Two Rivers Kindergarten

Two Rivers Steiner Inspired Kindergarten Two Rivers Kindergarten, Huish Lodge, Huish, INSTOW, Devon, EX39 4LT

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Inspection date

Previous inspection date 24/09/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Staff provide a very friendly and welcoming environment where children feel safe and secure. Any sudden changes to the day, such as visitors or changes in staffing arrangements, children take in their stride. New children quickly settle and engage in the activities available.  Children benefit from accessing the rich outdoor environment whatever the weather, being allowed to explore using nature's materials and attempt individual challenges such as climbing and sliding.  Staff effectively foster children's self-esteem children are encouraged to try new experiences, and receive praise, which enhances children's confidence. Children develop good and caring relationships with each other and staff.

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It is not yet good because

 At times, planned activities do not fully engage or provide sufficient challenges for all children. This is because not enough consideration has been given to the organisation of resources, and staff's knowledge of how to use the equipment provided.  The environment has a range of equipment to engage children's interests but is limited in resources to fully promote children's understanding of ICT and how things work.  The environment provides fewer opportunities for children to understand and to learn about words.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector took into account the views of parents on the day  The inspector shared observation of group activity with NP  The inspector read details of children's documentation  The inspector shared viewing of documentation, suitability of staff

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Information about the setting

Two Rivers Steiner Inspired Kindergarten registered in 2011. It is privately owned with a manager employed to run the Kindergarten. The setting operates in line with the Steiner Waldorf educational philosophy. It is based in a purpose built Yurt, located in a wooded rural location close to the villages of Huish and Instow in North Devon. Toilet facilities are available on-site and constant use is made of the extensive outdoor areas surrounding the Kindergarten. Children attend from the local villages and towns of Bideford, Braunton, Ilfracombe and Barnstaple. The Kindergarten is open Monday to Thursday 9am to 2pm during term time. It is registered on the Early Years Register and the compulsory part of the Childcare Register. The Kindergarten currently has 13 children on roll aged from three to four years, all of whom are in the early years age range. It receives funding for three- and four-years-olds. The manager holds Qualified Teacher Status and has early years

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Information about the setting

experience. She is supported by another member of staff who holds level 3 Forest Schools qualification.

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must:

 Improve the programme for understanding the world by providing children with a range of programmable toys, as well as equipment involving ICT, such as computers and by providing a range of materials and objects to play with that work in different ways  Improve the programme for literacy by creating an environment rich inprint where children can learn about words, for example, using names, signs and posters.

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To further improve the quality of the early years provision the provider should:

 make space, time and sufficient resources to enable all children to contribute to activities

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who attend

The setting has only been registered for a short period of time. The educational programme is based on the Steiner Waldorf approach to learning. As a result, some of the aspects of the educational programme as laid out in the Early Years Foundation Stage are not fully promoted such as some aspects of literacy and ICT. Staff follow the approach of allowing the child to take the lead in activities, however at this setting some activities are also adult-initiated. Both of these approaches provide children with opportunities to explore, and be creative using different materials and means they make suitable progress in their learning and development. At times, the lack of preparation, variety of resources and organisation of planned activities do not always capture children's interests fully. For example, when children are introduced to an 'apple corer', the staff member is unsure how to use it and does not provide a variety of corers for children to experiment with. This

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who attend

means that children are left waiting and are not fully engaged in the activity.

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who attend

Alternative short term arrangements are in place due to the appointed teacher being unavailable. Existing staff are working hard to continue to maintain practice and routines to limit disruption. As a result children recognise the changes but still demonstrate how comfortable and secure they are. Staff undertake assessments of children's progress through carrying out observations of children at play on a regular basis. However, records of children's progress are limited as setting is relatively new and the majority of younger children have only commenced since the beginning of this term. Staff provide suitable challenges to aid younger children's development overall, as they learn to cut up fruit using sharp tools, or use scissors whilst cutting materials and gluing them together. When talking with and observing staff it is clear to see that they encourage children to develop at their level providing support and appropriate challenges. For example, staff support

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who attend

children to climb up a bank to slide down the 'muddy slide' and work out how to get up, over and down safely. Staff also help children to develop their language and communication skills as they have regular discussions with them during activities. Staff help children develop some aspects of literacy, for example, sounding out the letters in their name. However, there are fewer opportunities for children to develop their reading skills. The environment is not rich in print and children do not see many words on display to help children learn that words have meaning. The kindergarten's base is a yurt sited in the woods and the use of the outdoor facilities is used effectively to aid children's awareness of nature. For example younger children explain how 'bees get pollen from flowers to make honey'. Children learn about shape, size and capacity as they hunt for 'large' leaves, and 'bigger' ones, or walk through puddles, comparing how deep they are.

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who attend

Key staff visit children in their own homes prior to attending kindergarten which means they observe children playing in their home environment and gain information regarding children's developmental starting points from parents. Staff give written reports to parents regarding their child's progress which means they can share their children's achievements and be involved in their learning.

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The contribution of the early years provision to the well-being of children

The setting provides each child with a designated key worker. Parents are made aware who their child's key worker is, both verbally and through written correspondence. As the setting is relatively small regular staff are aware of each child's development and educational needs. These are shared with support staff, to help ensure that overall, children are appropriately challenged depending on their individual needs. For example, staff are aware some children have only recently started and need additional support to feel safe and secure, such as explaining to the child what is going to happen next in the daily routine. Children's behaviour is extremely good, They show care and consideration to each other, and older children are encouraged to help the younger ones. For example, when outside older children pair up with younger ones to hold hands. Younger children are secure in their surroundings to make staff aware if something has happened that they

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The contribution of the early years provision to the well-being of children

are not happy about. Children are encouraged to talk to each other about the cause and effect of their actions, in a manner that is gentle and clear. Staff promote children's level of independence well. Children are encouraged to make choices in activities they wish to play with, and overall staff provide suitable resources to aid children's ideas. For example, when younger children want to cut and glue, they are shown where these resources are kept, and use scissors to cut with staff close by offering support. Staff use snack time well as a time for the group to come together and socialize, helping the children develop their communication and listening skills. Food supplied by parents consists of various fruits and vegetables, for example apples, bananas and beetroot which children eagerly tuck into. The latter provokes conversation about the colour changes of each others tongues. Two days a week lunch is provided by the setting and on the other

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The contribution of the early years provision to the well-being of children

two days parents provide packed lunches for their child. Healthy nutritional meals provided include a range of seasonal fruit and vegetables. Children are also encouraged to help prepare their meals. For example, today as a group activity each child had an attempt at using the apple corer machine and to fill the core space with raisins as part of their dessert of baked apples and custard. Staff regularly check with parents about their child's allergies to confirm and ensure children are not given food they could be allergic too.

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The contribution of the early years provision to the well-being of children

Children's safety is well supported by staff. Children have the opportunity to take risk, for example as they climb up the sides of banks to slide down in the mud, or swing on ropes hanging from branches of the tree. Children understand about safe practices, as they observe their environment. They are reminded of the need to check if there is an adult near or close by, and when they see the tractor they talk about whether it is likely to move at any moment. Children regularly maintain good hygiene practices, and know the reasons for when and why they need to wash their hands, such as following outside play or prior to handling or eating food. Children learn to respect the environment. For example, a younger child stated 'you will make someone sad if you pick a flower'.

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provision

The management recognise aspects of the Steiner teachings do not fully meet all the learning and development requirements and are in the process of taking steps to apply for an exemption. The Management team has effectively addressed the current staffing problem due to the Steiner teacher's absence. Additional early years qualified staff have been recruited to provide the qualified support to and ensure adult to child ratios are fully maintained. Ongoing communication between the teacher and her classroom assistant enables the group to still function and provide some continuity in practices and planning. Management acknowledge the assistant is not Steiner qualified, although this is a temporary situation and they are providing additional support to the assistant.

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provision

Management take steps to assess staff's suitability to work with children through following robust recruitment procedures. Staff inductions and appraisals have been conducted since registration, although management state they are regularly at the setting and observe what is happening around them. Children are safeguarded as staff are familiar with procedures and practices should they have a concern about a child in their care. The designated person and the nominated person have recently completed safeguarding training. Children are protected in the event of an accident or being ill, because staff have the relevant first aid training and have completed additional training to ensure all children remain safe whilst in their care.

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provision

The management team has an action plan identifying areas they wish to develop. This includes raising the profile of the setting and constructing a second yurt onsite. In addition, they plan to formally observe and monitor staff practice. Staff have identified additional training which will aid their practice and benefit the children. For example, they intend to attend a foraging course and 'wild lives' course, which management are keen to promote. Visits to other Steiner settings are planned as a source of developing practices. They are aware they have not included the views of all parents and users in their evaluation. However the majority of parents with children who have been at the setting since it opened are part of the committee so they are kept up to date with any proposed changes. Parents from the beginning have been invited to attend some committee meetings. They are also invited to 'work days' which is successful in involving parents in

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provision

their children's learning. Parents state they are very happy with the setting's ethos, how their child has settled very well and is very happy. Staff recognise the importance of working in partnership with others and is developing ways to share information to provide continuity in children's development should the need arise.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY437474 Local authority Devon Inspection number 786379

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 3 - 8 Total number of places 0 Number of children on roll 13 Name of provider Two Rivers Kindergarten CIC Date of previous inspection Not applicable Telephone number 01271 327 392

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Type of provision

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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