Sleaford Methodist Pre-school

Sleaford Methodist Pre-School Inspection report for early years provision

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Unique reference number 253601 Inspection date 26/03/2012 Inspector Carly Mooney

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Setting address Sleaford Methodist Church, Church Lane, Northgate, Sleaford, Lincolnshire, NG34 7EL Telephone number 07885 301827 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

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

Sleaford Methodist Pre-School was registered in 1973. It operates from the hall of Sleaford Methodist Church in the centre of Sleaford, Lincolnshire. The pre-school serves the local area and has strong links with the local schools. The pre-school is accessible to all children. There is a fully enclosed area available at the front of the Church for outdoor play. Another small area can be fenced off adjacent to the Church hall.

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Description of the setting

The pre-school opens Monday to Friday during school term times. Sessions are from 9am until 12noon on a Monday to Friday morning and again from 12.45pm until 3.45pm on a Monday, Tuesday and Wednesday afternoon. Children are able to attend for a variety of sessions. The pre-school 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 pre-school at any one time, all of whom may be on the Early Years Register. There are currently 60 children attending, who are within the Early Years Foundation Stage. The pre-school provides funded early education for three- and four-year-olds. It supports children with special educational needs and/or disabilities.

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Description of the setting

The nursery employs nine members of childcare staff. Of these, all hold appropriate early years qualifications. The pre-school 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 well provided for by caring and attentive staff, who value each of them as individuals. Children make good progress in their learning and development through participating in a range of stimulating activities and experiences. Clear procedures for observing and assessing children's progress are in place. Excellent relationships with parents have developed, which meets children's individual needs very well. Effective procedures for self-evaluation are established and all staff demonstrate a firm commitment to improving and continuously developing the provision.

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further?

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

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further?

 develop further current planning systems to show how activities relate to children's individual learning needs and interests. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well safeguarded by a knowledgeable and experienced staff team, who implement clear procedures to protect children in their care. Safeguarding training is attended by all staff, including some to a higher level. A comprehensive policy is shared with parents, students and volunteers as part of a clear induction programme. Robust recruitment procedures ensure staff are suitable to work with children. High staff to children ratios means that staff are deployed effectively to ensure the safety of children as they play. Staff are vigilant regarding safety and ensure that the premises are kept safe and secure when operating due to other users in the building. Risk assessments are thorough and include daily checks. Documentation is maintained to a good standard and a range of clear policies support the effective practice at the setting.

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the early years provision

Children have access to a spacious, stimulating environment inside, which is well planned to meet children's differing ages, interests and needs. Thoughtful deployment of the resources enables children to make choices and become active, independent learners. There are two areas for outdoor play, one of which is sectioned off next to the building when possible to provide free flow access. Staff also take children on regular walks and to the park to ensure that they spend sufficient time in the fresh air. The pre-school maintains excellent relationships with other providers and agencies that help care for the children. The manager is extremely knowledgeable and experienced in caring for children with special educational needs and/or disabilities and provides excellent support and guidance for the children and their families. Specialist support is sought to ensure each child's additional needs are met very well within the setting. As a result, children

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the early years provision

with special educational needs and/or disabilities are fully included in activities. Staff understand the need to enable children to become aware of similarities and differences in people and teach them about values and respect through resources.

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the early years provision

Outstanding partnerships with all parents have been established, which benefit children's time at the setting extremely well. Key persons have formed very close bonds with their children and their families, so that they are able to address their individual needs very well. Information is gathered from parents at the beginning of placement regarding their child's learning and development and then termly through a 'working with parents' sheet. A weekly diary ensures that parents are constantly kept up-to-date with their child's learning within the setting and they also attend parent's evenings to discuss their progress twice a year. Parents are extremely positive about the pre-school. The procedures implemented for a smooth school transition are excellent. Staff support parents by attending school information evenings and provide a transition bag to take home, which includes books and photographs about starting school. Key workers work closely with

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the early years provision

families to put together a starting school book for each child. Effective communication diaries are shared between the pre-school and other settings children attend.

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the early years provision

The pre-school operates effectively under clear guidance and support from the manager and deputy, who ensure staff are clear in their roles and responsibilities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and encourages them to be actively involved in decisions that improve outcomes for children. Staff's account of the setting in their self-evaluation form is a good reflection, which has enabled them to identify, prioritise and implement realistic areas of development. Staff show a positive commitment to improving their knowledge through professional training, which is implemented effectively within the pre-school. Managers, staff and the trustees demonstrate clear vision for the future and as a result, the ability to maintain continuous improvement is good.

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and outcomes for children

Staff have a good understanding of the Early Years Foundation Stage and recognise the importance of children learning through play and first hand experiences. They provide consistent support for children and through effective questioning allow them opportunities to think for themselves and make their own decisions in their play. As a result, children make good progress in the learning and development. Learning Journeys provide a comprehensive record of the progress children are making towards the early learning goals. Observations are meaningful, clearly linked to the areas of learning and provide realistic next steps for children to work towards. In general, staff plan for children's interests and development needs. However, current planning systems do not clearly show child-led activities or how focused activities relate to individual learning.

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and outcomes for children

Children's individuality is valued and they are treated with kindness and respect. Children are friendly and show warm friendships with adults and each other. For example, a child takes another child's hand and asks if they would like to dance. Children develop self-help skills as they help to tidy away the toys and wipe down the tables. They collect their own snack and learn to use the toilet independently. Children are constantly busy and occupied, which results in good behaviour overall. Children are developing good self-esteem as staff are attentive and are interested in what they have to say and the things they do, such as, pictures they have drawn.

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and outcomes for children

Counting and problem solving are reinforced naturally in routine activities. For example, through conversation older children are asked 'how many children are still eating at the snack table and how many are finished?' They count the number of children present at circle time and use the numbered cones to place themselves in the correct order. Young children are introduced to mathematical language in their play, such as, slower and faster when rolling a ball to each other. Children play in a word rich environment and show a good appreciation of books. Young children sit attentively in a small group to listen to a story read by a member of staff. Writing materials are easily available and are included in areas, such as the florists role play, which means that children quickly learn the value of mark making. A computer is well used and children participate in a good variety of programmes, which support different areas of learning. Children dance

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and outcomes for children

enthusiastically to familiar music, giggling as they swirl, hop, skip and jump. They use their imaginations well as they pick up the musical instruments and announce they are in a band marching in a circle. Children have the ability to express their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 creativity through participating in a range of activities, including water, play dough, painting and sticking.

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and outcomes for children

Children's welfare is effectively promoted. All staff are trained in first aid and are well informed about children's medical or dietary needs. Records, which safeguard children's health are appropriately maintained and children are cared for in a clean environment. They are encouraged to maintain their own personal hygiene through hand washing before eating or after attending the toilet. Children feel safe and secure in the setting and participate in a range of safety procedures, such as fire drills, which enable them to learn about keeping themselves safe. Children feel happy and confident, due to the kind and caring staff, who provide them with a warm and welcoming environment. 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 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 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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