South Ferriby Pre-SchoolOfsted inspection, 23 Nov 2011

South Ferriby Pre-School Inspection report for early years provision

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Unique reference number 205722 Inspection date 23/11/2011 Inspector Caroline Stott

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Setting address The Village Hall, Horkstow Road, South Ferriby, North Lincs, DN18 6HS Telephone number 07910 922435 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

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

South Ferriby Pre-School registered in 1993 and is owned by a voluntary management committee which has charitable status. It operates from the village hall in South Ferriby in North Lincolnshire. There is a secure outdoor area and the pre-school serves the local community.

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Description of the setting

A maximum of 24 children between two-and five-years-old may attend the group at any one time. The pre-school opens on Monday, Wednesday, Thursday and Friday from 9am to 3pm. Children attend for a variety of sessions. There are currently 13 children on roll, of these eight receive funding for nursery education. The pre-school employs three members of staff. All hold an appropriate early years level 3 qualification. The setting is registered by Ofsted on the Early Years regisister. The setting receives support from an early years teacher from the local authority and is a member of the Pre-School Learning Alliance.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are made welcome by the relaxed environment and friendly staff. Children's individual needs are met and supported which enables them to feel safe and settle in to pre-school life. The variety of activities and resources supports the children to make good progress in the areas of learning of the Early Years Foundation Stage. The partnerships established with parents and the community are successful and the link with the local school is valuable. The staff work efficiently as a team to evaluate and monitor their provision. A capital grant has aided the pre-school developing a small outdoor area, embracing a natural atmosphere with logs and tree stumps, a water system, a den and digging areas.

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further?

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

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further?

 identify a named deputy who is able to take charge in the absence of the manager  clearly identify a defined procedure for the emergency evacuation of the premises  enhance children's learning with their individual starting points brought from home  review the risk assessment to ensure it covers anything with which a child may come into contact with, in particular the door to the outside area. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The staff all complete safeguarding and first aid courses and staff are aware of the procedures to follow if they have concerns about a child. This means children's welfare is monitored and risk of harm can be identified and reported to the appropriate agencies. The vast range of policies and procedures are reviewed and shared with the parents. The staff team are appropriately vetted and keep up-to- date with training and regular in-house staff meetings. This means children are safeguarded effectively by suitable staff. Risk assessments are carried out effectively, including when children are taken outside and on outings For example, children are walked to the local school each week for lunch wearing orange tabards and holding a safety cord with rings. This ensures the pre-school takes steps to eliminate risks and keep children safe. Policies, records and consent sheets are in place and the required documents are on display. Fire equipment is

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the early years provision

in sight and fire drills are completed termly considering different days and children who attend. This means that children are able to move safely around the pre- school building. However, a clearly defined procedure for the emergency evacuation of the premises is not displayed.

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the early years provision

The environment is welcoming and friendly, there are many good displays, resources are freely accessible to children this means that children can make good progress in their development. For example, the Early Years Foundation Stage is embraced with a display in the entrance hall, depicting photos of children eating school lunches within health and well-being and positive relationships with the staff. However, there is no named deputy who is able to take charge in the absence of the manager.

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the early years provision

The pre-school has completed a self-evaluation form and has achieved 'Steps 2 to Quality' in May 2011. Using a focussed improvement plan with the local authority is aiding the pre-school to develop appropriate targets for improvement. The pre- school have accessed a capital grant which has gained them the addition of an outdoor area to one side of the building, this area is accessed by a back door and a back pathway. However, children can access the pathway which poses a risk to their safety. Although staff supervise the pathway and the outdoor play area.

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the early years provision

Partnerships with the parents are positive, however not strong. There is a parent committee, who join the ratios for trips and parents help walk the children to school once a week for lunch. There is a rota for cleaning the kitchen and parent's comment positively about the care their children receive, through discussions. Parents add information to the communication books, which act as shared information between them and the pre-school. The pre-school obtains useful information on children's interest and parents add their comments to their child's observation sheets, which can go home with the child each term if the parent would like. However, children's individual starting points brought from home to aid children's experiences are not sought.

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the early years provision

There is an equal opportunity policy in place and a special education needs policy presently being updated with the aid of the local authority Special Educational This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Needs Coordinator. Children's needs are individually met. Staff have previously supported children with special educational needs and disabilities, meeting individual educational plans set, which aids all children feeling fully included within the pre-school.

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and outcomes for children

Children enter the pre-school safely, going to an area of their choice freely. Children go to the library bus with a member of staff to self-select books of their choice. When they return children display their books to friends and staff alike. The safety of the children is met well by staff. They make children aware of dangers, for example, within an activity about dark and light. Staff help children to handle and discuss light bulbs, considering them being hot and can burn. Children use scissors safely within junk modelling and staff support as needed.

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and outcomes for children

Good health and well-being is encouraged with children bringing in their own water bottles. The cafe offers a choice of fruit which the children choose themselves and displays nearby promote other fruits and vegetables, stimulating children's awareness of healthy eating. Children enjoy helping wash and wipe up their dishes used and use the bin unaided. They are encouraged to go to the toilet and wash their hands, encouraging them to learn the benefits of good hygiene practice. Staff offer support if needed. Physical development is encouraged. A small climbing frame is in the room and other equipment is available. For example, children use quoits to push and pull, then balance on their heads, moving slowly to show their friends. Outdoor play is eagerly welcomed by the children, who enjoy looking at themselves in mirrors, climbing upon small logs and disc shapes, and crawling through the den.

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and outcomes for children

Children make steady progress within the Early Years Foundation Stage and this is recorded in individual profiles. These are supported by photographic evidence and observations, planned around themes and children's interests. They cover the six areas of the Early Years Foundation Stage. Children enjoy exploring their knowledge of the world by looking at shapes over a light board. They say 'it's all gone red' and a staff member asks them why they think this, promoting their thought processes. A discussion takes place about different coloured lights in nearby building photographs displayed. Children use torches and wear a head torch and a display shows how children visit a local works where they watch men in hard hats at work. Children and staff count and discuss shapes on the light board promoting mathematical awareness.

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and outcomes for children

The staff support positive contribution by promoting good language within activities. For example, whilst looking at pictures of buildings at night, some children say they are 'scared of monster houses'. Staff sensitively say they 'get a bit scared sometimes too'. Communication, language and literacy is reinforced with children self-registering with their own name tags on the coat pegs. Some display their names through their own mark making, encouraging pre-writing skills. A quiet area offers children the opportunity to access books undisrupted promoting early This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reading awareness.

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and outcomes for children

Creative development is offered through children self-selecting from a wide range of activities provided throughout the sessions. Children use glitter paints and tubes of glitter to decorate boxes, cardboard and paper freely. Children mix flour and milk, requesting more freely. These activities provide children with the experience of exploration and investigation, allowing children to seek meaning in their observations and capabilities. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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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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