COMBINED INSPECTION REPORT
URN 511596
DfES Number: 513277
INSPECTION DETAILS
Inspection Date 09/02/2004
Inspector Name Sheila Collins
SETTING DETAILS
Day Care Type Sessional Day Care
Setting Name Hermitage Pre-School Playgroup
Setting Address High Street
Hermitage
Thatcham
Berkshire
RG18 9SS
REGISTERED PROVIDER DETAILS
Name The Committee of Hermitage Pre-school Group
ORGANISATION DETAILS
Name Hermitage Pre-school Group
Address Hermitage Village Hall
High Street, Hermitage
Thatcham
Berkshire
RG18 9SS
ABOUT THE INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents.
If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.
Information about the setting
Hermitage Pre-School Playgroup was first registered in 1989. It meets in the village hall in Hermitage, which is a rural village to the north east of Newbury. The hall can be partitioned into two areas and the playgroup use both areas and the adjoining kitchen and toilets. The children have access to outdoor play in the carpark, which is fenced off when in use, and a garden.
The playgroup is open every weekday in term time between 9:30 and 13:00. There are 35 children on roll. Of these, 19 three-year olds and 16 four-year olds are in receipt of nursery education funding. The playgroup supports children with special educational needs and also those for whom English is a second language.
The playgroup is run by a committee who employ six members of staff overall. Some staff work on a part time basis. Of the total staff, two hold the Nursery Nurse Examination Board qualification and a further two are hoping to start the National Vocational Qualification level 3 during the year. The group receives support from the Early Years Teacher and Special Needs Co-Coordinator from the West Berkshire Early Years Development and Childcare Partnership, and the Pre-School Learning Alliance. They liaise with the local primary schools in Hermitage and Curridge.
How good is the Day Care?
The quality and standard of day care at Hermitage Preschool is good. The premises are clean, well maintained and welcoming. The staff work well together as a team to ensure that effective use is made of the space available both in and out of doors. Children are happy and settled within the environment. The pre-school offers children a wide range of activities which promote all areas of development. It is well resourced with age and stage appropriate toys and equipment to support the curriculum.
Staff work together well as a team. They are vigilant to ensure the safety of children at all times. The premises are secure and staff have a good understanding of the safety requirements in each area, including the procedures to be followed in case of evacuation. Security of the premises is high with parents and visitors to the pre-school having to ring the doorbell to gain entry. Staff encourage children to be aware of personal hygiene and are good role models. Staff know the individual children well and are deployed effectively to meet their needs and to promote quality experiences in play and learning.
There are staff with first aid qualifications in attendance at every session. All the documentation and policies needed to meet the national standards are in place, however some lack details. The staff are friendly and approachable and offer a high level of support to the children. The children are generally well behaved and respect the needs and feelings of others.
The policies and procedures for the pre-school, which the staff work to, are available to parents. Staff welcome parents into the pre-school and have good relationships and an effective partnership with them. Parents receive comprehensive information about the pre-school and are consulted about their child's care and development. Staff work closely with them to ensure that children receive continuity of care. Parents are able to contribute to their child's development records and learning.
What has improved since the last inspection?
The last inspection was the transition inspection.
What is being done well?
The pre-school has an effective operational plan in place which works well in practice.
The staff make good use of the space available to meet the needs of the children attending and to make the environment welcoming for both parents and children.
The staff are aware of children's individual needs and of routes of referral if they have concerns about a child's development or welfare.
There is a wide variety of toys and equipment available which supports the curriculum and covers all areas of learning and development.
Staff are vigilant to ensure the children's safety at all times both in and out of doors.
What needs to be improved?
the content of the complaints policy and the information concerning the procedures to be followed in the case of an allegation being made against a staff member.
Outcome of the inspection
Good
CONDITIONS OF REGISTRATION
All registered persons must comply with all conditions of registration included on his/her certificate of registration.
As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.
WHAT NEEDS TO BE DONE NEXT?
The Registered Person should have regard to the following recommendations by the time of the next inspection
Std Recommendation
14 ensure that the complaints policy is updated and that a written procedure is in place to be followed in the event of an allegation being made against a staff member.
INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS.
How effective is the nursery education?
Hermitage Pre-school nursery education provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. Attainment is very good in communication, language, literacy, creative development and physical development, mathematics and knowledge and understanding of the world. Staff have appropriate expectations of the children in personal, social and emotional development, which is very good.
The teaching is very good and all staff are secure in their knowledge and understanding of the stepping stones to the Early Learning Goals. Staff plan an effective curriculum with well planned activities which engage and sustain the children's interests and efforts. They take into account the individual learning needs of children and children are confident and keen to be involved in the activities provided. They have opportunities to be independent and make their own choices, although in some craft activities, these are limited. There are good resources to support all areas of learning.
Staff have clear expectations of acceptable behaviour, as a result the children are confident and generally behave well. Children are assessed regularly, using a format linked to the early learning goals. Staff give children opportunities to repeat, consolidate and extend their learning in a variety of ways. Good planning and evaluation systems are in place but these do not differentiate for more and less able children.
The pre-school is very well led and managed and a good partnership with parents and carers has been established, which benefits the children. Parents are well informed about the routines, curriculum and all aspects of the provision. They have opportunities to contribute to the assessments made on their child and to be involved with their learning both at pre-school and by extending this at home.
What is being done well?
Staff use praise and encouragement of children to build on their self confidence and self esteem.
An effective curriculum is in place with a wide range of planned activities which interest the children and sustain their efforts.
Both the indoor and outdoor areas are used well to give children a wide range of experiences to support and extend their learning in all areas of the early learning goals.
What needs to be improved?
the planning to show how more/less able children will be included and to provide more opportunities for children to have planned supported experiences with information technology.
What has improved since the last inspection?
The nursery has made very good progress since the last inspection. There have been changes of staff and management. All the key areas raised have been addressed. The early learning goals have replaced the desirable learning outcomes. Planning is linked to the early learning goals and all areas are covered. Children's learning and progress is monitored using a format linked to the early learning goals. Children have good opportunities for imaginative play and independence.
SUMMARY OF JUDGEMENTS
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
Judgement: Very Good
Children have a positive attitude to learning and are interested and motivated to learn. They sit and concentrate well and are learning to take turns and cooperate. They show independence within the environment, for example when visiting the toilet or blowing their own noses. Staff promote good behaviour through praise and encouragement and this builds on the children's self esteem. The children learn about the wider world through project work and local visits.
COMMUNICATION, LANGUAGE AND LITERACY
Judgement: Very Good
Children are learning to listen to each other and adults. They readily engage in conversations and discussions. They have opportunities daily to develop writing skills and to practice independent writing. They enjoy listening to stories and taking part in activities which promote pre-reading skills. They have access to a wide range of books which they use appropriately. They are learning to link phonic sounds to letters of the alphabet.
MATHEMATICAL DEVELOPMENT
Judgement: Very Good
Children are confident in counting and using numbers. They have opportunities to count on a daily basis but these are limited. They have an understanding of concepts of addition and subtraction through every day activities and are beginning to use mathematical ideas to solve problems. They understand and use language appropriate to quantity, shape, space and size when using games and in practical activities.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Judgement: Very Good
Children are given opportunities both in and out of doors to explore and investigate. They are given chances to build and construct using different materials. Their understanding of time, events in their lives is promoted through practical experiences and discussions. They are given opportunities to learn about the area they live in, their own and other cultures and different countries through planned topics. There are opportunities to use information technology but these are not planned.
PHYSICAL DEVELOPMENT
Judgement: Very Good
Children move confidently between areas both in and out of doors. They have good co-ordination and awareness of others. They take part in a wide range of activities in all areas of learning, which help to develop both their fine and gross motor skills. They use a range of resources outdoors including bikes and handle tools and other resources safely and with increasing control.
CREATIVE DEVELOPMENT
Judgement: Very Good
Children are given a wide variety of opportunities to explore and use colour, different media, textures and natural materials. They take part enthusiastically in imaginative role play and musical activities. They have opportunities to experience and develop all their senses, both in planned and spontaneous activities in and out of doors. There are some missed opportunities for independent choice when using craft materials.
Children's spiritual, moral, social, and cultural development is fostered appropriately.
OUTCOME OF THE INSPECTION
The provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.
WHAT THE SETTING NEEDS TO DO NEXT
There are no significant weaknesses to report, but considerations should be given to improving the following:
extend the planning to show how more/less able children will be included and to provide
more opportunities for children to have planned supported experiences with information technology.
The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.
SUMMARY OF NATIONAL STANDARDS
STANDARD 1 - SUITABLE PERSON
Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.
STANDARD 2 - ORGANISATION
The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.
STANDARD 3 - CARE, LEARNING AND PLAY
The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.
STANDARD 4 - PHYSICAL ENVIRONMENT
The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.
STANDARD 5 - EQUIPMENT
Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.
STANDARD 6 - SAFETY
The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.
STANDARD 7 - HEALTH
The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.
STANDARD 8 - FOOD AND DRINK
Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.
STANDARD 9 - EQUAL OPPORTUNITIES
The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.
STANDARD 10 - SPECIAL NEEDS (INCLUDING SPECIAL EDUCATIONAL NEEDS AND DISABILITIES)
The registered person is aware that some children may have special needs and is proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.
STANDARD 11 - BEHAVIOUR
Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.
STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS
The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.
STANDARD 13 - CHILD PROTECTION
The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.
STANDARD 14 - DOCUMENTATION
Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.