Killamarsh Bears Pre-School c/o Killamarsh Sports Centre

Killamarsh Bears Pre-School c/o Killamarsh Sports Centre Killamarsh Community Campus, Stanley Street, Killamarsh, Derbyshire, S21 1EL

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Inspection date

Previous inspection date 14/10/2013 12/01/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children relate well to the kind, caring staff team. Staff help children to settle and to form secure emotional attachments, which enables them to feel confident in their surroundings.  Children are satisfactorily supported to acquire the skills to develop and learn and be ready for the next stages in their learning.  The indoor and outdoor child-focused environment provides interesting and stimulating activities that engage children.

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It is not yet good because

 Observations, assessments and planning are not fully effective in supporting children's next steps in learning. As a result, children's learning is not fully supported to enable them to make good progress.  Practitioners do not always provide sufficient opportunities for parents to share further detail about what they know their child can do, in order to build on children's skills and knowledge.

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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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Inspection activities

 The inspector observed activities and care practices within the pre-school room and the outside area. She also conducted a joint observation with the manager.

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Inspection activities

 The inspector spoke with staff and she held a meeting with the manager and the local authority Early Years Improvement Officer.

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Inspection activities

 The inspector looked at relevant documentation, including planning, observations and assessment records and children's learning journeys. She also looked at a range of policies and procedures.

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Inspection activities

 The inspector also took into account the views of parents and carers spoken to during the inspection.

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Information about the setting

Killamarsh Bears Pre-School c/o Killamarsh Sports Centre has been registered since 2008 on the Early Years Register. It is managed by a voluntary management committee. It operates from the sports and community centre in Killamarsh, North Derbyshire and serves the local community and is accessible to all children. Children have access to a large playroom, a sports hall and an enclosed area for outdoor play. Access to the premises is via a small flight of steps or lift to the playroom.

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Information about the setting

The pre-school employs nine members of childcare staff, six of whom hold early years qualifications at level 3. A further two members of staff hold qualifications at level 2 and one member of staff is working towards a qualification at level 2. The pre-school is open five days a week during the school term time only. Sessions are from 9am to 11.30am on a Monday and Friday with children having the option to stay until 12.15pm for lunch. On a Tuesday, Wednesday and Thursday, sessions are from 9am to 11.30am and 11.30am to 2.30pm. Children can stay for the whole day and bring a packed lunch. Children attend for a variety of sessions. The pre-school provides funded early education for two-, three- and four-year-olds. There are currently 61 attending, who are in the early years age group. It supports children, who speak English as an additional language and children with special educational needs and/or disabilities. The pre-school is a member of the Pre-School

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Information about the setting

Learning Alliance and receives support from the local authority.

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must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles. Shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development.

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

 promote an ongoing dialogue or sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward.

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who attend

Children enjoy their time at this friendly and welcoming pre-school. They clearly enjoy learning through play, entering happily and eagerly choosing what they wish to do from the wide range of resources offered through the continuous play provision. Practitioners organise resources around the room, so that children can make independent choices in their play. This results in children approaching their play with eagerness. For example, on arrival, children choose to play with cars and garage, farm or play in the water bathing the dolls. The practitioners interact effectively with the children and close bonds are formed between children and their key person. They settle well and encourage them and talk easily to them while they play and during routines. As a result, children grow in confidence, form positive relationships with others and are keen to join in. Children increasingly concentrate when playing alone or with others and generally listen and join in

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who attend

discussions well, such as during registration and group time.

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who attend

Practitioners provide a satisfactory balance of child-initiated and adult-led activities to support children's ongoing progress and development. They engage the children in conversations, to introduce new words through their play and activities. They use open- ended questions, mainly giving the children time to respond and describe their experiences. For example, when children are building fences for the farm animals and the pieces of fence will not join together, practitioners question them, so that they work out how to solve the problems for themselves. Practitioners use the letters and sounds programme suitably to support and extend children's language and communication skills, relevant to their individual needs. This includes those, who are learning English as an additional language. These positive interactions ensure children make steady progress in their learning and development. Children's individual needs are further supported by the

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who attend

use of a pictorial time table showing the routine of the day.

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who attend

The manager and staff have a sound understanding of the learning and development requirements and how to promote learning and development in children. They recognise that children learn through play and provide them with a warm and welcoming environment where they feel confident and secure. Practitioners regularly observe children and this means that they have a generally good understanding of their abilities and likes. However, when planning for children's individual next steps in learning, practitioners do not always make effective use of their observations and assessments. For example, children's next steps in learning are not always followed through and opportunities for more rapid progression are sometimes missed. As a result, children make satisfactory rather than good progress.

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who attend

Generally, through their planning, practitioners ensure children access a varied range of activities across all areas of learning. For example, children enjoy looking at books and through drawing, they engage in early writing activities. They draw lines, circles and other marks, eagerly pointing out their paintings on the wall to the inspector. These activities promote children's literacy development. Children are creative and imaginative learners. They enjoy pretending to make tea in the home corner and through arts and crafts, they create and design pictures. This promotes their development in expressive arts and design. They learn to use tools and equipment safely. Practitioners appropriately foster children's progress in understand the world. For instance, children learn about differences between spiders and flies as they discuss them with a practitioner and look at them closely in a book. Children learn about number and simple mathematical concepts through a

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who attend

varied range of fun activities. For example, practitioners talk about big, small, full and empty when children play in the water and guess how quickly different objects will go down the slide. Children learn about information and communication technology as they use a variety of equipment, such as cameras and the smart board to access computer programmes. These help the children for future learning as they learn how to operate simple equipment effectively. This supports children in having satisfactory skills to support their future learning, such as starting school.

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who attend

Initial written information is gathered from parents prior to children starting at the pre- school. However, there is room to gather even greater detail about what parents know their child can do at home to ensure children's learning needs are fully known. Parents are suitably involved in their children's learning and currently see their children's learning journeys annually when they meet with their child's key person. They comment favourably on the recent introduction of the daily information sheet and beginning to become more involved in their child's learning. For example, the pre-school have recently sent home children's interest sheets to help them better plan towards their individual interests at home. Parents' comment on how happy they are with the progress of their children and the friendly and willing staff team.

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

Children soon feel comfortable and develop a positive sense of belonging at pre-school. The practitioners are approachable and reassuring. They are receptive and respond well to children's differing characteristics and emotional needs. They prioritise building on children's confidence and social skills and enhancing their communication and language skills. As a result, they ensure children are emotionally and socially prepared for different situations, including moving on to school. Teachers come to visit the children in the pre- school and children visit their new school to support the transition process. Practitioners ensure independence skills are fostered and encourage children to talk in a group situation to further prepare for moves to other settings, usually school. Children are supported in forming positive relationships, so they enjoy the company of each other and adults. They like to share and celebrate their work and achievements with each other. Practitioners

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

celebrate children's new achievements and praise and encouragement builds their self- esteem. For example, children learn to use the hole punch or show their model to others and are rewarded with comments of 'fantastic' and a sticker.

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

Staff set good examples to children and encourage them to be helpful, kind and polite. Therefore, children behave well and become increasingly confident in communicating their needs. Children are gently encouraged to share with their friends. The key person system is effective and the small friendly staff team work well together. Practitioners have friendly and caring dispositions, which help children to form secure attachments. Deployment of staff is sound, which means that children settle quickly and feel safe and secure. For example, new children, who are less confident are supported on a one-to-one basis by their key person and they successfully engage them in an activity. Children confidently approach adults when needing support or if only wanting a hug. Their self-care skills are developing appropriately, for example, as they independently access the toilets and mostly wash their hands without being reminded. Children's behaviour is good and realistic rules

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

and boundaries are in place, supported by staff, to enable them to know and learn what is expected of them. They are reminded of these at the beginning of the session. For example, children know to pull their sleeves up and put an apron on before they play in the water. Their confidence and self-esteem is promoted well as staff highlight and celebrate children's growing self-help skills, such as managing to put on their own coat for outdoor play. They learn what foods are good for them through the provision of healthy snacks. Children's independence is fostered at snack time as they fetch their own plate and cup, choose and pour their own drink and take the correct number of pieces of toast and apple from the plate. Children are given help when necessary to butter their toast.

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

Children's welfare is promoted as practitioners have a suitable understanding of relevant policies and procedures, such as the action to be taken regarding a sick child and the administration of medication. This helps to reduce the risk of cross-infection and safeguards children's health appropriately. For example, practitioners wear protective aprons and gloves when changing nappies. Outdoor play areas are used well and playing outside is incorporated into children's daily activities. Children have choice and extended access to the outdoors where a good range of activities are available. They pedal bikes round the path and paint pictures, commenting that they have to hold the paper down with a pot because of the wind. This helps children enhance their large muscle skills and enjoy time outside in the fresh air while exercising. From a young age, children learn about keeping safe as they regularly participate in emergency evacuation drills. This helps

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

them understand what to do should they need to leave the pre-school quickly. Children learn about taking risks as they engage in different experiences. For example, children learn to carefully use scissors to cut the paper to stick on their pictures and know to take care on the steps up to the slide. Children's work is displayed in the pre-school, making them feel valued and acknowledged.

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provision

The manager has a sound understanding of her responsibility to comply with the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation stage to keep children safe. Policies and procedures and other documentation are implemented to promote children's welfare. Practitioners have a clear understanding of the safeguarding procedures, which enables them to suitably protect children if they have a concern about a child in their care. The management committee implement robust recruitment procedures to ensure that practitioners are suitably qualified and vetted. Suitable systems are in place for the induction of new practitioners and appraisals help identify any future professional development needs. Disclosure and Barring Service checks are undertaken on all practitioners, students and volunteers. Practitioners hold current first aid and food hygiene qualifications. Accidents are effectively recorded and parents know

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provision

that they have to report accidents that occur at home and visitors are signed in and out. All of this contributes to ensuring children's safety. Risk assessments are carried out on a regular basis and practitioners are deployed to help keep children safe. Daily checks of the nursery and outside play areas further enhance children's safety.

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provision

The pre-school is currently being supported by the local authority early years inclusion officer and has very recently appointed a new manager. An extensive action plan has been developed, which clearly shows the way forward. The staff team are working well together to implement this. The manager is highly focussed on promoting quality in all aspects of the pre-school. A strong drive for improvement is clearly evident and is recognised by both practitioners and parents. The pre-school is committed to providing the best possible start for children in their early years. Parents have been kept up to date on the changes by a newsletter and information from staff. Following parent feedback, the pre-school has implemented a new nappy policy and key person and parent relationships are being strengthened. Changes to the dropping off and collection of children are working well and the manager recognises that some changes still need to be made around the lunch time

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provision

period. The new system for the collection of snack money and fees successfully reduces congestion on arrival and ensures parents are able to concentrate on settling their child at pre-school before they leave.

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provision

The pre-school places clear emphasis on training and is supporting a member of staff to achieve their qualification in childcare at level 2 and staff regularly attend courses to update their knowledge. For example, the manager is due to attend a course on self- evaluation and a member of staff recently completed 'Every Child a Talker' training, which is being implemented with the children. The recommendations from the last inspection have been addressed. For example, the routines of the pre-school are being consistently reviewed and parents are being given opportunities to add to children's learning journeys, although, this is still in its infancy. The pre-school has established a strong partnership with the local Sure Start centre and established firm links with other agencies. For example, liaison with the local speech and language service and inclusion service to ensure children with special educational needs and/or disabilities are appropriately

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provision

supported. The pre-school has a clear understanding of the importance of working in partnership with other providers, to ensure smooth transitions in the children's next phase in their learning. Parents are becoming more involved in their child's learning and development and a stronger partnership is being developed. Parents express support for the pre-school and appreciate the positive impact the recent changes have made. The parents' notice board is currently being further developed to include information for parents about the Early Years Foundation Stage and contains information for parents relating to the pre-school. This helps children and their families to have a sense of belonging.

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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 EY387086 Local authority Derbyshire Inspection number 878981

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 61 Name of provider Killamarsh Bears Committee Date of previous inspection 12/01/2010 Telephone number 07952755784

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Type of provision

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

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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