RISE Pre-School @ Spring

Rise Early Excellence Centres Frogwell Spring Rise Childrens Centre, Frogwell, Chippenham, Wiltshire, SN14 0DH

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Inspection date

Previous inspection date 06/03/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 An excellent focus on early intervention has a very positive impact on children's overall development. Children who have lower than expected starting points are making excellent progress in some areas of learning, particularly in their social and language skills.  Highly effective strategies are in place to engage parents in their children's learning and development. As a result, parents are rapidly gaining valuable skills to support their children at home.  Staff are enthusiastic, patient and caring. They focus very effectively on meeting children's individual needs and on promoting communication skills.  The staff and management team identifies and addresses areas for improvement very successfully. There is a very strong drive within the centre to provide children and parents with the best possible support.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 voluntary and compulsory parts 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 observed play activities and care routines indoors and in the garden.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the management team.

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Inspection activities

 The inspector looked at planning documentation, children's assessment records, evidence of staff suitability and qualifications, and the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents from the centre's consultation documents and other written feedback.

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Information about the setting

The Rise Early Excellence Centre at Spring Rise Children's Centre registered in 2012. It is located in Frogwell in Chippenham, Wiltshire, an area of deprivation. It is one of three Rise Children's Centres in Chippenham. It is managed by The Rise Trust, a charity that delivers a range of services from other sites in the area. The centre is on the same site as the primary school and works in close partnership. The centre has use of a playroom, toilets and adjacent garden. Children can also use the facilities of the children's centre including a further outdoor play area. The centre is planning to use an additional adjacent room to increase capacity.

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Information about the setting

The centre is registered on the Early Years Register and is currently caring for 24 children in the early years age range. It is registered on both the compulsory and voluntary parts of the Childcare Register although currently has no older children on roll. The centre supports children with special educational needs and/or disabilities and children from disadvantaged backgrounds. It is in receipt of funding for the provision of free early education for children ages two and three years.

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Information about the setting

The centre operates on weekdays from 8.45am until 2.45pm during school term times. It employs five staff of whom four hold relevant qualifications, including two with level 3 qualifications and two with foundation degrees. In addition, staff are currently working towards Early Years Professional Status.

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

 extend children's understanding of number while playing outdoors by providing a greater range of games and equipment that offer opportunities for counting.

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who attend

Many children start at the centre with lower than expected levels of development, particularly in their social and communication skills. There is a very strong focus on providing a language rich environment as staff make excellent use of Every Child a Talker (ECaT) strategies. The centre takes very positive steps to engage parents in these strategies so that they can help children to develop their language at home. Children engage very readily in language activities, such as recognising their names in writing, recognising sounds and listening to stories. Staff use high-quality interactions and stimulating activities to encourage children to express themselves and contribute their ideas. While helping children to make a pretend bus out of plastic crates in the garden, staff ask open-ended questions to encourage their thinking. In response, children become very excited talking about traffic light colours and the noise the bell makes. Staff skilfully

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who attend

introduce the concept of 'behind' and 'in front of' to enhance children's mathematical language in relation to space. As a result, children are rapidly gaining confidence and skills in their language development.

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who attend

Children are very keen to explore other activities, which promote their creative skills and their understanding of mathematics and the world around them. They become excited when mixing colours together to make a Mother's Day card stating confidently that they have made 'purple'. Staff fully recognise the significance of children making this connection as an important step in their creative development. Staff help children to find squares and stars successfully when exploring shapes and to explore wet sand using a range of containers. They support children to learn about number in the garden although do not provide a wide range of games and equipment outdoors to offer further opportunities for counting.

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who attend

Excellent procedures are in place to identify children's starting points and monitor their progress, including the use of the two-year-old progress checks. Staff have a comprehensive knowledge of children's individual needs and their home life through highly successful partnerships with parents. Termly meetings with advisory staff are in place to review all children's development in both the Early Years Foundation Stage and ECaT programme. The centre uses a very useful 'traffic light' system identifying children's progress as 'green, amber or red' to highlight the children in most need. Staff secure high- quality early interventions at the earliest opportunity, including those for children with special educational needs and/or disabilities. As a result, gaps in progress are closing rapidly and all children receive excellent support in preparation for their next steps in learning.

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who attend

Highly effective strategies are in place to engage parents in their children's learning and development. The centre operates a very successful food voucher reward scheme to encourage parents to attend training to support their children's development. 'Family Fridays' encourage parents, carers and other people important to individual children to attend the centre for lunch. Staff make excellent use of this valuable opportunity to exchange information about children's progress and to support parents' understanding of child development further. For example, a recent focus on outdoor play enabled parents to enjoy cooking marshmallows over a fire pit with their children. As a result, parents are rapidly gaining valuable skills to support their children at home.

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

The excellent focus on providing early intervention and a nurturing environment has a very positive impact on children's overall development. Children are making rapid progress in their social skills, with particular regard to behaviour and independence. Staff are excellent role models as they are enthusiastic, patient and caring. Key persons develop very successful relationships with children and their families to meet individual needs to an excellent standard and help children to feel very secure. Staff are highly skilled in promoting positive behaviour. The centre provides valuable guidance to parents regarding behaviour, which promotes consistent strategies very effectively. As a result, children play well alongside each other and cooperate very readily with boundaries and routines. Through gentle guidance from staff, children are developing excellent skills for independence and future transitions to school. They are very capable of hanging up their

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

own coats, putting toys away or buttering their toast. Staff support children's growing understanding of safety very successfully through everyday routines. They encourage children to operate the toaster independently while reminding them that it is hot and can burn them.

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

Children have free access to the outdoor play area for the majority of the day. Staff work very well together to provide high quality supervision and support both indoors and outside. Children thoroughly enjoy exploring the outdoor environment, such as stomping in a water tray in their wellington boots. Staff respond very effectively to this interest. They extend children's vocabulary to describe their actions and show them how to make marks in the wet sand at the bottom of the tray. A wide range of physical play equipment in the garden encourages children to negotiate space and to experiment confidently with different ways of moving. Children enjoy healthy and nutritious snacks and meals provided by the centre. They develop an excellent understanding of how to stay healthy by brushing their teeth after lunch with clear guidance from staff.

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provision

The staff and management demonstrate an excellent understanding of their responsibility to meet the requirements of the Early Years Foundation Stage. There is a very strong drive within the centre to provide children and parents with the best possible support. The highly effective monitoring of children's progress means that staff are able to plan strategies and activities to meet individual needs exceptionally well. Data analysis shows that gaps in achievement are closing rapidly. The manager monitors all children's development records routinely to ensure high levels of consistency across the staff team. Monthly staff supervision meetings and regular observations of staff practice enable managers to make high quality evaluations of the impact on children. Staff receive excellent support from the management team and other professionals within the centre to improve their practice continuously.

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provision

Rigorous recruitment procedures carefully assess the suitability of new staff. Consistent induction procedures provide new staff with excellent guidance in understanding the centre's policies. All staff receive training in safeguarding procedures so that they clearly understand how to respond to concerns. Staff carry out comprehensive risk assessments and daily safety checks, which help to provide a very safe and secure environment for young children.

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provision

The centre has excellent partnerships in place with parents and continuously strives to take account of their views and needs. Regular consultations encourage parents to comment on the centre's provision, such as the value and impact of training sessions. The centre takes full account of the views of children, using pictures and stickers to encourage them to express their views and preferences. The staff and management team identifies and addresses areas for improvement very successfully. Through careful analysis of data regarding children's progress, staff recognise the need for a greater focus on mathematical development, which they are planning imminently. Self-evaluation procedures demonstrate a highly successful focus on improvement that the team monitors very closely.

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provision

The staff and management team works very well with other professionals in the centre and with outside agencies to improve outcomes for children. There are also very effective links with other settings sharing the care of children and with local schools to which children will transfer. Transition meetings every term encourage all parties to come together to exchange information about individual children and to share ideas about excellent practice.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 action. 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 EY447621 Local authority Wiltshire Inspection number 881638 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 24 Number of children on roll 24 Name of provider The Rise Trust Date of previous inspection not applicable Telephone number 012494640008

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Setting details

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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