Wellhouse Pre-School

Wellhouse Pre-School Inspection report for early years provision

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Unique reference number EY244377 Inspection date 12/12/2011 Inspector Julia Common

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Setting address Wellhouse Lane, MIRFIELD, West Yorkshire, WF14 0BE

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Telephone number 01924 493216 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

Wellhouse Pre-School is committee run and opened on its present site in 2002. The pre-school operates from one main playroom with an entrance and cloaks area within a mobile building on Crossley Junior and Infant School grounds. Children have access to an enclosed outdoor play area and a wild garden. The pre-school is situated in a residential area in Mirfield. It is open each weekday from 9am to 3.15pm during term time only.

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Description of the setting

The pre-school is registered on the Early Years Register. There are currently 44 children aged from two to under five years on roll, some in part-time places. The nursery currently supports a number of children with special educational needs and/or disabilities and children who speak English as an additional language.It setting provides funded early education to three- and four-year-olds

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Description of the setting

There are 8 members of staff, all of whom hold appropriate early years qualifications to at least level 2. Four members of staff are qualified to level 4 and two staff members are working towards Early Years Professional Status. The pre- school has access to advisory teacher support from the local authority. It has been awarded quality assurance with the local early years service, and a third healthy eating award.

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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 cared for by confident, knowledgeable and experienced practitioners who recognise the uniqueness of each child. Highly effective partnerships between providers, parents and other agencies are a key strength and ensure individual children's needs are met to an exceptional level, together with any additional support needs. Children's health, safety and welfare are paramount and this is reflected throughout the setting and supported by effectively implemented policies and procedures. Staff have an excellent understanding of the Early Years Foundation Stage Framework, and quality assessment and observation methods ensure all children are progressing well. Self-evaluation in the setting is used very effectively to identify areas for development and is acted on to ensure that outstanding outcomes are achieved 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?

 developing outdoor planning to demonstrate that it includes all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Managers of the setting are inspiring and motivate the staff team to share their vision for continuous improvement. Morale is high and staff are dedicated to reaching and maintaining high standards of care and learning. Annual conversations are held with a development worker, and this is used to celebrate achievements and plan for any changes and improvements. Initiatives, such as 'Every Child a Talker', are embraced and the manager attends network meetings and uses statistics to identify new areas to address. Recommendations are put into an action plan, shared with the team and addressed immediately. Children are safeguarded and well protected in the setting because the staff implement effective policies and know procedures to follow if they have concerns about a child in their care. Risk assessments are carried out and reviewed regularly. This means that all children are considered and strategies are put in place to protect all

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the early years provision

Staff are very knowledgeable about the Early Years Foundation Stage and use this well to support children in their learning. There is a high expectation for all children to progress, and an effective key person procedure is successfully implemented to achieve this. The environment is well organised and accessible to all children. Staff make good use of their existing resources and extend children's play and learning well, such as creating a 'bear hunt' in the wild garden and growing and planting in the outdoor classroom. Children's independence and self- esteem are promoted well. For example, the toilet cubicles are child sized and within the main play area, and free-flow play extends to outdoors.

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the early years provision

Parents and carers have excellent relationships with the staff, particularly their child's key person, and say they appreciate being able to turn to staff for support and advice at any time. Staff share children's progress regularly through verbal and written reports, and parents are invited to look at and contribute to children's development records. Parents come into the setting to provide information on cultural celebrations and dances. The management committee includes parents and makes decisions about the setting. For example, parents and children were very involved in a recent project to develop an outdoor area. Useful information about children is gained from parents and ensures that parents' wishes and children's individual needs are effectively met. Effective relationships with other provisions and professionals involved with the children contribute to supporting children's welfare and learning to a very high level. There is a highly effective

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the early years provision

transition procedure in place which ensures that children's move to full-time education is significantly eased.

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the early years provision

The setting is highly inclusive and welcomes all children. A designated person liaises with other agencies and parents to ensure the best possible care and education for all children, and a translator is available. Children are happy, secure, valued and given equal access to resources and activities. Parents highly praise the staff for quickly identifying and referring their children to ensure they get the best possible support and progress well in the setting. A highly effective equal This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities policy supports the staff well and ensures that the individual needs of all children are met and they are included fully in the life of the setting.

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and outcomes for children

The setting provides a relaxed, welcoming environment where children are happy and content. Children follow routines well and are independent and confident. The highest priority is given to children's health, safety and well-being. This is reflected throughout the setting and in the documentation and effective implementation of comprehensive policies and procedures. Children are able to use tools, such as scissors, safely. This is because staff teach the children safety aspects and respect. Other activities, such as cooking and planting, offer the children opportunities to learn about keeping themselves safe with everyday tools and to handle them carefully.

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and outcomes for children

Children are active and healthy. This is because there are a range of available resources for them to practise skills, such as pedalling, jumping, balancing and running. Staff provide opportunities for music and dance from different cultures. For example, the children have access to a range of musical instruments from different countries, and they have also enjoyed 'bhangra' dance sessions. The outdoor classroom offers planting and growing opportunities and the children extend a story about a caterpillar when they grow and taste all the things the caterpillar ate. The children are offered a healthy choice of snacks and milk or water to drink. Resources and activities for supporting children's understanding of good hygiene are excellent. For example, they talk about germs and the importance of hand washing. Children have access to a wide and varied range of resources. Laptops and a printer promote mouse skills, concentration, problem

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and outcomes for children

solving and turn taking. Planting and cooking sessions, along with role play opportunities, ensure children develop skills for the future.

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and outcomes for children

Children make excellent progress during their time in the setting. All children are valued and practitioners successfully promote and extend children's individual learning. An effective assessment procedure determines children's starting points and monitors their progress. As a result, any concerns or delays are identified quickly and referred appropriately. Staff understand the importance of assessing and observing children and this is demonstrated in their key children's files and planning. The indoor and outdoor learning environments are organised and resourced exceptionally well and offer the children rich and varied learning experiences. However, outdoor planning does not always clearly show that it includes all children. Practitioners are very knowledgeable and experienced and able to fully support and progress the children's learning and development. Consequently all children are making excellent progress towards the early learning

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and outcomes for children

Children behave exceptionally well in the setting because the staff give clear explanations and set appropriate boundaries. Relationships between children and adults are excellent and the behaviour of the children reflects this. Staff treat children with great respect, use good manners at all times and are excellent at This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 listening to the children. Consequently the children are well-mannered, confident and respect one another. Children are developing a respect for themselves and others and learning about other cultures and beliefs. This is because staff make effective use of books, resources and activities to introduce new ideas and promote diversity. 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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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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