Little Turtles Pre-School The Cornerstone U.R.C.

Little Turtles Pre-School The Cornerstone U.R.C. Inspection report for early years provision

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Unique reference number 119461 Inspection date 12/12/2011 Inspector Chrissie Pittman

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Setting address Central Avenue, SOUTHEND ON SEA, Essex, SS2 5JL

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Telephone number 07789 620840 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 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

Little Turtles Pre-School was registered in 1999. It operates from the Cornerstone Hall in the United Reform Church in Southend on Sea. The nursery serves the local community, is accessible to all children and has strong links with the Church.

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Description of the setting

The nursery opens every morning except Wednesday, during school term time. Sessions are from 9.15 am to 12.30pm. On Wednesday sessions are from 9.15am to 11.45am and 12.15pm to 2.45pm. Children are able to attend for a variety of sessions. The nursery is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. A maximum of 26 children may attend the nursery at any one time all of whom may be on the Early Years Register. There are currently 37 children on roll. The nursery provides funded early education for two-, three- and four-year-olds.

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Description of the setting

The nursery employs seven members of child care staff. Of these, four hold appropriate early years qualifications. The nursery 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

Children are making good progress in their learning and development in this stimulating environment where skilled staff are experienced in meeting their needs. Managers understand the strengths and weaknesses of the provision, and are improving processes such as observations and assessment. Staff have a very good understanding of the Early Years Foundation Stage and share children's progress with parents to effectively determine their next steps. Good relationships between the nursery and other agencies maintain improvement and ensure children's individual needs are met. Staff are reflective and are continuously looking for ways to improve the provision. They have successfully developed close relationships with children and parents to ensure all children's welfare is effectively promoted.

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further?

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

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further?

 improve the use of observations to plan the next steps in each child's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff are knowledgeable about safeguarding policies and have effective procedures in place to manage any concerns they may have about children in their care. The designated person has attended appropriate training and has cascaded this to members of staff who are awaiting training. Robust employment procedures are in place to ensure that children receive care from staff who have undergone the required suitability checks. Children use premises that are safe and secure and they are supervised well at all times. This means that children are confident to confide in adults and behave in ways that are safe for themselves and others. Comprehensive policies and procedures enable staff to effectively promote children's well-being, including parents completing personal documentation, regarding allergies. Staff carry out effective risk assessments and emergency evacuation plans are practised regularly so that children know what to do in an

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the early years provision

Staff are knowledgeable about the Early Year's Foundation Stage and use this well to support children in their learning. The committee and manager have a clear vision for the nursery. They aim to serve children from the local area with a homely, well-run pre-school where their welfare and learning needs are met effectively. The environment is efficiently organised and accessible to the children. For example the division of the hall into learning zones with activities reflecting the six areas of learning means that children are able to make good progress in moving around freely and self-selecting low-level resources. The resources are of good quality and include toys that reflect our wider society such as books, puzzles, musical instruments and role play toys from other cultures.

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the early years provision

Managers and staff are reflective, and are continually looking for ways to improve the provision by setting ambitious targets. They have addressed previous actions and recommendations promptly and effectively. For example, the monitoring of nursery education is now effective. Nursery education has been improved. Most children now understand that words carry meaning and they are given more opportunities to write for a purpose. According to many parents their communication with the nursery is very positive.

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the early years provision

Partnership work is good. Staff value the role of parents by listening to their comments, for example, a parent requesting to take a child's profile home. Good quality information is shared with parents through termly meetings to discuss children's starting points and subsequent progress. Parents speak highly of the staff. Partnership work with others is also good as staff develop working relationships with other health professionals and settings to ensure continuity of care. Staff actively promote equality and diversity by very effectively supporting children's language, communication and social skills so all can participate and communicate equally. Children with special educational needs and/or disabilities make excellent progress. This is because systems allow for the identification of a child's needs for additional support as soon as possible. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Planning and assessment has been reviewed and successfully implemented ensuring that arrangements meet the learning and development requirements of the Early Years Foundation Stage. The provision successfully covers the six areas of learning. Daily plans reflect children's interests and individual learning needs. Children's individual profiles include their starting points, next steps and the Development Matters framework. However, observations are sometimes underused to inform the next steps in learning. Overall, children are making very good progress given their starting points. They enjoy learning about diversity and inclusion, through routines and discussions and by celebrating cultural events, such as, Easter. This is because the staff use activities very effectively to promote diversity.

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and outcomes for children

All children are happy, confident, and secure as they enjoy their time at the pre- school. Most are inquisitive learners as they enthusiastically explore all the play areas. Staff have very positive relationships with the children because they respond to their needs, interact effectively and promote sustained thinking well. For example they encourage children to draw maps in chalk on the playground and create tickets for a 'pretend bus ride'. Children develop an early appreciation of books and stories as the book corner is welcoming, well resourced and children enjoy sharing stories. Staff also provide a very rich environment for communication, language and literacy, through mark-making activities, stories, and descriptive conversations with the children. As a result, children are very confident talkers using excellent descriptive language, for example, when discussing the 'attributes' of mini beasts.

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and outcomes for children

Children's behaviour is excellent as staff are effective in creating an environment that values positive behaviour. For example, children are encouraged to earn an 'apple' to put onto the kind/helpful tree at story time when they do something good. Consequently, all children behave well and feel valued because their very good behaviour is always praised. Staff very successfully combine traditional activities with contemporary play, for example children enjoy singing nursery rhymes and performing creative dance. Parents also join in and pin their children's achievements to the 'Wow' board to be recognised at story time. Children's individual learning styles are effectively catered for as the older boys prefer to play with a ball and cars and through superhero activities. The outdoor garden area provides an exciting environment for children to play with paint and water activities. Children are very confident in their physical and technological skills as

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and outcomes for children

they use a range of outdoor play equipment with ease and most are adept at using simple programmes on the computers. This very effectively supports children's development of skills for the future.

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and outcomes for children

Children's health and safety is good, as staff ensure that children know about their own personal hygiene and how to be safe within the environment. Children demonstrate excellent social skills and independence, for example at snack time they set up their own places, get their own drinks and pour their own milk clearing up their plates afterwards. Snacks are healthy and nutritious and children know This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fruit is good 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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