Carnarvon Pre School

Carnarvon Pre School Carnarvon Primary School, Nursery Road, NOTTINGHAM, NG13 8EH

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Inspection date

Previous inspection date 29/04/2014 26/01/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's personal, social and emotional development is a strong feature of the pre- school and as a result, children are happy, calm and settled. Children have close bonds and secure emotional attachments with their key person.  Practitioners are well qualified, experienced and knowledgeable about how children learn and develop. As a result, they provide a breadth of good opportunities for children to explore and take an active part in their learning.  High priority has been given to developing an understanding of the safeguarding and welfare requirements and policies and practices are effective in ensuring the safety and well-being of children.  The partnership with parents is effective and they have many opportunities to be involved in children's learning and share their knowledge of their child's development.

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It is not yet outstanding because

 There is scope to enhance the partnerships with other providers that children attend in order to ensure information about children's learning and development is more effectively shared and makes a stronger contribution to children's overall learning and development.  There is scope to provide children with more opportunities to practise their own creative skills. For example, by providing them with free access to resources to enable them to use their own imagination and be inspired.

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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 in the main playroom and outside play area.

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Inspection activities

 The inspector spoke with the manager, practitioners and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation and a selection of policies and children's records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the practitioners working with the children and the manager's self-evaluation form.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

Carnarvon Pre-School was registered at the current premises in 2006 and is on the Early Years Register. The pre-school is privately run and is based in Carnarvon Primary School, Bingham. It operates from a large designated classroom within the school and has its own secure, outdoor play area as well as having access to the school playground and field. The pre-school is open each week day from 9am to 3.30pm during term time. Children attend for a variety of sessions and most come from the local community. There are currently 70 children on roll; all of whom are in the early years age group. The pre-school provides funded early education for two-, three- and four-year-old children. They employ 11 childcare practitioners; all of whom hold appropriate early years qualifications.

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

 strengthen partnership working by ensuring there are robust communication links with all the early years settings that children attend, in order to further support children's good learning and development

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

 enhance children's opportunities to freely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function through the provision of everyday resources and activities.

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who attend

Practitioners at this welcoming pre-school have a positive impact on children's learning and development. Teaching is effective and children make good progress in relation to their starting points and abilities. Practitioners gather useful information about children's care and learning before they start at the pre-school. They carry out an initial assessment of children on entry to enable them to set children's next steps in their learning. Practitioners keep detailed records of children's interests and achievements in the form of development records and a tracker, in which parents make valuable contributions. Children make good progress in their learning and development as practitioners have a thorough understanding of the Statutory framework for the Early Years Foundation Stage and how young children learn. Effective systems of observation and assessment ensure that children are monitored in their development across the prime and specific areas of

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who attend

learning. A clear picture emerges and the planning reflects what the practitioners intend next, in order to reinforce new learning. This means that all children are effectively challenged and benefit from well-planned, engaging activities to support their individual needs. As a result, they are gaining a wide range of skills to ensure their readiness for school when the time comes. Teaching techniques are strong and children are provided with opportunities to experience a balanced variety of adult-led and child-initiated activities. Practitioners observe children during activities and make assessments of their abilities. They have a good awareness of how to carry out the Early Years Foundation Stage progress check at age two. Practitioners understand how to involve parents in the process, so that they can share what they know about children's learning.

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who attend

All children are enthusiastic, engage in their learning and display the characteristics of keen learners. For example, the new garden area is extremely popular with children, who dig in the soil and use the magnifying glasses to go on bug hunts. Children are very confident, for example, they instigate a matching card game with the inspector and explain the rules as they play. Then they change the game to playing 'snap' again fully aware of how to play. During large group time the children sit very well and listen to what is being said to them. There is lots of laughter at this pre-school. A small group of children in the listening area laugh out loud as they have their earphones on listening to a story. Children use the book area well and sit on their own looking at books or they ask for a story to be read to them. They have a lovely sofa in the book area so children can snuggle up and comfortably look at books or sit close to an adult as they listen to the story. The

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who attend

computers are well used by the children as they independently access them. Children can follow the programmes very well and use the mouse with confidence. Their speech and language skills are encouraged during everyday discussions because practitioners talk to the children about what they are doing. Practitioners use open questions to encourage children to think about what they say and most importantly they give them time to respond.

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who attend

Children, as part of the registration routine, find their own name and place it on the apple tree. They also find their name for snack time; this is how the practitioners monitor who has had a snack. Children relish the opportunity they have to take their learning outdoors. This encourages them to be active learners who enjoy being in the fresh air. They enjoy running round the track, climbing in the tree, balancing on the beams, playing in the little wooden house or using their senses as they touch the herbs and then smell their hands. Children use their imagination as they play with the small world toys or in the role-play areas. The older children play cooperatively with their friends and act out real-life situations. Practitioners use positive reinforcement to encourage children and are very quick to praise them for their efforts. As a result, children respond well to this encouragement and their self-esteem and confidence is very well promoted. Children learn

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who attend

the skills they will need to move on successfully in their learning and to school. For example, the lunchtime routine for children receiving a school lunch helps them with their 'school readiness' as they go into the school hall to obtain their school lunch. Children then carry their trays back into the pre-school room to eat their meal. Practitioners develop close working relationships with parents and work hard to ensure parents are meaningfully involved in their children's learning. Parents access their child's development records regularly. Practitioners also provide suggestions for parents to continue their child's learning at home by sharing ideas and activities that children have shown an interest in or around the current theme or topic.

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

Children form appropriate bonds and emotional attachments with practitioners, especially their key person. The warm welcome that is extended to children and their parents each day provides children with an easy transition from their parents' care. Practitioners are highly skilled in supporting children to form strong emotional attachments, and, as a consequence, all children display high levels of self-esteem and confidence. Even the youngest children move around independently, choosing their own activities with great determination and maturity. This demonstrates that they have a good sense of security in their environment and are, therefore, well supported to learn and develop. Children's behaviour is good and gentle reminders are given around the use of manners or waiting their turn. The pre-school has a friendship tree to help reinforce good behaviour. Practitioners are quick to praise and build self-esteem and, as a result, children develop

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

the self-confidence to participate and experience a wide range of learning activities. This developing confidence is evident in the way that children move from one activity to another, observing the routines of the pre-school and sharing resources amicably. Children share toys, play cooperatively and show care and concern for one another. Practitioners are good role models for the children as they treat them with respect. Children have many opportunities to learn about other cultures and beliefs as they are provided with a range of resources to reflect today's diverse society. Practitioners also provide activities and experiences for children to learn about different cultures and their celebrations or special festivals. As a result, the atmosphere in the pre-school is calm, relaxed, respectful and caring. Children are well behaved and respond positively to practitioners' requests during the session. For example, children assist in helping to tidy away activities when it is 'tidy-

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

up time', meaning they are effectively learning how to keep their environment in good order.

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

Children are cared for appropriately when they have accidents or are unwell as most practitioners are qualified in first aid. They feel safe and secure in the pre-school as adults are always on hand for reassurance. This close supervision helps to give children a good sense of well-being, especially when new to the pre-school. Practitioners promote an awareness of safety issues during play activities. For example, they supervise and offer gentle reminders to the children on how to climb the tree safely. This ensures that they learn to keep themselves safe, while being able to take safe risks. Also, regular fire drills consolidate children's understanding of staying safe. Practitioners give children's safety the highest priority and they have robust procedures and policies in place to help keep children safe. They have very good routines in place when parents drop off or collect their children. Routine risk assessments ensure that indoor and outdoor environments are safe.

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

Practitioners work well as a team and are deployed within the pre-school to ensure children's safety at all times.

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

The pre-school environment is stimulating and enables children to follow their own interests. However, the resources to help develop children's creativity are not readily available. They tend to have an adult-led activity in which children are told what to do. This inhibits children to use their own imagination and do what they want to do. Children develop independence as they learn to manage personal hygiene routines and put on and take off their coats. Their health and welfare is supported as they enjoy healthy snacks in accordance with their dietary needs and preferences. They know where to access a drink at any time throughout the session and have milk and water offered at snack time. Children enjoy fresh air and exercise as they can play outdoors for most of the session. Suitable hygiene routines are in place and practitioners follow good practices. For example, nappies are suitably disposed of. Transitional arrangements are very effective.

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

The majority of children move up to the school on site and enjoy visits into the school to help them become familiar with the setting. Practitioners share summary documents to ensure children experience smooth transitions. The settling-in visit is used as a time for practitioners to talk to parents about children and make some observations, which contribute to a baseline assessment. Practitioners, therefore, know children's starting points and can begin to plan effectively for the next steps in their learning. They are aware to seek specialist advice for children in need of additional support, which enables them to use effective strategies to support them. As a result, children will make good progress to catch up in their development.

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provision

All practitioners have a secure knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. The senior management team oversee the delivery of the educational programmes. They monitor the levels of planning and assessment for all children and make sure that records are accurate and up to date. This means that the pre-school offers a broad range of experiences to help all children to progress towards the early learning goals. Children's learning is closely monitored to ensure that all children make good progress and receive any additional support through early intervention where required. The manager of the pre- school provides capable leadership to the team. All practitioners convey a genuine enthusiasm and passion for their work and this is evident in their daily interactions with the children. The manager and staff understand their overall responsibility and ensure the

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provision

safeguarding and welfare requirements are implemented. Effective recruitment procedures ensure that only those suitable to work with children are appointed. A thorough induction process is in place for new employees and long term students. Children's safety is given high priority at the pre-school. Their demeanour shows they feel safe and secure in their environment and that they trust those responsible for their care. Procedures for safeguarding children are well understood and managed. Practitioners know how to look out for signs and symptoms of abuse and can refer any concerns appropriately. Parents are advised of the setting's policy and have further information provided on a noticeboard or the pre-school's website.

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provision

Information needed to support children's welfare is sought at the time of registration. This includes medical history, allergies and known health needs as well as likes and dislikes. The manager ensures a high adult-to-child ratio in order to provide quality individual attention when needed. Thorough risk assessments are carried out and daily checks of the premises ensure that it is safe and secure for the children. The premises are locked once the children arrive, so children can then access all areas of the pre-school safely. The outdoor area is also safe and secure. The pre-school is sited on a secure school site. Practitioners ensure that all records relating to children's health and safety are well maintained. Partnerships with parents are a great strength. Practitioners liaise very closely with parents regarding children's progress towards the early learning goals. Relationships between parents and practitioners are relaxed and very well established. Parents comment

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provision

that they feel the practitioners really know their children, they are great and that they like the maturity of the practitioners. They state that their children have come on in leaps and bounds. Parents comment on how well their child settled into the pre-school. They comment that their children are always happy, there are lots of activities for the children to do and the practitioners always make themselves available to talk to them. Parents state that the pre-school is amazing. Practitioners work with specialist people as needed, to develop strategies to support children who need additional support. This process effectively helps to support partnership working and continuity for children and their families. This is evidence that partnerships with other professionals and agencies are securely in place. However, partnerships with some of the other providers of the Early Years Foundation Stage are not as well established. This means that not all providers work

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provision

as effectively together to meet the care, well-being and learning needs of the children. Practitioners are competently monitored, coached, mentored and supported by the senior leadership team. An established system of annual appraisals and supervision meetings ensures practitioners feel valued and supported. Continuous professional development arises from identified priorities and practitioners' own needs. The manager is dedicated and committed and a good role model for the team of practitioners. The pre-school has suitably addressed the recommendations made at their last inspection. The pre-school is very well organised and practitioners are reflective about their practice and demonstrate a strong desire to learn and provide a high quality provision. The manager incorporates the views of practitioners, parents and children in plans for development and change. As a consequence, all children are happy, relaxed and have an enjoyable experience.

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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 EY339604 Local authority Nottinghamshire Inspection number 967298

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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 70 Name of provider Carnarvon Pre School Partnership Date of previous inspection 26/01/2009 Telephone number 01949 838 246

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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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