OFSTED report December 2008

Introduction

 

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

 

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

 

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable.  The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

   

 

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.   

 

Description of the   setting    

 

Little Rainbows Pre-School C.I.C. has been established for over 40 years and was re-registered in 2008. It operates from the Wesley Room of St. Chad's Church, Patchway, South Gloucestershire. Children have access to an outside play area. The pre-school is accessible to children and adults with physical disabilities, access to the premises is via the main foyer to the church.

The pre-school is registered on the Early Years Register and the compulsory part of the Childcare Register. The pre-school opens from 09.00 to 15.00 hours, four days a week, and from 09.00 to 12.15 on Tuesdays, term time only. A maximum of 26 children may attend at any one time. There are currently 33 children on roll who are within the early years age group. The pre-school supports children with learning difficulties and/or disabilities, and for whom English is an additional language.

The pre-school employs four members of staff who work directly with the children, all of whom hold appropriate early years qualifications, and a house keeper. 

 

Overall effectiveness of the early years provision

 

The pre-school offers a vibrant and inviting environment where the uniqueness and individuality of each child is recognised and their diverse needs are met. Children thrive in a healthy and safe environment where knowledgeable staff promote their welfare. Children make excellent progress in their learning and development. Strong links with parents, carers and other agencies ensure that children are fully supported and they make excellent progress in relation to their starting points. The management and staff team work collaboratively with parents to continually evaluate the quality of the provision and identify areas for development that ensure the best possible outcomes for children.

 

  

  

 

What steps need to be taken to improve provision further?

 

To further improve the high quality early years provision the registered person should consider:     building upon exisiting links with other carers to ensure continity of care and learning for children.

  

 

  

 

 

 

 

 

The leadership and management of the early years provision

 

The learning environment is vibrant, well resourced with high quality toys and equipment and planned to promote all areas of development. Thoughtful use of screens, organisation of resources and effective deployment of staff provides an environment that is rich in symbols, signs, letters and number, reflects the diversity of the children that attend and enables them to make choices. Frequent monitoring of the comprehensive systems ensures that all required policies and procedures promote and safeguard children’s welfare. Robust and rigorous recruitment procedures and ongoing checks ensure staff’s suitability to work with children. Staff training and development needs are clearly identified and reviewed throughout the year. Staff are well qualified and all enjoy ongoing professional development to enhance their knowledge of children's care, welfare and learning. Thorough risk assessments and comprehensive daily checks ensure that children are not put at risk. Frequent review of policies and up-to-date information about child protection/safeguarding issues ensures staff are well-informed as to how they protect children from harm and instigate procedures that safeguard their welfare.

All staff meet frequently to review, reflect and evaluate their practice in conjunction with feedback from parents. There is a strong commitment to the pre-school's continuous improvement. This has led to revised observation and planning documents to assist in assessment; increased knowledge and sharing of information with parents through the setting up of a display area about the Early Years Foundation Stage, improved access to children's learning journals; and the employment of a housekeeper so that staff working directly with children are deployed more effectively in the play areas.
 
Staff's responsive approach to the individual needs of children and their families creates an inclusive environment and brings about a highly effective partnership with parents. Parents access a wealth of information through discussion, group meetings, written documents, visual displays and the internet and have frequent opportunities to be actively involved with their own child’s care, development and ongoing learning. Effective collaborative links with an extensive range of other carers and agencies clearly identify and support individual children's learning and development. Staff have identified through evaluation of their service the need to forge additional links with local early years providers to ensure that there is a two way flow of information and shared understanding of children's learning and development.

 

The quality and standards of the early years provision

 

Children are happy and settled and enjoy excellent relationships with staff who are dedicated and enthusiastic. A highly effective key worker system ensures that children make excellent progress in relation to their starting points and subsequent achievements. Planning for learning and development is highly effective and well informed. Frequent observations, assessment and evaluation of each child’s achievements and progress ensure their next steps are clearly identified and planned for. Staff plan a challenging and inviting range of activities that reflect children's interests. Children re-enact their experiences of a hospital scene and are absorbed in their imaginative play. They use authentic bandages to care for wounds, wrapping and attaching them securely to a child's leg. Whilst doing this, they remind their friends to be careful when using scissors and guide them to hold them correctly when attempting to cut the bandage. Children are interested in how things work; they recognise number on a play thermometer and begin to think about their own health through thoughtful intervention by staff. Children recognise familiar letters on a computer keyboard and make marks for a purpose using a clipboard, whilst pretending to be a doctor. They are intrigued by an x-ray and are eager to observe their own bodies; staff build effectively upon children's interest by providing paper and chalks. Children draw around their own hands and mark out their own bones. Staff encourage them to think about why they might have an x-ray and how to make their hand better. Staff extend their language by introducing the word 'physiotherapy'. Staff knowledgably identify, take account of and develop individual children's language and communication skills. Children work in small groups and eagerly participate in sound and letter games using specific props made by staff. Staff purposefully use fun activities such as blowing bubbles, to promote the development of muscles in the mouth. Children's use of language, recalling of events, confidence building and positive self-esteem is effectively supported through staff interaction and resources such as 'The Rainbow Bear' book.

High priority is given to children’s health and safety. They learn about keeping safe and healthy through interesting activities and resources that involve a range of visitors such as the fire brigade and a nature box, all of which helps children identify and understand hazards in a variety of everyday situations. Stringent procedures followed by staff, guidance, role modelling and relevant posters promote children's understand of thorough, good hygiene routines, and how and why they protect themselves. Staff provide parents with a wealth of information about healthy eating, so that children's snacks and lunchboxes contain nutritious choices. Food tasting and cookery activities such as, soup making extend children's awareness of a healthy lifestyle. Staff help children to manage their own behaviour through sensitive and appropriate guidance. They provide positive and enabling role models and work closely with parents and agencies to provide a consistent approach for individual children; consequently children's behaviour is exemplary.

 

Annex A: record of inspection judgements

 

The key inspection judgements and what they mean   Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

 

Overall effectiveness

 

How effective is the provision in meeting the needs of children in the Early Years Foundation Stage?	1
How well does the provision promote inclusive practice?	1
The capacity of the provision to maintain continuous improvement.	1

 

Leadership and management

 

How effectively is provision in the Early Years Foundation Stage led and managed?	1
How effective is the setting’s self-evaluation, including the steps taken to promote improvement?	1
How well does the setting work in partnership with parents and others?	1
How well are children safeguarded?	1

 

Quality and standards

 

How effectively are children in the Early Years Foundation Stage helped to learn and develop?	1
How effectively is the welfare of children in the Early Years Foundation Stage promoted?	1
How well are children helped to stay safe?	1
How well are children helped to be healthy?	1
How well are children helped to enjoy and achieve?	1
How well are children helped to make a positive contribution?	1
How well are children helped develop skills that will contribute to their future economic well-being?	1

 

Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk

  Annex B: the Childcare Register

 

The provider confirms that the requirements of the compulsory part of the Childcare Register are:

Met

 

 

 

 

Annex C: complaint/s made to Ofsted

 

This section of the report includes details of any complaint/s made to Ofsted when:

·        we took action for the provider to meet the requirements of the Early Years Register; or

·        we asked the provider to take action in order to meet the requirements of the Early Years Register; or

·        the provider had already taken any necessary action to meet the requirements of the Early Years Register.

 

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

 

Detail of the complaint/s

 

There have been no complaints made to Ofsted since registration.

 

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.