Worthington Pre-School

Worthington Pre-School Inspection report for early years provision

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Unique reference number EY222181 Inspection date 12/03/2012 Inspector Hazel White

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Setting address Worthington Primary School, Main Street, Worthington, Ashby de la Zouch, Leicestershire, LE65 1RQ Telephone number 01530 222319 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.

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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

Worthington Pre-school is committee run and was re-registered in 2011. It operates from in a modular building in the grounds of Worthington Primary School in the village of Worthington in Ashby-de-la-Zouch. The pre-school- serves the local and surrounding areas and has strong links with the school. There is a fully enclosed area available for outdoor play.

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Description of the setting

The pre-school opens Monday to Friday during school term times. Sessions are from 8.30 am until 11.30am. Children are able to attend for a variety of sessions. The pre-school is registered on the Early Years Register and on both parts of the Childcare Register. A maximum of 20 children may attend at any one time all of whom may be on the Early Years Register. There are currently 19 children attending who are within the Early Years Foundation Stage. The pre-school employs three members of child care staff. All hold appropriate early years qualifications.

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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 cared for in a well thought out, calm, enabling environment which helps them to make good progress in their learning. Staff offer an inclusive and welcoming service, supporting all children to actively participate in activities which meet their individual interests and developmental needs. Relationships with parents and other early years professionals are positive and friendly. The team demonstrates a strong capacity for improvement and is developing observation and self-evaluation systems to monitor practice and help promote successful outcomes for children.

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further?

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

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further?

 improve the systems for the organisation of the setting by seeking the views of parents as part of the self-evaluation system to support ongoing improvements  improve the use of observations and assessments to identify learning priorities for each child.

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the early years provision

Children are effectively safeguarded. Staff understand their individual and collective roles and responsibilities. They recognise signs and symptoms of abuse This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and there are clear procedures to follow should they have any concerns. The deputy has recently attended child protection training and has cascaded this information to the team so that their knowledge is up to date which helps to protect children from harm. Security is good and children are supervised well. Risk assessments and daily safety checks help staff to identify and minimise potential safety issues and a collection of clearly written and easily accessible policies and procedures inform staff and parents and reinforce good practice. Robust recruitment and vetting procedures ensure that all adults working with children are suitable to do so.

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the early years provision

Children have appropriate space to play and rest and the environment is attractive and conducive to both learning and having fun. Good quality resources are suitable for the ages of children attending and help to effectively support their learning and development. These include resources which positively reflect diversity and in addition children explore family customs and practices by celebrating some special days and events. Children's independence is successfully fostered because a large selection of resources is thoughtfully stored in places that they can easily access. They are encouraged to make choices and tidy away after their play and this fosters responsibility and teaches children to treat resources with care and respect.

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the early years provision

Good relationships are developed with parents and carers. They are well informed about the provision and share quality information about their children's care needs. For example, information about their children's interests, capabilities and achievements at home. Parents receive detailed information about the setting through the prospectus and are updated regularly through newsletters and the parents' notice board. Children's learning journals are available for parents to view and they are encouraged to contribute to them. Parents speak highly of the staff, for example, they comment on their friendliness and approachability and how they have helped their children settle and progress in their learning. There are good systems in place to support children with special needs and/or disabilities. Staff liaise closely with parents and external agencies to ensure children's needs are met and they are fully supported and included within the setting. The setting have

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the early years provision

developed strong links with other settings who are delivering the Early Years Foundation Stage which helps children with the transitions between settings.

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the early years provision

The leadership and management of the provision is strong. Children are cared for by a stable, enthusiastic and committed staff team who enhance their knowledge and understanding of childcare related issues by attending training, researching the internet and meeting with other early years professionals to share good practice and exchange ideas. The committee and staff team share a clear vision for the setting and developed an action plan which highlights areas for improvement. For example, they have recently updated the settings policies and procedures to further promote children's welfare, safety and development. Consequently, the setting shows a good capacity for improvement. Reflective practice is being further developed so that the views of parents help to inform the setting's self-evaluation. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy, having fun and making good overall progress in relation to their capabilities and starting points. They participate in the full range of play experiences that cover all areas of learning. The staff team demonstrate a secure knowledge of the requirements of the Early Years Foundation Stage. Effective use of the key person system means that children are able to form appropriate attachments and are supported well. Learning journals record children's achievements and these contain some examples of children's work, photographs and their observation records. However, their next steps in learning are not clearly identified which could mean that they are not always appropriately challenged.

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and outcomes for children

Staff help children to think and to problem solve as they play. They use open ended questions to encourage conversation. Consequently their language skills are well supported. Mark making and pre-writing skills are evident throughout the setting as children draw, make notes and record pretend appointments. They have a lovely time making patterns in shaving foam, describing how it feels 'squidgy' and looks like 'Father Christmas's face'. They develop an interest in books as they have easy access to them in the comfy area, sharing stories which they pretend to read to each other. This develops their understanding that print carries meaning. Children are encouraged to put on coats and shoes for outside play and help to tidy toys away which effectively promote their independence.

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and outcomes for children

Children show a strong sense of security and belonging within the setting. They are at ease with staff and are familiar with routines and where resources and their belongings are kept. They are well-behaved and polite because staff provide them with good role models to follow. Children are happy to go to staff for comfort, reassurance and support. Children are developing an understanding of diversity in meaningful ways, for example, through easy access to resources that teach them about the wider world and by exploring various religious and cultural festivals. They walk around the village, visit the local school and are intrigued when 'people who help us' such as the police and fire service, visit to talk about their role in the community. Toys and equipment are freely and safely accessible to all and care is taken to ensure that these resources depict a variety of abilities.

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and outcomes for children

Snacks are healthy and nutritious and these along with lots of exercise and fresh air contribute to children's health and their understanding of healthy lifestyles. The outdoor area is used by all children on a regular basis. They examine frog spawn and decide what the weather is going to be like by looking at the wind machine. Children grow strawberries and vegetables and help prepare them for their snack. Wheeled toys and climbing equipment are skilfully used and help children to develop a positive attitude towards being active. They learn how to keep themselves safe as staff use everyday opportunities to reinforce their knowledge and understanding. For example, they participate in the emergency evacuation procedures, use equipment safely and are reminded to keep within boundaries when outdoors. 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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