Round Green Pre-School

Round Green Pre-School St. Christophers Church Hall, Felix Avenue, Luton, Bedfordshire, LU2 7LE

p.1

Inspection date

Previous inspection date 16/05/2014 18/11/2009

p.1

early years provision

This inspection: 3 Previous inspection: 2 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

p.1

This provision requires improvement

 Partnerships with parents and carers are strong and appropriate communication links are in place to secure a two-way sharing of information between the home and pre- school. As a result, children and their families feel appreciated and valued.  Children's well-being is promoted and they are able to form secure attachments because staff treat them with care and attentiveness.

p.1

It is not yet good because

 Some children are not always sufficiently challenged through activities and as a result, they do not consistently display the characteristics of effective learning.  Staff do not always evaluate their planning effectively. This means that the next steps in learning are not always tailored to children's individual needs and children are not consistently well-prepared with the skills they need to be ready for school.  Some staff are not sufficiently confident in their knowledge of how to implement all aspects of the safeguarding policy and procedures to keep children safe.  Staff supervision, performance management and monitoring of staff practice has only recently been implemented. As a result, it is not yet sufficiently focused on improving the consistency of quality of teaching across the staff team.

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

Inspection activities

 The inspector had a tour of the premises.  The inspector conducted a joint observation of an activity with the leader.

p.2

Inspection activities

 The inspector spoke with children, the chairman of the committee and took account of the views of parents spoken to on the day.

p.2

Inspection activities

 The inspector observed activities taking place indoors and out and looked at samples from the range of documentation.  The inspector checked evidence relating to staff suitability and qualifications.

p.2

Information about the setting

Round Green Pre-School has been open for over 20 years and is managed by a voluntary management committee. The pre-school is registered on the Early Years Register. It operates from two main rooms in a church hall in Luton, Bedfordshire. Children have access to the enclosed church garden for outdoor play. The pre-school is open each weekday, term time only and sessions are from 9.30am to 12.30pm. There are currently 33 children on roll, of whom all are within the early years age group. The pre-school serves a wide catchment area and provides funded early education for two-, three- and four-year-old children. A small number of children attend other settings, such as local nurseries. The pre-school currently supports a number of children with special educational needs and/or disabilities and several children who speak English as an additional language. There are seven members of staff, of whom three hold relevant childcare

p.3

must:

 improve the educational programme for communication, language and literacy, for example, by engaging children in purposeful conversation, using a range of strategies, such as open-ended questioning, challenging them through trial and error, modelling language and introducing vocabulary

p.3

must:

 improve planning and assessment by establishing thorough starting points and 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.

p.3

must:

 strengthen staff's knowledge of the safeguarding policy and procedure so that everyone feels confident and shares the same level of understanding.

p.3

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

 embed the newly established monitoring of staff practice to ensure that planning and assessment are consistent, precise and displays an accurate understanding of all children's skills, abilities and progress.

p.3

who attend

This pre-school is friendly and welcoming. Staff have a reasonable understanding of the Early Years Foundation Stage and as a result, most children are sufficiently supported in their learning and development. It is clear that staff know children and their families very well and many of them have been involved with the pre-school over several years as various siblings have come and gone. Staff meet with parents before children start in the pre-school to complete a form about their children's care needs and interests. However, staff do not always establish clear starting points in learning from which to measure children's progress over time. So, while staff are able to effectively plan activities that take account of children's interests, these are not always tailored to individual children's learning needs. This results in some activities that do not provide consistent challenge for the older or more able children. For example, the water tray does not contain any exciting

p.4

who attend

resources to maintain their interest and there is not enough sand in the sand tray to enable all children to extend their play, to mould, to measure and to construct.

p.4

who attend

Children have access to the church garden area and this is set out with activities covering the seven areas of learning. Children are able to choose what they want to do but the activities are somewhat basic. For example, there are only eight books set out on the reading mat and there are no props to support play in the camouflage den. Consequently, the books are largely ignored by children and they play only briefly in the den before moving onto another activity as their interest wanes. Some children do show sustained thinking and curiosity as they experiment with rolling plastic balls down the lengths of guttering. However, the quality of teaching is variable amongst the staff group. Consequently, children are not consistently well-prepared with the skills they need to be ready for school. Some staff extend children's learning effectively as they understand how to support children through good role modelling of language. For example, some staff

p.4

who attend

engage children in a complex discussion about the degree of the slope of the guttering, while others only ask children to name the colours of the balls.

p.4

who attend

Some staff ask open questions to support children's thinking process. For example, a child wants to make 'a sea' by the small sandcastle that other children have created in the sand pit. The member of staff asks how the child thinks that this can be done. The child suggests bringing water from the water station and goes to complete their mission. However, another child stands aimlessly at the water tray and no member of staff approaches them for a long period of time. Later on at the water tray, a staff member initiates a floating and sinking activity. However, children are not given time to predict what may happen before placing the objects in the water. As a result, children's learning opportunities are reduced and staff do not support children to use their prior learning or thinking skills to enhance their development. Children's understanding of the world and creative skills are enhanced through topical activities. Recently, children have made a

p.4

who attend

'castle' from cardboard boxes and made shields from paper and collage. They have made superhero costumes from pillowcases. Staff incorporate mathematical skills through activities linked to sand and water and in the everyday routines. For example, children are invited to join in with counting the number of children present before forming a line to go outside to play. Children learn about a number of religious and cultural festivals, which are relevant to the diverse backgrounds of children attending the pre-school. Consequently, children's awareness of diversity is suitably promoted, their understanding of the world is enhanced and they feel welcomed and valued, along with their families.

p.4

who attend

Working with parents is given high priority and staff work hard to involve them in their child's learning and development. Parents are invited to contribute their observations of children's achievements by filling in a 'Wow' card. Parents are provided with information everyday about the activities their children have participated in. This is done through daily discussions, newsletters, written notices and website updates. Parents are encouraged to add comments to their child's learning journals and have regular opportunities to meet with their child's key person at parents' meetings. Parents spoken to on the day of inspection describe how they value the opportunity to be involved in their child's learning and feel they are very well-informed about their child's achievements and progress. One parent shared 'When my child is upset, staff talk to them and hug them. It makes them feel like one of the family'.

p.5

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

Children benefit from a dedicated staff team who know them well as individuals. Information is gained about children's likes and dislikes at registration and key persons obtain information from parents about children's interests and how to comfort them. Consequently, key persons build strong, secure attachments. Older children socialise and mix well with younger children and support them in small tasks. Children show high levels of confidence as they help themselves to resources and approach staff when they need help. Children are clearly happy, as staff are always willing to listen attentively, kneel to their level and show care and affection.

p.5

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

Children's health is promoted well. Good hygiene practices are embedded through established routines and explanations; for example, children spontaneously go to wash their hands before eating, which shows that they know the importance of doing so. Children have regular access to the outdoor areas to enjoy the fresh air and benefit from active, physical play and exercise. Drinking water is available throughout the session for children to help themselves. Therefore, they do not become thirsty and learn to care for their own needs. A snack table operates within the sessions, which means that children's play is not interrupted and they can make their own choices of when they want to eat. Allergies and dietary requirements are clearly displayed alongside pictures of children. As a result, parental preferences are honoured and risks for children's health and well-being are minimised. Children sit and eat together, which reinforces the strong bond that they

p.5

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

already have with their peers and the adults. Also, they learn good table manners and develop healthy eating habits. Parents provide a wide range of fruit for snack and staff encourage children to peel their own bananas and pour their own drinks. Staff engage children in some discussion about the health benefits of eating fruit and taking regular drinks in the warm sunshine. Children learn to take reasonable risks as they use knives safely to cut their fruit. Children behave well and gain confidence because staff provide appropriate explanations about sharing and taking turns. Children are polite when they ask one another for resources. Staff talk with children about how their actions affect others and this enables them to develop sensitivity and link cause and effect.

p.5

provision

Leadership and management requires improvement. The leader has a generally good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. There are sound recruitment and induction procedures in place to ensure that all staff have had appropriate suitability checks carried out. The effective induction procedure helps staff to fully understand their roles and responsibilities. Required policies and procedures are in place and organised. Staff are kept up-to-date with any policy changes through regular staff meetings. However, staff's understanding of the safeguarding procedures is variable. Some are more confident about what to do if they had a concern about a child or another member of staff than others. Therefore, it cannot be guaranteed that the policy of the pre-school is consistently applied in the intended way to fully safeguard children. Nevertheless, there is

p.6

provision

robust security in place for entry to the pre-school and all doors are locked securely. This ensures that only authorised visitors are able to enter the premises and only senior members of staff open the external door. Children and visitors are also signed in and out of the pre-school.

p.6

provision

The committee delegates responsibility for the educational programmes to the pre-school leader. She has only recently introduced staff supervisions and performance management systems, under the guidance of the local authority adviser. Her monitoring of the quality of teaching is just beginning and has not had time to embed and provide her with a sufficient overview of the teaching and learning programmes. Consequently, monitoring is not yet effective in developing the quality of teaching and raising the outcomes for children. Staff receive annual appraisals to identify any training needs. Training is accessed through the local authority and shared through staff meetings with the whole of the staff team, once completed. This ensures all staff are up-to-date with current best practice and any changes to legislation. It is evident that staff training is beginning to have a positive impact upon the pre-school, as staff demonstrate how they have put ideas

p.6

provision

Partnerships with other professionals contribute significantly to children's well-being and development. The pre-school leader liaises with parents and other professionals, such as speech therapists, in order to support early intervention for children who have previously identified speech difficulties or those who have English as an additional language. The pre- school has sought support from various external agencies, such as the local authority adviser. Staff have been proactive in evaluating their provision and are making steady progress in implementing the action plan set by the local authority to strengthen safeguarding and implement the tracking of children's progress. However, weak monitoring of the quality of teaching means that practice does not always meet the needs of children. The absence of clear starting points on entry and of sufficient comparable data means that there is not always enough information to identify any emerging gaps in

p.6

provision

learning and to make sure that those children do not get left behind. Staff contribute to the development of the pre-school at staff meetings and parents are asked to contribute by serving on the committee and sharing their views. It is evident that the chair, the leader and staff at the pre-school listen to parents and value their opinions. This reflects the enthusiasm and commitment of the staff team to provide the best possible provision for children they care for.

p.7

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

p.8

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.

p.8

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.9

Setting details

Unique reference number 155775 Local authority Luton Inspection number 874983

p.9

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 33 Name of provider Round Green Pre-School Committee Date of previous inspection 18/11/2009 Telephone number 07932 822925

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11