Strawberry Hill Pre-School

Ofsted report 2015

On the 18th November at 9.00am, we had our visit from Ofsted. The feedback was great from our inspector. Our overall outcome was GOOD. We were GOOD in all areas of our learning and our provision


Have a look at the report here: Ofsted report 2015


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 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).

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.


Description of the setting

Strawberry Hill Pre-School was registered in January 2011. It operates from St James Church Hall, in Twickenham, Middlesex and is managed by two joint proprietors. The premises is single story and comprises of a church hall, with a kitchen area. There is an enclosed area which is used for outdoor play at the side of the building. There is level access to the premises and bathroom facilities are accessible. The setting is registered on the Early Years Register, to care for a maximum of 26 children aged between two and five years. There are currently 19 children on roll of which a small number have English as an additional language. The setting will operate from 9.15am to 12.15.pm Monday to Friday during school term times. There are five members of staff who hold appropriate qualifications.


The overall effectiveness of the early years provision

Overall the quality of the provision is good. Relationships with parents and other professionals are very strong. This helps ensure all children access all the support they need to make good progress from their starting points. Children are happy, settle quickly and show good levels of involvement in play. The key person provides a secure relationship and effectively supports each child emotionally to manage change well. The managers and staff prioritise the welfare of the children. All staff attend update training in safeguarding and paediatric first aid, which helps them have a very good understanding of how to keep children safe. Assessment methods have been strengthened. This helps the staff to have a good overview of individual and group's needs and to close educational gaps quickly. The provider has a strong desire for development. She supports staff in obtaining further qualifications and seeks feedback from parents and other professionals. This has a positive impact on the quality of teaching.


Inspection Findings:


Effectiveness of the leadership and management is good

Managers understand and implement the Early Years Foundation Stage statutory requirements and other government requirements successfully. Safeguarding is effective. Staff carry out daily safety checks and respond proactively to potential hazards. Staff are confident in dealing with concerns about the well-being and welfare of the children. Managers provide good supervision for staff and have improved the level of staff skills through training. For example, all staff receive specialised training to support disabled children and those who have special educational needs. New assessment methods have been implemented effectively to track children's progress. This means that gaps in children's learning are identified and action is taken to close gaps quickly.


Quality of teaching, learning and assessment is good

.Staff know children's skills and capabilities well. They confidently plan activities which interest and challenge children. For example, they extend the role play area and small world toys to enhance children's interest in imaginative play. Staff also use visual aids, model vocabulary and encourage children to share their ideas in order to help children to feel valued and to promote their speaking skills. A positive partnership with parents ensures that they are well informed about their children's progress and helped to develop their children's learning at home. Children learn about the world in which they live and to value diversity. Parents are invited to share story times in the languages children speak at home. Children enjoy a wide range of activities, which promote physical development and early writing skills. This helps prepare them for school.

Personal development, behaviour and welfare are good

Staff skilfully provide emotional support to children as they settle. Children respond well to staff's caring and sensitive approach to meeting their emotional and care needs. This means that children develop confidence, are secure in the setting and ready to learn. Staff are good role models, showing respect and care. Children behave well and have positive relationships with each other. They learn to share, for example, during group time children take turns to use a visual timetable to plan the songs they will sing as a group. Children's self-help skills develop well as they participate in cutting fruit for snack and learn to manage their own personal hygiene. This helps prepare them for the next steps in their learning. Children show clear enjoyment of fresh air and exercise as they play outside.

Outcomes for children are good

All children enjoy learning and make consistently good progress. Disabled children and those who have special educational needs make good progress due to the very positive individual support and strong links with outside agencies.


It is not yet outstanding because:

Staff do not always consider children's varying levels of ability when planning resources during group activities, which means some younger children cannot freely participate. On occasion, staff do not support children all the way through completing a task and miss chances to develop children's learning to the highest level.

What the setting needs to do to improve further:

To further improve the quality of the early years provision the provider should: check that the organisation of resources during group activities closely matches the varying abilities of the children so that all may be able to participate freely support children's concentration further and extend children's learning opportunities through consistently helping them complete a task.

Inspection activities

The inspector took account of the views of parents. The inspector observed children's activities and sampled children's records. The inspector discussed early intervention and assessment methods with the special educational needs coordinator. The inspector carried out joint observations with the provider. The inspector held a leadership and management meeting with the provider and manager.

Ofsted report 2012

On the 6th July at 9.00am, we had our post registration visit from Ofsted. They took us by surprise as they are supposed to and we were nervous but we felt ready for them. The feedback was great from our inspector. He said for a new pre-school, we were thoroughly organised and some of the areas the pre-school were exceptional. The inspector told us that as we were so new we could not get an outstanding result and that most new nursery schools get a satisfactory. We got a GOOD!! which is great... The Report is here - Please see below:


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 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).

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.


Description of the setting

Strawberry Hill Pre-School was registered in January 2011. It operates from St James Church Hall, in Twickenham, Middlesex and is managed by two joint proprietors. The premises is single story and comprises of a church hall, with a kitchen area. There is an enclosed area which is used for outdoor play at the side of the building. There is level access to the premises and bathroom facilities are accessible. The setting is registered on the Early Years Register, to care for a maximum of 26 children aged between two and five years. There are currently 19 children on roll of which a small number have English as an additional language. The setting will operate from 9.15am to 12.15.pm Monday to Friday during school term times. There are three members of staff who hold appropriate qualifications.


The overall effectiveness of the early years provision

Overall the quality of the provision is good. Staff recognise and promote many aspects of children's development and welfare with success. Children play in an inviting, well resourced and secure environment. Staff's knowledge of how each child learns is reflected in the quality of provision throughout the Early Years Foundation Stage, to ensure outcomes for children are promoted the majority of the time. The strong engagement with parents ensures continuity of care and development for children is given high priority. The development of partnerships with other settings and professional agencies is sound. The setting has developed effective evaluation systems for identifying weaknesses, celebrating success and maintaining continual improvement.


What steps need to be taken to improve provision further?

To meet the specific requirements of the EYFS, the registered person must: ensure that an effective policy for the administration of medicines is implemented that reflects the current management systems. (Medicine policy was missing from files and has now been put back and updated) 22-7-2011
To further improve the early years provision the registered person should:extend the system of observational assessment to show more clearly how individual children's next steps in learning are linked into the future planning (Now implemented) ensure that the daily attendance register for staff always records arrival and departure times. (Implemented the next day)


The effectiveness of leadership and management of the early years provision

Children are safeguarded well through the effective procedures and safety practices implemented by staff. Children are kept safe within the provision. All staff are very aware of child protection issues and how to refer any concerns. Fire drills are successfully implemented, recorded and evaluated to ensure all children have a good understanding of what to do in an emergency. Thorough risk assessments are reviewed on a daily basis. Documentation and policies - including accident reporting and parental consent records for administering medicines - are mostly in place to promote children's well-being and good health. However, a policy for medicine administration and a register of staff attendance are not in place. Robust procedures are implemented to ensure staff have checks and appropriate clearances to allow unsupervised access to children. A safe arrivals and departures procedure ensures children are collected by authorised people known to staff. All staff have a professional, pro-active and caring attitude towards the ongoing improvement of the setting to ensure outcomes for children are continuously promoted.

The setting have developed systems for evaluating children's learning and welfare. Staff work closely to identify weaknesses through support visits from the local authority and an early years practitioner. Parents and children's views are actively sought and taken into account. The setting has an ambitious drive towards their continual development.

Children have access to a range of resources, either pre-selected or within easy accessible reach of the children. The resources available promote all areas of learning and ensure inclusive practices, encouraging all children to participate in the setting's activities. Staff actively use information gained from training courses as a resource to implement new practices. The setting promotes inclusive practice throughout the session. Staff's knowledge of children's backgrounds is used well to ensure their individual learning and care needs are provided for. Staff are aware of children's home languages and proactively learn words and gather resources to support learning and welfare needs. Children have a good range of resources that reflect today's diverse society, including books, posters, dolls and role play costumes. Children celebrate a range of festivals and cultures to help them to understand the importance of celebrating difference.

The setting has established some links with other settings and professional agencies. Staff have a good understanding of the systems in place to liaise with other professionals, particularly local authority Early Years advisors and Special Needs managers. The setting has effective procedures and practices in place to engage parents in their child's day. Parents have access to a resourceful and informative website that includes many aspects of what their child experiences at the setting, as well as staffing information. Parents can view policies, procedures and a range of documents in the reception area. Parents are well informed about their children's development and have regular opportunities (both informally during daily contact, or formally at pre-arranged parent conferences) to discuss next steps in learning with their child's key person. Parents are happy and feel confident to talk to staff about any concerns or to celebrate in their child's success and achievements.


The quality and standards of the early years provision and outcomes for children

Staff have a good understanding of the Early Years Foundation Stage and use an effective key person system to support children to make good outcomes. Children are happy and settled within their environment. They are already familiar with the routine and the layout of the setting due to continuous practices. Children are confident to make choices from the pre-selected resources and move freely around the room from one activity to another. Despite space limitations, the outdoor area provides a well resourced learning opportunity which is embraced by the children.

Staff have a clear respect for the children and they make learning and development for the individual their key focus. Children are inquisitive thinkers, asking staff and visitors questions and eager to show their achievements to all. They enjoy participating in all activities particularly when they lead the play, such as role play or imaginative fantasy games. Children become engrossed in group activities led by staff, actively participating, commenting and asking additional questions. For example, during a phonic and word recognition session, children talk and differentiate between the different cards pictures, initial sounds and letters. They use their communication skills to gesture, use expressions, and vocally describe using some complex language. Staff ensure children learn to take turns and critically think about the information they receive from object cards.

Children enjoy sharing books and listening to stories. Younger children show great interest in books, and will often imitate reading behaviour in preparation for their own development in future reading and listening skills. Children have many opportunities for mark making through painting, printing, crayons and pencils to encourage their emergent writing. Mathematical development is strongly encouraged through ample resources, planned adult led activities, and child initiated play. For example, children are engrossed in solving puzzles, develop measuring skills in cookery sessions and count objects such as cars, to ensure equality in their play. Children have daily use of technology using electronic devices such as; telephones, tills, assortment of games and regular use of laptops. Children enjoy the creative opportunities available. Staff engage with the children by effectively extending, supporting and questioning their creations. For example, children paint from their imagination and real life experiences; staff and children engage in discussions as the work progresses on the painting's origins and colour selections.

Planning for individual's learning is linked to the children's records of achievement, based on observations and references to the areas of learning and stages of development. All staff have input into the planning to ensure that next steps are identified and linked to the learning intentions of the activities provided. However, not all assessments are evaluated and monitored to inform future planning for the next steps in learning. There is a high priority given to promoting individual's learning patterns, interests and favourite activities.

Children's understanding of hygiene practices is promoted well. They know the reasons for washing their hands before eating, preparing food and after toileting. Older children confidently use the bathroom, with staff on hand to assist younger children with toileting. Staff have access to, and implement correct procedures for changing nappies and clothes when needed. Children are keen to tidy up when asked to do so and take care of the resources within the setting. Children have a good understanding of how to promote their own and others' safety. For example, older children reaffirm safety rules when riding vehicles in the outside space. Children relate to each other well. Staff act as excellent role models by valuing the children and treating them with respect. Children's behaviour is exemplary. They are kind to each other, give their peers opportunities to talk and answer questions, listen and follow instructions.

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