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 28/01/2014 06/03/2013

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early years provision

This inspection: 2 Previous inspection: 1 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

 The centre has excellent systems in place to track children's progress carefully in all areas of learning and to identify those requiring additional support.  There is a strong focus on supporting children's communication and language skills and the centre provides specific training for all staff so that they follow consistent strategies.  The centre provides good support to parents overall through a variety of well- considered and successful initiatives.  The new manager demonstrates a very thorough understanding of the strengths and weaknesses of the centre and has clear plans in place to drive further improvement.

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It is not yet outstanding because

 Staff generally support children's self-care skills well but this is not always fully consistent, particularly regarding toileting.  Writing materials are available at all times but are not always readily accessible at child height to encourage children to use them freely.

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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 activities both indoors and in the garden.  The inspector completed a joint observation with the centre manager.  The inspector held meetings with the centre manager and the management team.

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Inspection activities

 The inspector talked to parents, staff and children at appropriate points during the inspection.

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Inspection activities

 The inspector took account of documentation, including children's development records, staff suitability checks and the centre's self-evaluation form.

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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 works in partnership with the on-site primary school. The centre has use of two playrooms, toilets and an adjacent garden. It is registered on the Early Years Register and is currently caring for 41 children in the early years age range. It is also registered on both the compulsory and voluntary parts of the Childcare Register to care for older children. The centre supports children with special educational needs and/or disabilities, children learning English as an additional language and children from disadvantaged backgrounds. It is in receipt of funding for the provision of free early education for children ages two, three and four years. The centre

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Information about the setting

operates on weekdays from 8.45am until 2.45pm during school term times. It employs seven staff, six of whom hold relevant qualifications, including the manager who has Early Years Professional Status. In addition, two staff are working towards further qualifications.

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

 promote children's self-care skills further, with particular regard to toileting, by providing more consistent adult support

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

 make writing materials more readily accessible in order to encourage children to use them freely.

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who attend

The centre has excellent systems in place to identify children's starting points when they first attend. Staff gather detailed information regarding children's experiences, such as any bereavements or hospital admissions, so that they can support them well. They analyse information from observations and from parents to create clear data on entry about individual children and groups of children, such as boys and girls. They then use these results to identify aspects of learning on which to focus and to provide early intervention for individual children. Staff regularly update and analyse their tracking of children's progress so that they can continue to plan relevant and challenging activities. Staff complete required progress checks for two-year-old children and share their findings with parents. As a result, most children progress well from their starting points in most areas. The centre provides a range of interesting activities across all areas of learning and these

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who attend

reflect children's current interests. Children become engrossed exploring electronic toys, which they can programme to move in different ways. Staff support children well, helping them to understand the concepts of backwards, forwards, left and right. Children focus well as staff encourage them to look at a book of recipes and think about what they would like to make. The use of open questions and ongoing discussion helps children to be creative about their answers and to learn new vocabulary. Staff extend the activity well by providing paper and pencils, encouraging children to make their own shopping lists with ongoing support. This approach is successful in enabling children to give meaning to marks and to begin to form recognisable letters. Writing materials are available at all times but staff do not always present them well at child height to encourage children to use them more freely.

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who attend

There is a strong focus on supporting children's communication and language skills. Staff receive specific training so that they all follow consistent strategies. As well as ongoing good quality interactions throughout activities and daily routines, staff plan specific small- group work to support this aspect of learning. Young children focus with interest as staff use puppets and other visual aids while singing nursery rhymes. Staff encourage children's participation and provide lots of praise for their efforts.

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who attend

Outdoors, children become engrossed exploring the sandpit and staff encourage them to draw the moon, sun and rocket, reflecting a current topic. This approach is successful in promoting children's creative and early writing skills, particularly for those children who prefer to play outdoors. Staff routinely use mathematical language throughout the session, such as talking about filling and emptying containers in the sandpit, or counting knives and forks at meal times.

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who attend

The centre provides high-level support for children with special educational needs and/or disabilities, children learning English as an additional language and children from disadvantaged backgrounds. Staff work closely with parents, on-site professionals and outside agencies to identify children's individual needs, to support parenting skills and to follow well targeted strategies. This approach is successful in closing gaps in children's achievements.

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who attend

Staff establish positive partnerships with parents overall. The centre provides a wide range of successful initiatives to support parenting skills and to encourage parental involvement in children's learning. Such strategies include a wide variety of parenting courses as well as 'Family Friday' lunches where parents can meet informally with their children's key person to discuss any aspect of their care and learning. Some parents currently have concerns about aspects of practice in the centre and staff are working with them to provide reassurance and support.

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

Staff are patient, kind and sensitive, which promotes a positive atmosphere. They support children's behavioural skills successfully by using gentle but firm strategies. Staff help children to think about their actions on others and to think about how other children may feel. As a result, behaviour is good and children are calm and settled for most of the time. Within this positive environment, children are able to develop friendships with other children and genuine bonds with their key person and other staff. They show a good level of involvement in their learning and increasing levels of confidence and self-esteem. Staff promote good skills for independence by encouraging children to do things for themselves wherever possible. This approach by the centre is successful in helping children to prepare emotionally for their next stages in learning.

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

The centre provides daily outdoor play, which is freely accessible throughout the session. All-weather clothing and wellingtons are readily available, particularly for children who enjoy getting muddy. Staff plan energetic activities to promote children's physical development, such as an enthusiastic music and movement session before lunchtime. Children routinely learn about keeping themselves safe as staff supervise them well overall and remind them about potential risks. Children enjoy a healthy diet provided by the centre, such as a fruit snack and a freshly cooked roast dinner. They develop good skills for independence during snack and meal times. They readily pour drinks and peel oranges without prompting from staff, showing that they are used to trying to do things for themselves. Staff generally support children's self-care skills well and they are on hand to help with toileting, although they are not always fully consistent in their approach. As a

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

result, some children forget to wash their hands after using the toilet and others have to wait a few minutes before staff notice that they require help. However, staff are proactive in helping children to learn about appropriate behaviour during toileting, such as respecting each other's privacy.

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provision

The management team demonstrates a clear understanding of its responsibilities to meet the legal requirements of the Statutory Framework for the Early Years Foundation Stage. Senior staff have a good working knowledge of safeguarding children procedures, such as possible symptoms of children at risk and how to respond to these. The centre has a clear system in place for reporting or investigating any concerns, such as liaising with relevant professionals for advice. Staff work well as a team across the two rooms and in the outdoor area, so that children are always within sight or hearing. The centre provides a safe environment, which staff check carefully on a daily basis. The management team is proactive in monitoring accidents to identify any patterns of risk in the environment or for individual children.

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provision

The centre has rigorous systems in place to check the suitability of those working with children, including obtaining appropriate background checks. Induction procedures ensure that all new staff are familiar with their roles and responsibilities, through well targeted training and support. Ongoing professional development opportunities for all staff include an annual training week in the summer, obtaining further qualifications and attending regular supervision meetings and appraisals. All staff have training plans in place and agree personal targets so that they are constantly enhancing their knowledge and understanding. Recent training in the Every Child a Talker programme has been successful in improving the staff team's skills in listening to and interacting with children.

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provision

The centre has very clear monitoring procedures to assess children's progress. It uses a traffic light system of green, amber and red to identify areas of concern for individual children or groups of children in specific aspects of learning. Staff use this information to guide their planning in order to meet children's individual needs successfully and close gaps in learning.

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provision

The centre carries out comprehensive self-evaluation procedures to identify areas of high quality practice and areas for further development. The management team is proactive in seeking the views of parents, such as through regular discussions during Family Friday lunches. Staff take good account of children's interests and views by encouraging them to complete picture questionnaires and to take photographs of activities and areas of the setting that they enjoy. The centre has responded well to the recommendation from the previous inspection by providing additional training for staff in mathematics and it shows an improvement in children's progress in mathematics as a result. The new manager is very clear about the strengths and weaknesses in current practice and has clear plans in place to drive further improvement. She is currently working on building further relationships with the on-site school and on preparing children in readiness for their

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provision

transfer to school. The centre works closely with local agencies to support families where needed. It has close links in place with other settings that children attend to promote consistency, such as in following behavioural strategies. The centre provides good support to parents overall and is proactive in working in partnership with them to overcome any issues.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 952319 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 30 Number of children on roll 41 Name of provider The Rise Trust Date of previous inspection 06/03/2013 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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