

Children develop high levels of self-esteem and confidence at the preschool. Staff consistently and warmly acknowledge their kind behaviour, achievements and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 efforts. An extensive range of all children's work is on display, such as emergent writing, pictures and paintings. As a result, children feel extremely valued. Children demonstrate a exceptional understanding of their own needs and others. For example, they wait patiently in a queue to wash their hands and use the toilet. They are very confidently in approaching adults to seek support and help when necessary. Children's behaviour is exemplary. They respond very well to the high expectations the staff have and willingly participate in daily routines, such as tidying away. They develop close relationships with one another and often choose to play with a particular friend. Children demonstrate a well-developed sensitivity

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and outcomes for children

to others. For example, they talk to each other quietly asking for help in dressing up and often say please and thank you. They also put a reassuring hand on another's shoulder to give encouragement to take part at story time. As a result, children make an exceptional positive contribution to their setting and feel safe and secure.

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and outcomes for children

Children are extremely happy and settled at the preschool. They initiate their own play and ideas, and make many choices. For example, they choose to role play in the hospital, or in Rudolf's cafe. Children busily take on different roles. They take each others orders in the cafe and make pizza. They utilise the outdoor area extremely well and highly benefit from plenty of fresh air and physical activity. Physical play equipment effectively enables children to develop control over their bodies, as they peddle bikes and make a pulley system using rope to go up the slide. Staff fully extend children's knowledge and understanding of the world they live in. For example, children are able to engage in planting and growing and observe pond life.

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and outcomes for children

Children develop an excellent awareness and understanding of different aspects of a healthy lifestyle. For example, they fully enjoy exploring the effects that physical exercise has on their bodies and they excitedly help to prepare nutritious snacks, such as toast and milk. Staff make every day routines into a learning opportunity. For example, at snack time they give the plates, cups and food monetary value. The children are encouraged to pay for the items they want and put pennies into a container, which effectively encourages early calculation and problem solving. Regular routines and detailed discussions enable children to understand the importance of good personal hygiene. For example, hand washing.

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and outcomes for children

Staff enthusiastically involve themselves in children's play and activities extremely well. They ask skilful questions to successfully extend and support children's knowledge and understanding further. Children develop excellent skills for the future. They confidently use cameras to take photographs and the lap top computer to play educational games.

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and outcomes for children

Children's progress records are excellent. Staff very securely and clearly track children's progress towards the early learning goals. Ongoing observations are very evaluative and identify children's achievements accurately. Staff use the thorough assessments purposefully to feed into weekly planning for children's next steps in learning. Children's records are always available to parents on request and parents know who their child's key person is to talk with about their child's progress and achievements. This enables parents and staff to all contribute their understanding, develop a very clear picture of children's progress and to effectively identify This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consistent future steps in learning and development. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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