Delaware Pre School

Delaware Pre School Delaware Cp School, Drakewalls, GUNNISLAKE, Cornwall, PL18 9EN

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Inspection date

Previous inspection date 22/10/2014 04/11/2009

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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

 Staff work effectively to narrow any gaps in children's learning. They work with parents and other professionals to identify and address children's individual learning needs so they make good progress, regardless of their starting points.  Children engage in a wide range of interesting activities that help them to be creative, constructive and imaginative in their play.  Children benefit from outdoor play, where they can explore the environment and nature in different weathers and seasons, and be physically active.  Effective self-evaluation systems enable management and staff to reflect on practices and implement secure action plans. This helps to drive forward continuous changes that benefit children's care and learning experiences.

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It is not yet outstanding because

 Staff do not always extend children's use of different mathematical concepts in their play, for example, counting and simple calculation.  Staff do not always organise the range of different activities effectively so that children can concentrate in their chosen activities undisturbed.

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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 compulsory part 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 children in their indoor and outdoor activities.  The inspector held discussions with the manager, staff and parents.  The inspector read a sample of children's development records.  The inspector undertook two joint observations with the manager.  The inspector checked specific records and documentation.

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Information about the setting

Delaware Pre-School registered at these premises in 2009. It is a committee run group. The pre-school operates from a room in the purpose built community centre, adjacent to Delaware County Primary school, in Gunnislake. Children have use of an enclosed outdoor play area. The pre-school is open from 8.30am to 3pm each weekday during term time only. They are registered on the Early Years Register and the compulsory part of the Childcare Register. The pre-school receives early education funding to provide free places for children aged two, three and four-years. Currently there are 46 children on roll; all are in the early years age range. The pre-school supports children who learn English as an additional language. There are eight staff employed to work with the children, six have early years qualifications.

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

 extend mathematical learning during activities so children count amounts and use simple calculation in their play

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

 make better use of the learning environment so children can concentrate undisturbed in the different range of activities and play opportunities.

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who attend

Children learn consistent routines, which help them to settle and engage in their learning. For example, when they arrive they find their name card and photograph for their pegs, and hang up their coats. They immediately go off to play, making independent choices from the numerous activities. Children benefit from individual adult attention and large and small group activities. For instance, children practise their writing skills with a member of staff and learn to recognise and sound letters of their name, which is important for their literacy development. Children sit together for circle time, where they learn to listen to others and to talk in a group situation. Staff extend the length of circle time gradually to encourage younger and new children to sit for longer periods. This helps children to develop concentration and to cooperate, which is sound preparation for school. Staff have clear regard for children's individual backgrounds and demonstrate this in their practice.

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who attend

They take positive steps to promote inclusion and to reflect diversity. For example, they provide dual language resources for children, to enhance support in their development. Staff have good links with local schools and other providers of the Early Years Foundation Stage. This enables them to support children's individual development effectively. For example, children go on visits before they move onto school, so they understand where they will be going. Staff share relevant information about children's needs and development to promote consistent care and learning.

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who attend

Children enjoy group activities, such as singing and using musical instruments. They are keen to join table activities to be creative, constructive and imaginative. Play dough is popular with younger children and they sit for sustained periods. Staff interact to ask questions and encourage children to think and talk about what they are doing. For example, children talked about their eyes, ears and nose. They used terms, such as 'wiggle, wiggle' as they made worms. This gives them the words to support their actions as they play imaginatively. There is open access to the outdoor area for most of the session, which is well equipped to promote children's continuous learning when outside. Children make interesting discoveries and play well. For example, they collect worms and other small creatures to investigate with a magnifier. This helps them explore and develop an interest in nature. Children use a variety of sensory play materials, such as water, jelly,

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who attend

shells, dried rice and lentils. They busily fill and empty containers and dig in sand while they chatter with staff. Staff supported them to learn about some mathematical concepts, for example, half-full. However, they did not extend this further by introducing language for children to count how many scoops of sand they use. They did not introduce simple calculation for children to consider how many more they would need to fill the bucket.

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who attend

Observation, assessment and planning procedures are clear. Learning records include summary reports, and where applicable, the progress check for two-year-old children. Staff monitor the progress of each child and discuss this with parents. They identify any potential gaps in children's learning and activities they can do to narrow them. They have recently introduced the use of wow cards to involve parents more in the assessment process. Staff provide resources for families to use at home, to complement children's learning. For example, they borrow rhyming packs and do activities to help children with their letters and sounds.

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

Staff find out about individual requirements before children start at pre-school. This helps them to make initial plans to meet children's needs and to protect their health. For example, staff record all dietary requirements and are aware of allergies. Staff promote healthy eating through the provision of nutritious snacks. They advise parents of suggested contents for a healthy lunch box, to encourage a consistent approach. Children enjoy the caf-style snack time because they can choose when to eat. They sit together with their friends and staff and learn to serve themselves. This activity promotes children's social and independence skills. There is a suitable key person system to help children form positive relationships with staff. Management are introducing a buddy system amongst staff to ensure robust consistency of care for children and families. Children receive a photograph of their key person, which helps them to recognise their key adult, supporting

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

them to form a bond from an early stage. Children listen to staff and follow instructions well. They understand the routines and are prompt to respond at specific times. For example, they readily sat together for story time. Staff have a positive method to help children to negotiate turn-taking. They use a spot-card as a visual aid, with each of the four spots being removed in an appropriate timescale. Children know that when all the spots have gone it is time to swap turns.

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

Staff organise exercise and singing sessions in the main play area where children dance around and do actions to songs. However, they do not always organise these successfully. Most children enjoyed the session and joined in with enthusiasm, although toys to the side distracted attention for some of the younger children. Staff enabled children to join in and leave the activity as they please. This meant not all children got the full benefit, as they did not see it through to the end. There were plenty of table activities for other children to do in the room. However, the exercise music was quite loud, and therefore, hindered children's concentration levels, meaning they could not play undisturbed in their chosen activity. Outdoor play is popular and children spend significant periods outside. They have all-weather garments and boots so there are no restrictions to when they can play outdoors. Children develop coordination and strength in physical play. For instance, they

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

clambered up the climbing ramp and used the slide to come down. They demonstrated good manners as they said 'excuse me' when people were in their way. Children played with the mud kitchen and mud pit, happily scooping soil into containers. Staff supervise activities to make sure children are safe, such as when they attempt to climb the tree. This helps children take safe risks in their play. Children show pleasure in what they do and in their achievements. For example, younger children negotiated the grassed slope and looked very pleased when they reached the top

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provision

Staff are deployed effectively to provide consistent supervision of children, which contributes to children's safety. They are conscientious about security and maintain a safe environment. Staff conduct risk assessments and teach children the fire drill. This shows they put their policies and procedures into practice. Robust vetting and recruitment procedures are in place to check that suitable persons work with children. New staff and apprentices benefit from a clear induction process, which supports their professional development. Similarly, there is a sound structure for staff supervision. The staff and committee work closely together and demonstrate a good understanding of their legal responsibilities. All persons working with children have a sound knowledge of the child protection procedures, to safeguard children's welfare.

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provision

Previous inspection recommendations are complete and staff continue to strive for ongoing improvements. They reflect on their effectiveness and produce clear plans for further development. For example, they are currently extending outdoor play opportunities and introducing home visits. This will extend children's learning outdoors as they explore, and provide a more focused approach to supporting new families using the pre-school. Staff attend relevant training to update their childcare knowledge and awareness. Courses include child protection, special educational needs, first aid and food hygiene. Staff evaluate their learning and use their knowledge to improve the quality of teaching. For instance, following training, they have developed more communication and language activities for children, with improved monitoring to track children's progress. Staff work with an advisory teacher to further develop their skills and educational programmes.

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provision

Effective partnership working means that children and families benefit from good support. For example, staff work with parents, health visitors, paediatricians and language therapists on specific needs. Staff involve parents and children in their self-evaluation process. For instance, they ask children what they like about pre-school and write this on a card. Comments are on display in the entrance, which provides an overview of opinions. At inspection, parents provide positive feedback on the pre-school provision. They are complimentary about the staff and describe warm relationships. Parents say their children make good progress and enjoy being in the pre-school. They explain that staff communicate well with them and provide regular information on children's development and well-being.

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The Childcare Register

The requirements for the compulsory 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY383189 Local authority Cornwall Inspection number 914077

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 2 - 8 Total number of places 30 Number of children on roll 46 Name of provider Delaware Play Group Committee Date of previous inspection 04/11/2009 Telephone number 07891 031 786

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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

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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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