Sports Centre Pre-School

Sports Centre Pre-School Bracknell Sports Centre, Bagshot Road, BRACKNELL, Berkshire, RG12 9SE

p.1

Inspection date

Previous inspection date 08/07/2013 18/11/2008

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

p.1

This provision is good

 Staff work hard together to set up a welcoming and appealing environment for the children. As a result, children are happy, well entertained and motivated to play and explore.  Children benefit from an exciting range of activities inside and out of the nursery, which supports their overall development very well.  The staff and management work well as a team and complement each other's skills to create a purposeful learning environment for all children.  Staff work well with parents to ensure they fell valued and included in their children's care. Daily information is exchanged between staff and parents, which enables all staff to meet the children's individual needs.

p.1

It is not yet outstanding because

 The pre-school do not maximise the use of label and print to promote languages from around the world.Although the outside area is used purposefully, the area is not always consistently attractive and ready for children's play to promote their learning and development outcomes fully.  Although the outside area is used purposefully, the area is not always consistently attractive and ready for children's play to promote their learning and development outcomes fully.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the setting and in the nursery garden.

p.2

Inspection activities

 The inspector spoke to staff and children at appropriate times throughout the inspection, during and after activities.

p.2

Inspection activities

 The inspector looked at documentation, including progress records and planning documents and discussed these with staff.  The inspector and manager conducted a joint observation on an activity.

p.2

Inspection activities

 The inspector obtained the view of parents through face to face meetings and documentation.

p.2

Information about the setting

Bracknell Sports Centre Pre-School re-registered in 2007 and is privately owned. It operates from Bracknell Sports and Leisure Centre, Bracknell. The pre-school is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 28 children aged from two to five years on roll. The pre- school is in receipt of funding for the provision of free early education for children aged two, three and four years. Children attend for a variety of sessions.

p.3

Information about the setting

The pre-school opens Monday to Friday 9.30 till 12 noon and Lunch club Monday and Wednesday 9.30 till 1.15 . Children have access to a large hall and cloakroom facilities. There is a fully enclosed outdoor area available for outside play. The premises are readily accessible. There are currently five staff members who work directly with the children and all hold early years qualifications.

p.3

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

 enhance the outdoor area by ensuring it is consistently attractive and ready for children's play and activities, and promotes their early reading and mathematical skills in more purposeful ways

p.3

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

 consider ways to extend the richly printed environment through the use of languages other than English.

p.3

who attend

The staff are committed to providing good quality care for the children. As the premises is used by others, the staff work hard to create a welcoming and secure play environment for the children. The pre-school is a pack away group and staff are successful in creating inviting areas. For example, there is a snug area for sensory play and reading, a construction area and an inviting role play area. The children experience an extensive range of activities based on their interests, and the staff consistently develop ideas with ease, to ensure learning is effortless and meaningful. Relationships between the staff and children are very good; this helps the children to feel confident as they explore the good range of activities on offer. Staff promote children's communication and language skills very well through consistent conversations, during their play. Their language is further enhanced by questions staff ask

p.3

who attend

to help them to think, such as 'what do we need now'. In addition, activities such as storytelling and singing aid children's pronunciation and vocabulary. Children's listening skills are well supported during group times and at sociable meal times. Children's early writing skills are well promoted as they have numerous opportunities to practise their emergent writing, for example when creating art work, exploring the heat pad and exploring the sand with their fingers. Children have many opportunities to develop their understanding that print carries meaning through the broad range of labels and flash cards around the room. Although these cover some children's first language, this is not conducive to all children's home languages.

p.4

who attend

Staff promote children's mathematical awareness securely through incorporating mathematical language in everyday activities. For example, when describing the sizes of the logs in the garden and during singing activities including numbers. Children have a range of activities and play experiences that allow them to boost their physical development. For example, they push wheel barrows in the garden and balance on logs which the children use to make an obstacle course. Frequent visit to the local pond and adjacent field provide extra space for running, which promotes children's physical development further.

p.4

who attend

Staff have a reliable understanding of their roles and responsibilities to enhance and promote children's learning and development. Comprehensive and detailed observation and assessment records are in place for all children. These include observations from staff and photographic evidence to show how children are emerging in their overall development. Staff have a secure understanding of the required two-year checks and have good methods in place to share these with parents.

p.4

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

Children are happy and confident and have built good relationships with their peers and staff at the pre-school. Children's self esteem is well promoted as they see displays of their artwork and photographs of themselves participating in activities throughout the pre- school. Children are involved in self registration as they find their own written name and place this on their coat pegs. This aids them in learning that print carries meaning and develops their sense of belonging.

p.4

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

Children develop good skills to help them to become ready for school. They are developing increasingly independent skills, as they learn to take control of their personal care. For example, by re-fastening their shoes prior to putting on dressing up outfits and washing their hands in portable sinks inside and out. The staff promote children's healthy lifestyle by ensuring the environment is clean and well maintained. They encourage children to eat healthily and by providing plenty of opportunities for fresh air and exercise. This supports the children's health well. The staff provide a well balanced snack for the children, such as cheese spread and breadsticks and a whole piece of fresh fruit. All snacks are carefully supervised by staff to ensure children's individual dietary requirements are maintained. Staff work in partnership with parents to maintain children's health by encouraging parents to provide healthy lunchboxes.

p.4

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

Children benefit from fresh air and exercise as staff take them outside to play regularly. Although this area is used well, the area is not always ready for the children's play and labels are less portrayed to promote children's literacy and mathematical development. Despite this, children enjoy exploring resources which cover the seven areas of learning, such as using chalks on the wall, having rides on the seesaw and exploring the climbing frame.

p.5

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

Children develop an understanding of keeping themselves safe as staff use florescent jackets when taken children outside. Staff use simple messages to reinforce children's understanding, such as walking inside and being careful when using tools. Throughout the day, the children behave well and staff remain focussed and calm, acting as good role models and supporting children with a good amount of praise and encouragement.

p.5

provision

All staff have a secure understanding of how to safeguard children and understand their roles for maintaining children's welfare. Staff ensure children's safety well, as they supervise children to ensure they are safeguarded consistently within their play. The pre- school have detailed policies and procedures in place; these include a detailed safeguarding policy. All staff receive a thorough induction and regular training on protecting children. This enables them to act in the children's interest in the event of a concern. Risk assessments and daily checks ensure that the provision is safe for the children.

p.5

provision

The environment in which the children play is welcoming, clean and well maintained. The parents and children benefit from a good range of posters, information and colourful display throughout the room, which creates an attractive environment. Staff have built professional relationships with other providers and agencies involved in children's care. This has a positive impact on children's learning and working relationships.

p.5

provision

The preschool have a structured system of self-evaluation. This enables them to have a secure program for continuous improvement. Staff have plans to develop the outdoor area, such as relocating this to coincide with their base room. Staff and the management team work well together and create a purposeful learning environment for all children. The manager supports the staff well by working alongside them. This enables her to monitor working practices, while supervising and observing daily routines. Staff are well qualified and have regular opportunities to extend their knowledge and understanding through regular training.

p.5

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY366001 Local authority Bracknell Forest Inspection number 844271 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 20 Number of children on roll 28 Name of provider Yvonne Rance Date of previous inspection 18/11/2008 Telephone number 01344 454203

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10