St Richard's RC Junior High School

Boxmoor Pre-School Inspection report for early years provision

p.1

Unique reference number 129332 Inspection date 19/04/2012 Inspector Edgar Hastings

p.1

Setting address Cowper Road, Boxmoor, Hemel Hempstead, Hertfordshire, HP1 1PF Telephone number 01442 402288 PM Email manager@boxmoorpreschool.co.uk 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.

p.1

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.

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Boxmoor Pre-School is situated adjacent to Boxmoor JMI School within its own building and with separate grounds in Hemel Hempstead. It opened in 1975 and is run by a voluntary committee. It was registered in 1992. The provision consists of three rooms with a self-contained kitchen and adjacent toilets. The provision serves the local and wider community.

p.4

Description of the setting

A maximum of 28 children may attend the group at any one time. There are currently 68 children from 2 to under 5 years on roll including funded 3-year-olds. All children share access to the outdoor play area. Sessions are offered each weekday from 9am to 3pm during term time only. There is an option a breakfast club from 7.45am to 8.45am, and of a lunch club from 11.55am to 12.30pm. Children can attend for a variety of sessions.

p.4

Description of the setting

The provision supports children with learning difficulties and/or disabilities and is able to support children who speak English as an additional language. The setting is registered by Ofsted on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. There are 11 staff directly working with the children, including the manager, and six hold National Vocational Qualifications (NVQs) at level 3, and three hold NVQs at level 2, one holds Nursery Nurse Education Board (NNEB) and one is working towards a recognised early years qualifications.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Boxmoor pre-school provides a good level of care for their children and ensures that their welfare needs are well met. Safeguarding arrangements are good and children are provided with a safe and secure learning environment. The good quality of provision ensures that children enjoy attending and make good progress, especially in their personal and social development. There is a strong partnership with parents who are fully involved in their children's learning and development, and whose views are sought and acted upon. The recently appointed manager has a clear vision for the future of the pre-school and has accurately identified areas that require further development. The management team demonstrate that they have a good capacity to maintain further improvement.

p.4

further?

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

p.4

further?

 Improve opportunities for children to attempt writing for different purposes and improve opportunities for chidren to link sounds to letters  develop further the links with other providers of the Early years Foundation Stage framework in order to fully support children's onging learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The management team have ensured a safe and secure environment for children through the provision of a good range of policies and procedures. The child protection policy sets out clear procedures to be followed in the event of any concerns being raised about the safety and well being of children. Staff have all undertaken paediatric first aid training, as well as safeguarding training and fully understand their roles and responsibilities in this regard. New appointees are carefully and thoroughly vetted before appointment to ensure their suitability to work with young children, and they are supported with comprehensive induction procedures. Children are registered on arrival and secure arrangements are in place for their collection at the end of a session. Regular risk assessments are carried out to ensure the safety of equipment and the learning environment, and there are appropriate ratios of staff to ensure supervision of children both indoors

p.5

the early years provision

and outside. The premises are secure and there are efficient systems for admitting and recording all visitors.

p.5

the early years provision

The recently appointed manager has demonstrated her ambitions for the pre- school, has begun the process of evaluating the strengths, and identified areas for further development. These include making the numeracy area more enticing and challenging, and improving the situation of the outdoor reading space. She has already made improvements to the creative area by re-arranging the furniture more attractively and making the resources more directly accessible to the children. She views continuing professional development as vitally important and uses appraisal interviews to identify appropriate training courses. Staff then share the information obtained with their colleagues on their return. Planning is carried out jointly involving the key workers who have carried out observations to assess children's progress, and identified the next steps in their learning. There is clear differentiation made for children of different abilities so that all are working

p.5

the early years provision

towards their own appropriate stages of development. The issues that were raised at the time of the previous inspection have now all been addressed and appropriate procedures have been put in place.

p.5

the early years provision

Resources are used well to support children's learning and development. The pre- school has acquired good quality furniture and equipment, and uses them imaginatively to create interesting and attractive learning areas for children. The accommodation is used effectively and provides a lively, colourful and welcoming learning environment. Children are encouraged to develop their personal and social skills through play based learning using floor and table top toys, construction kits, a well stocked library, as well as a very well equipped outdoor area. There is a good balance of adult-led and child-led activities that encourage children to make independent choices. All areas of learning are represented although the opportunities for mark making are somewhat limited, and there is no set programme for the development of letters and sounds. Over time the pre-school has admitted children from different cultural and ethnic

p.5

the early years provision

backgrounds, and has made very positive steps to celebrate cultural diversity. Children have learned about Chinese, Irish and Polish customs, as well as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 celebrating quite a large number of other cultural festivals including Holi, Chinese New Year, Easter, and Diwali. For Diwali one a member of staff brought her national costumes to show the children first hand. Resources too reflect the cultural diversity of society. Good links with outside agencies ensure children with special educational needs and or disabilities get the support they need.

p.5

the early years provision

Parents speak highly of the pre-school because of the good partnership that has been established with them over time and continuously maintained. Parents' views are actively sought and acted upon when it is seen that improved arrangements will be the result. Parents say that staff are 'always available to talk to parents and nothing is too much trouble'. Induction procedures enable children to make preliminary visits and meet the staff and other children, so they are well prepared for when they start to attend regularly. Parents share with staff information through the 'Tell us about your child' document, in order to establish some starting points for each child's stage of development. Regular open evenings enable parents to have more detailed reports on their children's progress through children's 'Learning Journeys'. Parents and children record special events or activities that have taken place at home through the sharing of these 'Magic

p.6

the early years provision

Moments' with children and staff at the pre-school. Partnership with the two feeder schools is satisfactory and is an area that the new manager is keen to build upon, so that communication between them can fully support children's achievements.

p.6

and outcomes for children

Children arrive with their parents and are welcomed warmly by the staff. They confidently self register and decide which activities they are to engage in. Some children choose to play alone whilst others will share an activity with their friends, or join an adult-led group. There is a wide choice for children in this welcoming environment including play-dough to make letters of the alphabet, jigsaws, painting using a range of media and tools, table top toys with cars and houses, and a sand tray with a variety of animals for children to explore. Children can confidently name some of the farm and domestic animals, and they know what a dinosaur looks like. The pre-school room is brightly decorated with a large quantity of children's creative art work showing a good range of media used and covering a wide range of topics. It is evident that children enjoy attending the pre-school and are acquiring a number of personal and social skills through their good

p.6

and outcomes for children

relationships with other children and adults. Children display initiative and independence through washing their hands after painting activities and putting on and taking off their painting overalls for themselves. They behave well and sensibly, and with an awareness of how to play safely. Children new to the pre- school are made to feel at home by staff who assist in fostering their interests, and by encouraging them to take part in activities of their own choice.

p.6

and outcomes for children

In the outdoor area a canopy enables a free flow of activities regardless of the weather, and a wide range of activities are provided. It is well equipped to enable children to be active providing wheeled toys, climbing and balancing equipment, which is sometimes used as an obstacle course. This provides a level of challenge for children's physical development and the building of self confidence. A safety This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 surface with road markings enables children to play safely, and using wheeled toys to learn some aspects of road safety. Adults join in children's play using hoops and balls providing an enjoyable activity as well as the development of social skills and learning to play together. In the wooden chalet children play imaginatively together making up their own play story with one child taking the part of a cat curled up in a basket. Circle time at the start of the day is used effectively to

p.6

and outcomes for children

further develop personal and social skills. Children take turns to speak and listen attentively when others are speaking. They show good levels of concentration, joining in the counting of children up to 24. In show and tell sessions children confidently talk to their group about an item they have brought from home to share with the other children. They speak clearly and with fluency and enthusiasm. Staff use questions effectively to extend children's understanding and to help draw out further information of interest to the group. Counting skills are reinforced regularly by staff in a variety of situations. For example, when children decorate a cut-out paper teddy bear with buttons, they are able to accurately count the number of buttons as well as describe their shape and colour. Children develop good reading habits through listening to stories and sharing books with an adult. They all get to take a library book home each day to share with their parents.

p.7

and outcomes for children

Fine motor skills are developed through a range of activities, shape and modelling, painting and using pencils to trace around animal templates. Opportunities for mark making need to be extended further, and the pre-school does not yet have a systematic programme for the development of letters and sounds although the manager intends to consult with the two feeder schools on a suitable programme. Healthy lifestyles are promoted effectively through a strong emphasis on healthy eating, and the daily provision of fruit. Growing and eating their own vegetables they have planted in the pre-school garden helps to reinforce good eating habits as well as develop their understanding about plant growth. Regular opportunities to be active are provided and the morning ends with a dance exercise session that children enter into with great enthusiasm. Children are making good progress in their personal and social development, and this is reflected in their behaviour and

p.7

and outcomes for children

attitudes. The good range of experiences they receive ensures they are being well prepared for the next stage of their education. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 3 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9