Little Scallywags Pre-School

Little Scallywags Pre-School Inspection report for early years provision

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Unique reference number 253573 Inspection date 09/03/2012 Inspector Elisabeth Wright

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Setting address Community Centre, Lincoln Road,Skellingthorpe, Lincoln, Lincs, LN6 5UU Telephone number 07866 969930 Email littlescallywagspreschool@googlemail.com 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

Little Scallywags Pre-School is privately owned and was registered in 1991. It operates from the Community Centre in Skellingthorpe, Lincoln, Lincolnshire. A maximum of 46 children aged under eight years may attend the setting at any one time, and of these, not more than 6 may be under two years. The setting is open Monday to Friday from 9am to 3pm during term time.

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Description of the setting

Children are cared for in two halls and have use of associated facilities. There is a fully enclosed area for outside play. Children attend from the local and surrounding areas for a variety of sessions. There are currently 39 children on roll, all of whom are in the early years age group. Of these, 20 are in receipt of funding for early years education. Children with special education needs and/or disabilities are supported by the setting. The setting is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

There are seven members of staff, including the manager, who work directly with the children. Of these, one holds a degree in early years and one is a qualified teacher, four hold a qualification at level 3 and one holds a qualification at level 2, all in early years. The setting 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 in the setting are settled and happy because their uniqueness is valued and developed well. Children's individual needs, including those of children with special education needs and/or disabilities, are well provided for. Space, staff and resources are mainly organised effectively, enabling children to make good progress across all areas. Well devised planning systems ensure that activities are consistent with children's interests and learning styles. Strong partnerships with parents ensure that children benefit from a consistent exchange of information. Methods of self-evaluation are shared across the team, consequently the setting maintains a good capacity for continuous improvement.

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further?

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

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further?

 provide a second key person for children so that when the main key person is away there is a familiar and trusted person who knows the child well  develop further the use of the outdoor area to provide children with increased opportunities to be active and interactive and to improve their skills of coordination, control, manipulation and movement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is safeguarded well in the setting through secure policies and procedures. Robust recruitment and induction procedures ensure that the suitability of staff to care for children is vetted and that all staff have a good understanding of their roles and responsibilities with regard to child protection concerns. Children can play safely because hazards are identified and minimised through regular risk assessments and daily checks.

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the early years provision

Space and resources are managed well to optimise the space available both indoors and outside. Children are allocated a Key Person, which enhances their security and sense of belonging. However, the system for covering Key Person absences is not fully robust as there is no second Key Person allocated for children to identify with individually.

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the early years provision

Children's uniqueness is known and valued by the staff, therefore their individual needs are well provided for, including children with special education needs and/or disabilities. This is enhanced by the good relationships built with parents, enabling a valuable exchange of information. This is used well by staff to support children's individual needs in the setting and parents are supported in extending learning at home. Partnerships with other professionals are well established and utilised to support individual children and the setting as a whole. Where children attend other settings in the Early Years Foundation Stage relationships are actively pursued to support consistency of care, for example, by completing link books to be used by both settings.

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the early years provision

Strong leadership and management of the setting ensure that staff are included in the self-evaluation process, resulting in a dedicated team who are committed to the continuous improvement of the provision. This is secured through realistic and challenging plans for future development that include building on the children's interests and keeping their needs at the centre of the provision.

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and outcomes for children

Children enjoy their time and make good progress over all areas in line with their starting points. Well developed planning systems for the ongoing observation and assessment of children are effective in supporting individual needs and providing supporting activities and resources. The provision of space indoors for physical play supports children who are active learners and consequently they become involved in other areas of play. For example, one child rides a bike from table to table, engaging with mark making, construction and small world activities. Staff know their key children well and are therefore able to support a range of different children's needs during one activity. Children benefit from a well managed mix of age groups where siblings benefit from the security of being able to play together. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Staff interact with the children, engaging them in conversation and listening to

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and outcomes for children

their ideas. Consequently children develop good communication skills and are eager to tell their thoughts and ideas to visiting adults. Older children are supported in linking sounds and letters through a gentle introduction to phonics. Their story telling skills and imaginations are fostered as they draw pictures of their own stories, embellished by their narrative written in by their Key Person. Children are given time and space to pursue their own ideas, therefore they learn to work things out and solve problems for themselves. Language and concepts of numeracy, weight and volume are woven throughout the activities and routine of the day as staff make reference to them in conversation. Therefore children learn these well and use mathematical language spontaneously.

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and outcomes for children

Resources for the children provide them with positive images of a range of cultures and abilities. They learn about the wider world through activities around festivals and experience using a range of languages as they greet each other at circle time. A range of technology is available, supporting children's ongoing understanding of this, for example, they have use of a computer and use calculators and cameras in play. Children are creative in their drawing and ideas and enjoy moving to music. For example, two children stand near the CD player at tidy up time, wiggling to the music and laughing together.

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and outcomes for children

Physical play is provided for both indoors and outside with a range of resources that develop physical skills and coordination. However, time given to outside play is restricted, therefore opportunities for all children to play actively and benefit from fresh air are limited. Good routines for hand washing and the provision of nutritious snacks support children's developing understanding of a healthy lifestyle.

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and outcomes for children

Children learn to keep themselves safe through effective routines and explanations. For example, they know they need to hold onto a rope to walk across to the garden area and are aware of the importance of staying together. Staff consistently supervise the children and intervene early with effective strategies if minor disputes arise. Therefore behaviour is predominantly good, enhancing children's sense of security. Overall children develop a good range of skill that support their future learning and development well. 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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