St Nicolas CofE Academy

Rainbow Pre-School (Aylesbury) Inspection report for early years provision

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Unique reference number 140878 Inspection date 08/12/2011 Inspector Hayley Marshall

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Setting address Aylesbury & District Sports Club, 86 Wendover Road, AYLESBURY, Buckinghamshire, HP21 9NJ Telephone number 07941 820325 Email rainbow.pre-school@ntlworld.com 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

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

Rainbow Pre-School first opened in 1980. It operates from a large room, two smaller rooms and an enclosed garden area within the hockey and cricket pavilion of the Aylesbury Sports and Social Club in Aylesbury. The preschool is open Monday to Friday from 9.15am until 12.15pm and on Monday afternoon from 12.30pm until 3pm, term time only. Children attend from the local area and further afield. A maximum of 26 children may attend at any one time. There are currently 39 children on roll aged between three and four years of age. Children aged three and four years are funded for free early education. The preschool currently supports a number of children with special educational needs/or disabilities, and those who learn English as an additional language. The preschool is managed by a parent-run committee. There are nine members of staff who work with children. One member of staff has Qualified Teacher Status,

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Description of the setting

three hold a relevant level three qualification, two hold a level two qualification and two are currently unqualified. The preschool is accredited with the Pre-School Learning Alliance and registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register.

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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

Children are happy and settled at the preschool, because staff know their individual needs, and have formed exceptional partnerships with parents. Children are confident and feel safe because there are good systems in place to maintain a safe environment. The preschool gathers information about children when they first start at the preschool, but not all required information is recorded. Most children enjoy a good balance of adult led and child initiated activities to support their learning and development. Overall, children are starting to gain a good awareness of diversity. Recommendations from the last inspection have been effectively addressed and, taken with accurate evaluation systems, demonstrate that the preschool has a good capacity to maintain continuous improvement.

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further?

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

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further?

 obtain information from parents about who has legal contact with children and who has parental responsibility for children. (Safeguarding and welfare) 19/01/2012 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 Develop activity plans to allow time for all children to be encouraged to share their feelings and interests individually or during small group time  promote children's understanding of different faiths and cultures by helping them to see the ways in which their cultures and beliefs are similar.

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the early years provision

Arrangements for keeping children safe are robust and followed by staff who know and understand their responsibilities. Induction procedures are in place to help make sure that all those who work with children are suitable to do so. Staff conduct regular risk assessments to identify and minimise any potential risks. Adults explain calmly and clearly when there might be a risk to children. Such as not being able to use the climbing frame because it is slippery because of rainfall, and children are happy to follow their direction. Records kept on children are detailed and updated regularly. However, a specific legal requirement is overlooked, as children's records do not state who has legal contact with children and who has parental responsibility for children.

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the early years provision

The manager communicates their high expectations for bringing about improvements to the staff team, who are involved in self-evaluation and enthusiastic about their work. The low staff turnover means that the team work together well, and is able to build upon areas of strength. The preschool works together with local authority professionals to evaluate their practice. This accurately diagnoses areas of strengths and weaknesses. This means that they are successful in making and sustaining improvements.

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the early years provision

A wide range of carefully selected resources helps to stimulate children's interests and curiosity. Each area of the room is well set out. For example, children enjoy sitting together with adults and soft toys on a comfortable sofa to share stories, because the book corner is warm and inviting. Resources support learning in all areas of the Foundation Stage Curriculum; as a result, children achieve well and their development is good. There is a good balance of child directed and adult led activities. Small group time is effective in supporting children to talk about their feelings and develop their interests. However, currently only children who are aged four and preparing to start school are invited to join in with these activities.

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the early years provision

A wide range of photographs, books and other resources help children to begin to understand about the diverse society in which they live. Staff have a good knowledge of children's individual backgrounds and needs. They are sensitive to the differing cultures of the families who attend the preschool and seek their views about activities that relate to cultural festivals, such as Christmas. Children enjoy taking part in these activities, but are not always aware that not all children celebrate festivals and celebrations that are important to them. When staff identify that children need additional support, they seek this as early as possible. The preschool has established good partnerships with other professionals such as speech and language therapists and health visitors. They work closely with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 other providers, such as childminders, to share information about children's

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the early years provision

Partnerships with parents are exceptional. Parents feel extremely happy with the care that their children receive, because the preschool encourages them to be heavily involved in their children's learning and development. Parents can join the committee, where they have the opportunity to be involved in decision making on key matters that affect the preschool. All parents are welcomed into the preschool each morning to share books with their children, rather than waiting outside. Parents enjoy spending a session a term attending the preschool and, as a result, feel they are included in their children's learning and development.

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and outcomes for children

Children are happy and well settled at the preschool, because staff know them very well and provide activities and opportunities that they know they will find exciting. As a result, all children are making good progress from their individual starting points and capabilities.

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and outcomes for children

Children are active and creative in their play. They use resources imaginatively and ask adults for more resources to further their ideas. Children work well independently but also seek out adults when they feel they need them. Children are developing effective skills for the future, because they are able to solve situations for themselves and manage conflict calmly. They use a wide range of tools purposefully and with meaning, such as the computer mouse, which they use when playing mathematical games on the computer. Observations that staff undertake are used to plan engaging activities that children will enjoy; as a result, children remain busy and active throughout the session.

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and outcomes for children

All children demonstrate a strong sense of belonging and security at the preschool. They have started to develop firm friendships and are polite, respectful and considerate towards each other and adults. Children's behaviour is very good because they are aware rules and what is expected of them. They can freely select what they want to play with and make choices about their learning, for example, by taking resources they are interested in outside to play with. They help to tidy some activities away and are careful when they handle equipment and resources.

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and outcomes for children

Children have free access to the outside area throughout the session, meaning that they are beginning to understand the importance of regular exercise. They eat fruit at snack time and, on special occasions, children have treats to eat. This helps them to develop an understanding of the importance of a balanced diet for a healthy lifestyle. Physical activities inside and out allow children to develop their large muscles and be active.

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and outcomes for children

Clear rules help children to understand the reasons why they cannot do something, such as use certain outside toys when it rains. Children are confident, responsible and have high self-esteem, because staff are supportive and praise them when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they do well. Children feel safe at the preschool, because they have developed warm and trusting relationships with the adults who care for them. 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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