Southover Pre-SchoolOfsted inspection, 9 Dec 2011

Southover Pre-School Inspection report for early years provision

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Unique reference number EY256699 Inspection date 09/12/2011 Inspector Yasmine Hurley

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Setting address 12 Southover, London, N12 7JE

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Telephone number 020 8492 8408 or mob 077 336 0918 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

Southover Pre-School opened in 1968. It is a well established pre-school is situated in Woodside Park in the London Borough of Barnet and is located in the premises of a football and cricket club. The pre-school operates from two interconnecting rooms and has access to an outdoor area. The pre-school is open Monday to Friday for sessions from 8.30am to 2.30pm during term time. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Children may attend for a variety of sessions. The pre-school is registered to care for a maximum of 40 children under eight years at any one time, all of whom may be in the early years age group. The provision is in receipt of funding for the provision of free education to children aged three and four years. The pre- school currently supports a number of children learning English as an additional language and children with special educational needs and/or disabilities. There are

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Description of the setting

10 members of staff, all of whom hold appropriate early years professional qualifications from level 3 to Qualified Teacher Status.

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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 offers a welcoming and inclusive provision with good support for all children. Children enjoy a choice of stimulating and interesting activities, making good progress overall in their learning and development. Generally, staff work well with parents and carers. They establish good working relationships with a range of professional agencies to ensure that all children's individual needs are well met. Mainly effective self-evaluation systems are in place for the continual improvement of the outcomes for children.

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further?

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

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further?

 take all reasonable steps to ensure that hazards to children in the outdoor area are kept to a minimum (also applies to both parts of the Childcare Register) 09/01/2012

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further?

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

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further?

 develop further systems to encourage parents to review their children's progress regularly and contribute to their child's learning and development This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 record, and check that each child's learning record reflects what they need to learn next.

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the early years provision

The manager ensures that robust recruitment and vetting systems are in place to ensure that all staff are checked as suitable to work with children. Children are thoroughly protected from harm and neglect as staff have good knowledge and understanding of child protection issues and how to safeguard children's welfare. Generally, effective risk assessment carried out by staff helps to keep children and adults safe; however, children use scooters and tricyclesclose to the top of a flight of steps. Although staff watch the children, there is nothing to prevent children going over the edge and down the steps. This hazard has the potential to put children's safety at risk, particularly if staff become distracted. All staff hold a current first aid certificate, which means that children can receive appropriate treatment in the event of an accident. Overall, documentation relating to children's individual needs and care routines is well-maintained.

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the early years provision

Staff are well qualified, experienced and work well together. Regular team meetings and training lead to staff working as an effective team that drives improvement successfully. The pre-school has addressed all recommendations raised at the last inspection. A thorough and robust system of self-evaluation identifies accurately where the pre-school requires improvement. Management take account of the views of both parents and children when evaluating the provision. Staff use resources well to foster children's learning and development. The pre- school environment is effectively organised to promote an accessible and stimulating range of experiences for the children. Staff promote children's independence as they encourage them to make choices from a broad range of good quality resources. Many are presented on easy-to-reach trolleys, so children see what is available and help themselves. This system results in self-led and

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the early years provision

sustained play. Inclusion is effectively reflected in the pre-school and staff have a good knowledge of each child's needs including children's starting points on their entry to the pre- school. Staff promote equality well, as children with special educational needs and/or disabilities, and those children learning English as an additional language are very well supported. Staff work together to plan and help them meet individual targets for development. Staff consider the development of groups of children too, such as boys, to check whether progress is different from that of the girls. Staff use stories to help children understand difference. They tell the story of 'Goldilocks and the three bears', for example, with one bear being in a wheelchair. Children's varying backgrounds are acknowledged as children's awareness is increased through special events, including a variety of religious and cultural

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the early years provision

festivals. The children and staff represent a wide range of cultures and everyone is treated with respect.

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the early years provision

Generally, partnerships with parents are effective. Children benefit from home visits prior to their start at the nursery, undertaken by nursery staff. Parents share This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their views about the provision and are involved in some of the decision making processes through meetings, questionnaires and discussions with staff. Staff do not fully encourage all parents to review their children's progress regularly and contribute towards their children's learning and development records, however. Partnerships with others are well established and staff have good rapport with the local early years team and those agencies that support children with special educational needs and/or disabilities. Staff support children very well as they leave the pre-school, having effective links with several schools.

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and outcomes for children

Children are well settled; they thoroughly enjoy their time at this welcoming and inclusive pre-school. Activities planned include a good mix of adult-led and free choice play. Children particularly enjoy the outdoor play area, which is well- resourced and is organised thoughtfully to provide children with similar learning opportunities to indoors. Children learn to listen and have fun with stories, songs and rhymes. The book areas, both indoors and outdoors, provide a comfortable space for children to relax and share books. Children are developing early writing skills and there are good examples of lettering displayed. Older children are extended further by learning to write their names and are making good progress in gaining useful skills for the move to school. Children enjoy participating in activities such as learning French through rhymes, songs and role play helping them to value other cultures and languages. Staff provide careful assistance when

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and outcomes for children

necessary, guiding them through the words on the computer screen and helping them use the games. An effective 'key person' system helps children feel secure. It contributes to establishing sound methods for observation and assessment through initial discussions with parents. Planned activities are based on children's interests noted in the nursery and staff observe, monitor and record the progress children are making, although the next steps in learning are not always fully identified. Children immerse themselves in creative and imaginary play as they explore experiences and materials, such as painting, cooking and playdough. Children use new skills to solve problems, count and reason making good progress in gaining skills for their future lives. For example, some children confidently count to 10 and recognise shapes such as circle, triangle and square. They participate in activities such as singing songs with numbers during circle time and using shaped playdough

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and outcomes for children

cutters. Children understand the concept of large, big, small and medium when comparing the star cookies they make.

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and outcomes for children

Children enjoy physical activities both indoors and outdoors in all weathers, benefiting from the fresh air and exercise. Children use a variety of equipment to practice and extend their physical skills, enabling them to be active, climb and balance. They develop an awareness of space and learn to move their bodies imaginatively as they enjoy music and movement sessions during circle time and participating in games that require teamwork such as using rackets and balls. Children explore, investigate and develop their knowledge and skills in both indoor This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and outdoor environments. They enjoy planting seeds in the garden, regularly watering them and watching them grow. This helps children to make sense of the world around them.

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and outcomes for children

Children have good relationships with other children and staff; they are well behaved. They play well with other children, share and take turns and are considerate of each other using words such as 'please' and 'thank you'. Staff listen to and praise children which promotes their self-esteem and confidence. The well planned, flexible daily routines allow children to develop good levels of independence in their play and personal care. Children have a clear understanding of how to stay safe, for their ages. They demonstrate this by showing a good awareness of responsibility within the pre-school, such as waiting for their turn and helping to tidy up. They wash their hands independently and help themselves to drinks and healthy snacks. Children have a good understanding of leading healthy lifestyles as staff extend children's knowledge during meal times, activities and regular exercise. 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified on the early years part of the early years report (Suitability and safety of premises and equipment) 09/01/2012

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified on the early years part of the early years report (Suitability and safety of premises and equipment) 09/01/2012

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