Long Buckby Pre School

Long Buckby Pre-School Inspection report for early years provision

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Unique reference number 220210 Inspection date 03/05/2012 Inspector Sarah Measures

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Setting address Baptist Church Schoolrooms, Market Square, Long Buckby, Northamptonshire, NN6 7RR Telephone number 01327 842587 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

Long Buckby Pre-School is a committee-run group which opened in 1971. It operates from the Baptist Church School Rooms in the village of Long Buckby, Northamptonshire. The pre-school has sole use of the first floor of the church- owned building during the pre-school hours. There is a fully enclosed area available for outdoor play.

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Description of the setting

The pre-school is registered by Ofsted on the Early Years Register and on the compulsory and the voluntary parts of the Childcare Register. The pre-school opens Monday to Friday during the school term only. Morning sessions are from 9am to 12 noon. The setting also opens for three afternoon sessions, Monday, Tuesday and Thursday from 12 noon to 3pm. Children are able to attend for a variety of sessions. A maximum of 26 children may attend the pre-school at any one time. The pre-school provides funded early education for three- and four-year- olds. It supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

The nursery employs seven members of childcare staff. Of these, six members of staff hold or are working towards appropriate early years qualifications. The manager has Early Years Professional Status. 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

Policies and procedures effectively promote children's welfare and their learning and development. This is an inclusive provision where children are very much valued as individuals. Staff work hard to continually improve upon the provision for children and to make sure children are offered new and challenging experiences. Overall, staff work well to involve and inform parents of planning and of children's progress. Children enjoy their time at the pre-school and make good progress because of the way staff observe and assess them and plan to meet their individual needs. Staff make up a well-qualified team supporting the children and are clearly committed to offering children good quality care and learning experiences.

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further?

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

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further?

 extend the two-way sharing of information with parents as children start at the setting to include information regarding children's starting points. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

All safeguarding policies and procedures are thoroughly reviewed in order to make sure they effectively protect the children. Procedures for vetting new staff are robust. They are supported by staff training and appraisal systems that help staff to develop and ensure their continued suitability to work with the children. Staff are confident in their knowledge of the possible indicators of child abuse and they know how to safely refer any concenrns that they may have. Procedures for dealing with and reporting any child protection concerns and allegations are thoroughly reviewed to make sure that children are kept safe and all legal obligations are met. The premises is secure and the arrival and departure of children is carefully monitored by senior staff. Staff share clear information with parents as to how to make a complaint, that includes details of how to contact Ofsted as the regulator. This promotes a safe and transparent provision for parents

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the early years provision

Staff conduct thorough risk assessments and daily health and safety checks to make sure all areas of the premises and equipment are safe and suitable for children to use. Staff organise a positive, safe and accessible environment for children. Children use well-maintained and good quality toys and equipment that they can easily select to make choices to support their play and imagination. Toys and displays include positive images of difference and diversity to offer a welcome to all children and to help children to learn to value those that are different from themselves. Good support is offered for children with disabilities and/or special education needs. Children with special needs are well-integrated and included within the setting. Staff support such children well by completing good quality observations that they share with other professionals to help plan effectively for children's progress. The effective methods of observing and assessing children

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the early years provision

mean any difficulties with children's development can be identified for any additional support to be put into place at an early stage.

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the early years provision

Staff work well with parents who enjoy helping out and contributing to sessions. Good information is shared with parents regarding children's progress and how they can support their children further at home. However, information shared with parents as children start at the pre-school does not focus upon children's starting points in relation to the early learning goals. This does not support staff's planning for children's progress fully effectively from the onset, although, staff do complete a very good variety of observations and assessments as children settle. Good information regarding activity planning is shared with other settings that children attend that also deliver the Early Years Foundation Stage. This enables all involved in children's care and education to plan cohesively to meet children's needs. This is a reflective setting and the committee and staff use various methods of evaluating

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the early years provision

and monitoring the provision for children in order to ensure good standards are achieved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children arrive and are eager to participate. They choose from a good range of well-planned activities that promote all areas of their learning in many fun and interesting ways. Children make good progress because staff plan activities carefully to take into account their interests and their individual learning needs. Children are well behaved and enjoy their learning because they are well occupied and supported by staff who have a good understanding of how children learn whilst they play and have fun. Children learn to consider others and to be responsible as they discus the 'pre-school promises' that staff remind them of in order to promote good and safe behaviours. Children with English as an additional language are welcomed and their home language valued. For example, parents visit the pre-school to share their home language and cultural customs with the children. This helps children to develop a good sense of belonging and helps all

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and outcomes for children

children to broaden their experiences and to learn about different languages and ways of life.

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and outcomes for children

Children enjoy extended opportunities to use their imagination and to be creative. This is because staff plan to develop children's existing skills and experiences when organising activities. Children use a variety of equipment and different techniques as they paint, make and design and they make choices and follow their own ideas. Children enjoy good opportunities to use information and communication technology to support their learning. For example, they sequence and count and develop their computer skills as they take part in purposeful games that reinforce different aspects of their learning. Children take part in purposefully organised role play opportunities. They develop relationships and learn from each other as they make up games and use realistic toys and equipment to support their play. They make sense of everyday situations because the role play area is organised to represent different situations. For example, the role play area currently represents

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and outcomes for children

an office. Children use a good range of mark making equipment within their play in order to develop their pre-writing skills and to learn to write for a purpose.

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and outcomes for children

Children develop healthy habits and routines as they enjoy playing outside in all weathers. For example, when it is raining they dress up in waterproof clothing and put on wellington boots so that they can enjoy splashing in the puddles in the outdoor play area. Children are encouraged to consider others and not to splash anyone who may be walking by the puddles. Children are familiar with good hygiene routines and wash their hands before eating. They make healthy choices at snack time and their health is well promoted because all staff have completed first aid and food safety training. Children make good progress towards the early learning goals because of the way staff observe and assess them. Staff show a good knowledge of the Early Years Foundation Stage Framework and complete purposeful and ongoing observations. Staff make good use of observations to regularly assess children and to plan for the next steps in children's learning.

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and outcomes for children

Planning is particularly effective in supporting children's progress because it is derived from good quality evaluations of activities and from knowledgeable and up-to-date observations and assessments. 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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