Puddle Ducks Pre-School

Puddleducks Pre-School Inspection report for early years provision

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Unique reference number EY318294 Inspection date 17/05/2012 Inspector Elisabeth Wright

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Setting address Abbey Farm, Church Lane, Alvingham, Louth, Lincolnshire, LN11 0QD Telephone number 01507 328 213 Email puddleduckspre@btconnect.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

Puddleducks Pre-School is privately owned. It was registered in 2003 and was re- registered due to a change of premises in 2006. It operates from a converted barn located in the village of Alvingham, Lincolnshire. There is one main playroom with access to appropriate toilet and nappy changing facilities. Children have access to two enclosed outdoor play areas. The pre-school serves the immediate locality and the villages of the surrounding area. It is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. A maximum of 20 children, from two to under eight-years-old, may attend the pre-school at any one time. There are currently 50 children on roll, of whom 36 are within the early years age group. The setting provides funded early years education for two, three and four-year-olds.

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Description of the setting

The setting opens five days a week, from 7.30am until 6pm, all-year-round except for the Christmas period and bank holidays. Seven staff work directly with the children including the owner/managers. The managers both hold a degree in early years, one member of staff is qualified to level 4, two to level 3 and one to level 2. The setting is a member of the National Day Nursery Association and 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 flourish in this warm and welcoming setting, where their individuality is valued and developed. A rich, varied and imaginative environment contributes significantly to their progress in learning and development. Experienced and motivated staff use, in the main, efficient systems to assess children and plan appropriate activities. Children's welfare is enhanced by the positive relationships established with parents and highly effective links with other professional and providers. Children's understanding of a healthy lifestyle is an exceptionally strong feature of this setting. The managers reflect well on the setting, ensuring a good capacity to maintain continuous improvement.

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further?

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

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further?

 improve systems for noting children's achievements so that their progress towards the early learning goals can be tracked and supported.

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the early years provision

Steps taken to safeguard children are robust. Staff receive safeguarding training and have a secure understanding of the procedures they need to follow, should This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they have any concerns regarding a child's welfare. The safety of the premises is enhanced by rigorous risk assessments and daily checks, that are ably used by staff to identify and minimise hazards to children. Children are therefore able to move around safely and freely, accessing resources and developing their independence.

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the early years provision

Excellent use is made of the space to provide children with an extensive range of play opportunities and activities that are stimulating and encourage active play and learning. Space indoors and outside is organised highly effectively into areas of learning that are made inviting by innovative ideas. For example, sound discs attached to the easel invite children to look around them at the trees and draw what they see. Resources that children need are located with extreme care. Where a sound disc encourages children to examine the tadpoles, staff ensure that magnifying glasses are readily available. Staff are deployed to supervise and interact with children in all areas, skilfully extending their learning through open- ended questions and suggestions.

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the early years provision

The setting has a positive approach to self-evaluation that ensures the pre-school's continuous development. This is demonstrated by improvements made since the last inspection that have had a beneficial impact on the children's welfare. The managers have ambitious targets for the future of the pre-school, which are well founded on achievable action plans. An example of this is the development of an area of nearby woodland to extend children's experiences of outdoor play and interaction with nature.

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the early years provision

Partnerships with parents are strong and embedded in the practice of the setting. They receive good quality information about the running of the setting and their own child's progress. Opportunities are made for parents to contribute to this through the 'All About Me' books, where photographs and information from home are used by staff to inform planning. The setting is highly proactive in establishing links with other professionals and settings who share the children's care. Consequently, both settings benefit from a consistent exchange of information that actively contributes to the welfare and progress of the children.

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the early years provision

Children's uniqueness is valued by the pre-school. Strong key worker relationships ensure that children's individual needs are known well and catered for. Staff are skilful at adapting activities and conversations to meet children's individual needs.

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and outcomes for children

All children demonstrate a strong sense of security and belonging in the setting. They are confident and independent, enjoying one another's company and developing good social skills. The exceptionally rich environment enables them to freely access a wide range of stimulating and engaging play opportunities. Consequently, all children make progress that is at least good in all areas of development. Systems for noting children's achievements and tracking progress are established, however, these are not always kept up to date by staff to ensure they are consistently effective. Staff's knowledge of their key children ensures that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 day-to-day activities are adapted to their individual needs.

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and outcomes for children

Children play independently, following their own ideas and eagerly sharing these. A child using a magnifying glass excitedly calls out that he has found a giant tadpole, seeking to share this important information. Communication skills are given a high priority in the setting. Staff make skilful use of opportunities that occur to introduce language and vocabulary. Children begin to develop skills in listening and linking sounds and letters through learning phonics songs and participating in listening activities.

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and outcomes for children

Children develop a secure understanding of their own culture and environment. They participate in activities with the local school, enjoying the sharing of resources for Sports Day and make use of a nearby church for their nativity play. Children are enthusiastically involved in creating pictures of the Queen and making resources to celebrate her jubilee. The wider world is made relevant to them through linking a member of staff's planned visit to Gambia to an extensive range of activities about the country and culture. These include a visit from a Gambian drummer and the compilation of a book for the member of staff to take with pictures from the children and photos of England.

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and outcomes for children

Children's understanding of a healthy lifestyle is exceptionally well developed. Excellent resources for hand-washing both indoors and outside enhance the embedding of hygiene routines. Therefore children spontaneously follow these routines, independently going to wash their hands with bubbly soap to get rid of germs. They are provided with extremely healthy snacks of fruit, which they eat with great enthusiasm, discussing the types of fruit and comparing what they like best. The staff at the pre-school have an excellent understanding of the advantages of outdoor and active play.

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and outcomes for children

Behaviour in the setting is managed well. Minor disputes are quickly resolved, with children being encouraged to think through situations and restore relationships with a hug. This ensures that children can play with one another safely and feel secure in the setting. Clear expectations and explanations from staff contribute to the children's growing awareness of how to keep themselves safe.

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and outcomes for children

Children have good opportunities to engage with technology. They use their own computer and follow songs and activities on a large screen during circle times. Staff use mathematical language and concepts naturally in everyday play and situations, therefore children understand these concepts and use them accurately themselves. Numbers are evident around the setting both indoors and outside. Children confidently identify the numbers 'one' and 'seven' at circle time and some older children know this is '17'. Overall, their experiences and activities provide them with good skills to support their future learning and development. 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 1 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 1 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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