The Chelsfield Pre-School

The Chelsfield Pre-School Windsor Drive Community Centre, Windsor Drive, ORPINGTON, Kent, BR6 6HD

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Inspection date

Previous inspection date 29/01/2013 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 Children enter eagerly because staff provide a wide range of enticing experiences that capture children's interests so they are keen to learn through play.  Staff provide stimulating learning environments both inside and out, which help all children make good progress in each area of learning.  Staff know the children well. They have a very strong key person system where they are able to plan for children's individual needs, so children feel settled and supported in their learning

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It is not yet outstanding because

 Staff do not do all they might to support children's early literacy skills, such as during the daily routines.

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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 undertook a joint observation of an adult-led activity with the provider/manager.

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Inspection activities

 The inspector observed children's activities indoors and outside, and the staff interaction with them.  The inspector held discussions with the provider/manager, staff and children.

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Inspection activities

 The inspector sampled relevant documents, including children's records and some policies.  The inspector gathered the views of parents and carers during the inspection.

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Information about the setting

The Chelsfield Pre-School registered in 2012 and is privately owned. The provider is also the nursery manager. It operates from a community hall within a residential area of Orpington in Kent. Children have access to an outdoor play area. The pre-school is open Monday to Friday, term time only from 9.15am until 12.15pm. Older children can stay for the afternoon on Tuesdays and Thursdays until 3.15pm. The pre-school serves the local area. Children may attend any time between these hours. The pre-school is funded to provide free early education to some children aged two years and all children aged three and four years.

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Information about the setting

There are currently 36 children on roll aged between two and five years. The pre-school makes provision for children with special educational needs and/or disabilities and for those who learn English as an additional language. There are nine members of staff, all of whom are early years qualified at levels 2, 3 and 4.

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

 encourage children to develop their early literacy skills as well as possible, such as during the daily routines, for example, by encouraging children to find their own name labels at snack time.

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who attend

Staff know the children well. The strong key person system ensures that children's interests are followed and monitored. From this system observations are linked to the areas of learning, therefore children's individual learning priorities and starting points are identified. Staff also work with the local authority advisor to enhance the quality of their systems of assessment and planning and are in the process of introduced a new system of tracking children's progress.

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who attend

Children are very happy and settled. New children separate from their parents quickly and are soon engrossed in finding activities that capture their interests. Children particularly home in on the dressing up area, eagerly finding their favourite outfits, which often stay on for most of the session, owing to the excellent selection available. They develop their independent learning skills as they move freely and follow their own interests during play. Children share lots of conversations with each other and staff during play, developing their language and communication skills well. Children learning English as an additional language experience their home languages through the aid of dual language books, signs and symbols, showing that staff value their family backgrounds. Picture timelines help all children to understand the concept of moving to other activities within a specific time frame, so they quickly understand the daily routines.

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who attend

Staff provide children with good support to develop their physical skills during indoor and outside play. Children thoroughly enjoy making their own decisions about when to play outside. This system helps those children who learn better when outdoors, particularly because staff provide a wide range of experiences there covering all required areas. Children enjoy transporting toys with wheel barrows and pretending to 'paint' fences and gates with rain water. During suitable weather, children experience climbing and using wheeled vehicles too. They show skilful use of hand-held tools as they use a variety of utensils for woodworking.

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who attend

Staff help the children to develop mathematical skills well, encouraging them to use a range of puzzles and talk about differences in size and to name shapes. Staff provide regular cooking activities during snack times which children enjoy. Staff do not make the best possible use of such sessions to promote as many areas of learning as they can. For example, staff do not take the opportunity to encourage children to find their name cards to support their early literacy skills. Nevertheless, children progress well in gaining useful skills for their eventual move to school.

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

Children make bonds and friendships well with each other and the staff. They benefit from having a key person who oversees their learning and development and shares this information with parents on a regular basis, so parents know what children do in the pre- school and how they may support them at home in their development. Children show a strong awareness of their personal needs. They chose where they want to play and with what and with whom. They are comfortable in the surroundings because they are familiar with where they can find toys and equipment, and they know the daily routines, all of which promotes their self-confidence. Staff help children learn about good hygiene practice such as using hand wipes and washing hands before eating. They have positive attitudes to being outside in the fresh air.

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

Staff have completed training so that they can provide information to parents regarding their children's two-year-old checks. Children with additional needs are very well supported; staff are well trained and experienced. They have very good links with the local authority to ensure that children are receiving the support they need to allow them to develop and make progress. Staff work alongside other professionals to ensure that children will be able to make the move to other early years settings for their future learning.

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provision

The provider/manager understands their legal responsibilities clearly in regard to promoting children's learning, development and welfare. There are good systems in place to help safeguard children and promote their welfare. Staff have attended safeguarding training and liaise with other agencies as required. They have appropriate policies in place to ensure they can take prompt action if they have any concerns regarding children's welfare. Although they are now under a new provider, all staff have worked together for many years and have completed appropriate vetting checks and are cleared as suitable to work with children.

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provision

The provider/manager instigates ongoing useful systems of appraisal and work closely with the local authority to improve their practice. Self-evaluation regarding the quality of the service takes place to identify priorities for further development accurately overall, with the provider continuing to develop ideas making it as interactive a process as possible between staff children and parents.

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provision

Staff show high regard to promoting children's safety while at the pre-school. They conduct thorough risk assessments and ensure appropriate safety equipment is in place. They teach children carefully to be aware of how to keep themselves safe. Staff are well organised and provide a good balance of learning experiences for children, in including free-play and adult-led activities. They make good use of space, providing a welcoming learning environment with resources that reflect all areas of learning and takes on board children's interests.

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provision

Staff make time to discuss all relevant events of the day when parents collect their children. They send out newsletters and display information for parents about the activities and changes within the pre-school. Parents spoken to during inspection report that their children are very happy and enjoy coming to the pre-school. Children make good progress in their development, so are well prepared for future learning.

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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 EY449675 Local authority Bromley Inspection number 809705 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 40 Number of children on roll 36 Name of provider Julie Ann Carter Date of previous inspection Not applicable Telephone number 01689 869335

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Setting details

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: 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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