Great Eccleston Pre-School

Great Eccleston Pre-School Scout Association, Hall Lane, Great Eccleston, PRESTON, PR3 0XN

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Inspection date

Previous inspection date 11/12/2012 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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 All children are settled, motivated and keen to explore and learn. They have a positive attitude to learning and are helped to gain the skills required in readiness for their progression onto new situations.  Staff have developed strong links with the parents, other providers and support agencies to meet the care needs of all children.  The staff have warm relationship with the children, enabling them to be happy and feel safe. They encourage them to be healthy, well behaved and be independent learners.

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It is not yet good because

 Not all checks for staff have been updated, which means that the children's safety is compromised.  Staff do not find out about what children already know and can do, therefore, they cannot securely plan play experiences to meet individual needs of each child.  There are insufficient toys and equipment to promote technology and diversity, which means that children's understanding of the world is limited.

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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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Inspection activities

 The inspector toured the premises and visited the outside area.

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Inspection activities

 The inspector observed children within the pre-school, their interaction and involvement with the staff and their peers.  The inspector observed all relevant documentations provided.

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Inspection activities

 The inspector also took account of the views of parents and carers spoken to on the day and the information included in the self-evaluation form.

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Inspection activities

 The inspector spoke to staff, and the manager/registered provider at appropriate times throughout the observations.

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Information about the setting

Great Eccleston Pre-School was registered in 2012, as a partnership, and is registered on the Early Years Register. It operates from within the Scout Association Hall in the village of Great Eccleston, in Lancashire. The pre-school is accessible to all children and there is an enclosed area available for outdoor play.

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Information about the setting

The pre-school opens Monday to Friday during school term times. Sessions are from 9am until 4pm and children attend for a variety of sessions. There are currently 10 children attending, who are in the early years age group. The pre-school provides funded early education for three- and four-year-olds.

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Information about the setting

The pre-school employs two members of childcare staff. Of these, both hold appropriate early years qualifications at level 2 and 3, including one with Qualified Teacher Status. The pre-school receives support from the local authority.

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must:

 implement effective systems to ensure that any person who is likely to have regular contact with children is suitable to do so.

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

 use information about children's interest and what they can do already to plan activities to promote more learning and development

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

 develop children's understanding of the world by providing toys and equipment, which relates to technology and diversity.

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who attend

Staff provide a caring and welcoming environment for children and their families. The pre- school is organised, so that every child has their own key person, who learns about their background when they start at the pre-school. This ensures that staff work closely with families, so that they get to know the children well and have a good understanding of their development. All children are working comfortably within their age and stage of development. Key people know their children well and use their knowledge to engage with parents. The pre-school has an open-door policy and parents are welcome at anytime to speak to a key person. Parents are encouraged to support and share information about their child's learning and development at home; through timely conversations at the start and end of sessions. However, the systems to find out about children's starting points in relation to their learning are not identified. Therefore, the planned group activities are not

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who attend

always effectively challenging to support children's individual needs.

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who attend

Staff demonstrate a secure understanding of the Early Years Foundations Stage. They provide children with a wide range of fun activities. A flexible planning system is implemented to enable children's learning and development to be promoted. Observations of children's activities are recorded in writing, matched to the areas of learning and then used to inform the weekly planning. The next steps in children's learning are clearly identified and inform future plans. Consequently, children are well supported and make progress in their learning and development.

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who attend

Children's communication skills are fostered well due to the positive interaction by the staff. They provide a wide range of activities to support children's communication and language skills. Staff are particularly skilled at supporting young children's emerging language and communication skills throughout the daily routine. An example of this is during a 'music and movement' session, children show real enjoyment and enthusiasm. They confidently sing along and join in with all the actions. Furthermore, staff show children how to pronounce or use words by responding and repeating what they say in the correct way, while praising them at the same time. This makes the children feel valued, while enabling them to hear how sentences are structured and words are pronounced. Staff show a sincere interest in what older children have to say and encourage them to think further. They do this by asking lots of open questions to encourage them to share

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who attend

their thoughts, ideas and experiences. As a result, children are confident communicators and are happy to develop conversations with the visitor and discuss what they have been doing.

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who attend

Early writing equipment is available both indoors and outside and children enjoy writing and drawing pictures using a range of materials, including pens, crayons and chalks. Children are excited, as they practise their nativity play; they take pleasure from dressing as 'Shepherds' and 'Wise Men'. Staff encourage children to sing Christmas carols as they too become involved in the activity. Staff praise the children and they clap themselves, developing their self-esteem.

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

Staff deploy themselves well to ensure that all children benefit form secure attachments. The key person process enables staff to develop a close relationship with both the child and their parents. All the children, who attend regularly are comfortable with the staff and ask them for help if they are worried or have concerns. The settling-in process is established and led by the parents' wishes and children's needs. Staff help develop children's awareness of safe practices. For example, they regularly take part in fire evacuation drills. This develops their understanding of procedures to follow in the event of a fire. They talk to children about sitting properly on their chairs and not to rock them, in case they fall and hurt themselves.

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

Children learn about sound hygiene practices, such as washing their hands before meals and they follow the health and hygiene practices used by the staff, who are good role models. Children's independence and self-help skills are effectively promoted in everyday routines and practices. Staff take the necessary steps to prevent the spread of infection and appropriate action is taken when children are ill. Realistic rules and the consistent management of unwanted behaviour throughout the setting means that children begin to understand what is expected of them. For example, children are encouraged to be polite and show kindness to others. Children say lots of 'please' and 'thank you' in their routine, as staff are positive role models and encourage them to learn manners. Children's self-esteem and confidence are promoted as there is an emphasis on celebrating their achievements and positive behaviour. They enjoy the space

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

and freedom of play outdoors, as staff ensure that a wide range of resources are available for children to access. Children use trikes and scooters to negotiate their way round the outdoor area. They play throwing the ball down a chute and seeing how far it goes, they play catching ball games with staff. This helps the children acquire new physical skills and boost their confidence.

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

Children are provided with opportunities to learn and develop an awareness of the diverse culture in which they live, as staff have a clear understanding of differing cultures. However, resources to reflect diversity and technology is limited. This means that children do not always have the opportunity to learn, through activities about how things work and other cultures. Staff provide activities and opportunities for children to acquire the skills they need to help them in the next stage of their learning. As a result, children become confident in self-care, recognising their own names and communicating with others. They develop skills that they will need to give them independence when they go to school.

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provision

Staff are aware of their role and responsibility with regards to protecting the children in their care. For example, they are able to recognise possible indicators of abuse. They have an understanding of the safeguarding procedures to be followed and who they should call if they have concerns about a child in their care. However, the requirements for suitability of staff with regards to the seeking of Criminal Records Bureau checks are not followed appropriately. This results in staff, that have not been cleared being left unsupervised with children, however, this is currently having minimal impact, as checks previously completed and not yet updated for this setting.

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provision

Staff are well qualified or working towards qualifications, in order to further enhance the service they provide. The induction process is appropriate in ensuring that staff are aware of their responsibilities for ensuring the safety of the children. The ongoing appraisal and supervision process is used to identify staff weaknesses and possible training needs. The manager has also developed systems to monitor how staff complete children's 'learning journals' to ensure their progress. Staff have satisfactory understanding of the learning and development requirements and use observations to highlight the next steps in children's learning.

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provision

The manager is keen to develop the service they provide. They have systems in place to help drive future improvements, such as using the Ofsted self-evaluation tool and asking parents to complete regular questionnaires. Staff attend some relevant training to develop their knowledge and skills. Links with other providers are strong and staff share relevant information to support children's care and learning needs. This is through the communication books shared with parents and other providers. This encourages a 'three way' sharing of information to ensure continuity in children's care and learning.

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provision

Staff have developed good relationships with parents. A daily two-way sharing of information also keeps parents suitably informed of their children's routines. For example, daily exchange of information is shared, informing parents of activities children have been involved in and food they have eaten during the session. Parents have access to all policies and procedures, which informs them of the service provided. Parents' comment that they have 'total confidence in the staff ability to care for their children in a loving and caring environment'.

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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 EY447434 Local authority Lancashire Inspection number 804144

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 30 Number of children on roll 10 Name of provider The Partnership of Great Eccleston Pre-School Date of previous inspection Not applicable Telephone number 07549456344

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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

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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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