Inspection report for early years provision

Unique Reference Number	148118
Inspection date	22 January 2007
Inspector	Jane Mount

Setting Address	Great North Road, Welwyn, Hertfordshire, AL6 0PX
Telephone number	01438 715278 or Mob 07980 379577
E-mail	cmjsaffery@hotmail.com
Registered person	Acorn Playgroup and Pre-School
Type of inspection	Integrated
Type of care	Sessional care

About this inspection

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

The key inspection judgements and what they mean

Outstanding:: this aspect of the provision is of exceptionally high quality
Good:: this aspect of the provision is strong
Satisfactory:: this aspect of the provision is sound
Inadequate:: this aspect of the provision is not good enough

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

The quality and standards of the nursery education are good.

WHAT SORT OF SETTING IS IT?

Acorn Playgroup and Pre-school opened in 1994 and is a voluntary community Playgroup and Pre-school. It operates from a classroom within Oaklands JMI School in Oaklands, Welwyn, Hertfordshire. The group have sole use of a large classroom with toilets, some storage, an integral kitchen and an outside play area. Other facilities used by the group include timetabled use of the school hall and the school's outside play facilities.

A maximum of 24 children may attend at any one time and there are currently 56 children aged from two years to under five years on roll. Of these, there are 35 funded three year olds and seven funded four year olds. The group serves the local community of Welwyn and nearby associated towns.

Acorn Playgroup and Pre-school opens Monday to Friday, term time only. Sessions are from 09.00 to 11.30 and 12.30 to 15:00. Children attend for a variety of sessions. The setting is currently supporting two children who speak English as an additional language and two children with learning difficulties and/or disabilities.

Nine staff work with the children. Of these, five staff hold level three childcare qualifications and two hold a level 2 childcare qualification. The group is a member of the Pre-School Learning Alliance (PSLA).

THE EFFECTIVENESS OF THE PROVISION

Helping children to be healthy

The provision is good. Children benefit from a healthy diet. At snack time, they are able to have a varied range of healthy foods, such as fruit, yoghurts, rice cakes, dried fruit or breadsticks. Children's individual dietary needs are met well with effective recording procedures in place so all staff are aware of any special dietary requirements a child may have and children's health is safeguarded. Also, daily snack menu's are displayed on the notice board to share with parents. Children enjoy sitting in small groups eating their snack and talking with their peers and staff. Snack time is used as a time for social interaction and good table manners are encouraged by staff. Drinks are always available and a water dispenser is situated in the classroom for whenever a child is thirsty. They confidently pour themselves a drink and dispose of the cup appropriately afterwards and support is given by staff if required. Children have opportunities to learn about healthy eating through discussion and activities. For example, they have grown some fruit and vegetables and have enjoyed watering and caring for the plants and then picking what they have grown and tasting them. The children have grown a varied selection including strawberries, tomatoes, courgettes and peppers.

Children's health is protected because staff are aware of good hygiene practices to prevent the spread of infection. For example, staff always clean the tables with anti bacterial spray before snack time and before children take part in a cooking activity. Also, they always wash their hands and wear disposable gloves before handling food or being involved in any food preparation. Children are learning how to stay healthy. Staff support and help children gain an understanding of good hygiene practices. For example, they remind children to use tissues to wipe their noses and to dispose of them appropriately. Also, children are reminded to wash their hands after visiting the toilet and usually explain to them the reason for doing this.

Children participate in a varied range of activities which contributes to their physical health and promotes a positive attitude towards exercise. They develop self-confidence in their physical ability as they are able to use a varied range of indoor and outdoor equipment. For example, children keenly participate in energetic Physical Education (PE) sessions in the school hall on a regular basis. They enjoy walking on tip toes, running slowly and stopping suddenly to the sound of the tambourine or finding different ways of moving along a wooden bench. When outside resources allow children to run, jump, climb and balance. They enjoy the fresh air and are able to skilfully negotiate around others as they run and enjoy playing with balls and bats and bean bags. Children have some opportunities to learn about the effects exercise can have on their body and at the end of a PE session enjoyed bending and stretching to cool down.

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children benefit from a child friendly environment where they can move around safely and independently. Children's risk of accidental injury is minimised because staff are vigilant and any potential risks are identified and addressed through risk assessments. Appropriate measures are in place to maintain children's safety, such as the kitchen being inaccessible to children and effective supervision when children are playing, particularly in the outside play area. There are good security systems in place and supervising entry to the setting is well managed by staff. This ensures children cannot leave unsupervised and no unauthorised person can gain access and consequently children remain safe.

Children are beginning to learn about how to keep themselves safe with staff generally explaining safe practices to them. For example, during a PE session staff explain to children how they need to ensure they have sufficient space around them when moving, so as not to bump into someone and hurt themselves or others. During an art and craft activity children are reminded how to hold scissors correctly and they recently learnt about road safety and enjoyed making 'traffic light' biscuits to remind them how to cross the road safely.

Children can independently access a varied range of safe resources and activities. Toys and equipment are developmentally appropriate and sufficiently challenging so children are interested and motivated in their play. Areas are organised to encourage children's independence and to promote their development and learning. For example, some storage units are low level to encourage children to freely access toys and equipment. The trays are see-through and have written labels which easily informs children of the contents of the trays. Resources are well maintained and regularly checked by staff to ensure they are clean and safe.

Children's welfare is protected as staff have a sound knowledge of child protection and know how to safeguard children. They are aware of recording and reporting procedures if they had a concern and understand their responsibilities. A child protection policy is in place which is currently under review. All staff are aware of the policy and know how to implement it.

Helping children achieve well and enjoy what they do

The provision is good. Children feel at ease and on arrival separate happily from parents or carers. They enthusiastically explore and investigate their environment. The daily routine has a balance of adult led and child initiated play and younger children experience a varied range of activities and play opportunities which contributes positively to their overall development. Children's learning is promoted through the staff's strong knowledge of child development and their increasing understanding and knowledge of the 'Birth to three matters' framework, which they are beginning to implement well. Staff have recently begun using the framework to plan and organise activities and play experiences for children aged under three years and this is developing well. Younger children's progress is monitored through regular observations of individual children's play and achievements by their key workers and this information is then recorded in children's assessment records. Assessment records for younger children are under review but are currently not in line with the 'Birth to three matters' framework. They also do not clearly show how younger children are progressing or what their next steps of learning are and potentially their learning may be hindered. A key worker system is used and staff know their key children very well which ensures children's individual needs are met more effectively.

Younger children's independence is encouraged as they are able to move around freely and make independent choices about their chosen activity. They have regular opportunities to experience creative play such as paint, water, sand and other mediums and they enjoy cutting and sticking and making teddy bear puppets. Children actively engage in using their imaginations and delight in playing with their friends in the home corner, making 'dinner' in the microwave and dressing up as princesses. Children show an interest in books and can be regularly seen in the book area looking at the books. They independently look for their favourite story and confidentially ask an adult to read it. Children's communication skills are supported well by staff as they listen and respond to children's questions while looking at the books together.

Nursery Education

The quality of teaching and learning is good. The staff have a very sound knowledge and understanding of the Foundation Stage which ensures that children take part in activities that enable them to make progress in all areas of learning. Children are motivated and making good progress towards the early learning goals with resources organised to allow them to make choices and gain independence. Children are encouraged to persist in tasks with appropriate support given and staff are skilled at asking open ended questions that encourage children to think. Staff build trusting relationships with the children. They talk about safety and behaviour within routines and children's behaviour is managed in a calm manner which helps to promote children's confidence and self-esteem.

Curriculum planning includes long, medium and short term plans and is linked to the six areas of learning and to the stepping stones. However, short term plans do not always show clear learning intentions or how activities would be adapted for children who learn at different rates. Therefore, some children's individual learning needs may not be met and potentially their progress may be limited. Activities are always evaluated and this information is used to inform future planning. An effective key worker system is used and staff regularly observe and assess their key children to identify their achievements and progress over time. Older children's assessment records are informative and the information gained is used when planning future activities.

Children arrive happy, quickly settle and engage in activities. They are aware of boundaries and behavioural expectations, for example, walking quietly through the Reception classroom to go to PE without waving at friends or siblings. Also, sharing and taking turns when playing. Children show excellent independence skills through being able to access the environment, such as, going to the toilet on their own or putting on their own apron for cooking or putting on their shoes. Children are regularly praised by staff and children eagerly participate in activities and are keen to learn. Children have regular opportunities to experience music, imaginative play and explore varied materials and media on a daily basis. They can access drawing and writing materials and are keen to use their imaginations when talking on the phone. Children enjoy songs and rhymes with numbers in and enthusiastically participate when singing 'five little speckled frogs'. They also use counting within the daily routine, such as when counting how many children and staff are present at register time. Mathematical concepts are explored through their play. For example, during the current topic of 'Goldilocks and the three bears' the children have been learning about small, medium and large. They also experience concepts such as quantity and volume through their water and sand play.

Children listen and respond with great enjoyment when listening to stories and enjoy looking at books in the book area. They are beginning to understand that print carries meaning and have many opportunities to become familiar with the written word, such as labelling on toy boxes, recognising their names on coat pegs, snack cards and name cards. Children are able to freely access writing materials and are able to write letters and 'post' them. Children's physical skills are fostered with regular opportunities to exercise incorporated in the planning of children's activities. They show excellent control and co-ordination as they move and children's large and small motor skills are developed through a variety of physical play opportunities. Children have access to resources that develop their knowledge and understanding of technology and the world. They confidently use a computer, can access a tape player to listen to story tapes and use interactive microwaves or washing machines in their imaginary play. Children learn about past and present through talking about their families and people they know and greatly enjoy 'Grandparents Day' when grandparents are invited in to play and talk with the children.

Helping children make a positive contribution

The provision is good. Children's awareness of diversity and their understanding of others is promoted through the range of resources and activities they take part in. Children develop positive attitudes to others as they are able to select from resources which reflect diversity and the wider world, such as small world play, play food and dressing up clothes, books and puzzles. Children are beginning to appreciate the customs and cultures of others through learning about some festivals. For example, they enjoyed making potato cakes and learning about Hanukah and for Chinese New Year a parent was invited in to talk about the celebrations. Children are made aware of the wider world through topics, such as when they learnt about fruits from around the world. They enjoyed tasting a variety of interesting and unusual fruits and looked at where in the world they came from. Displays and posters reflect positive images and help children become aware of the wider world. Children have regular opportunities to learn about the local community. For example, they enjoy nature walks in the school grounds and to the local woods. They have visited the local shops and had a trip on a bus. Visitors from the local community have also been into the setting. For example, an optician came in when the home corner was made into an Opticians. Also, the police, the fire brigade and a nurse have visited.

Children play well together and behaviour is dealt with in a positive and consistent manner by staff. They talk with children about helping each other in their play and children are beginning to share, take turns and behave considerately towards others. Children are beginning to understand responsible behaviour, with staff generally explaining the implications their behaviour can have on others and how some behaviour may be inappropriate. For example, it was explained to a child that throwing a toy may knock someone and hurt them or the toy may get broken. Children are taught to be polite to others and the staff are good role models. Children can be regularly heard saying 'please' and 'thank you'. Staff have effective systems in place to provide appropriate care and support to children who have English as an additional language. Also there are excellent strategies in place for children with learning difficulties or disabilities. The special needs co-ordinator is pro-active in ensuring that appropriate action is taken where a child is identified or admitted with a particular need. All children are fully included and their families are supported well. The setting fosters children's spiritual, moral, social and cultural development.

Partnership with parents and carers is good. Parents know who their child's key worker is and children benefit from a close relationship that staff have developed with parents and carers and this significantly contributes to their well-being. A clear settling-in programme ensures children settle well and become secure in their surroundings. Children's individual needs are effectively met as staff obtain information from parents prior to their child starting at the setting. Children benefit because information is regularly exchanged. For example, a noticeboard both inside and outside display information, along with regular newsletters for parents. Also, a prospectus is available to parents and this is currently under review and being updated. Parents already receive some written information about the Foundation Stage and the prospectus is going to include more information on the Foundation Stage and also include information about the 'Birth to three matters' framework. The settings policies and procedures are also available to parents and these are also being updated. Children's daily achievements are verbally shared with parents and consultation evenings also take place when children's progress can be discussed on a more formal basis. Parent questionnaires are used as a way of monitoring the quality of the care and education provided. Parents spoken to at inspection felt the environment was inviting and stimulating and staff were approachable and listened to any concerns or anxieties they may have. They felt they were fully informed of their child's progress and were very happy with the type of education their children receive.

Organisation

The organisation is good. Children are cared for in a setting where their needs are met well because staff time and resources are effectively organised. Staff work well together as a team and are very supportive of each other. Recruitment procedures ensure children are cared for by staff who have relevant experience, qualifications, knowledge and skills to do their jobs effectively. Children are safeguarded because appropriate checks are completed on all staff and information is generally recorded correctly. Any persons, such as visitors, who have not been vetted would not have unsupervised access to children and all staff are fully aware of this.

Satisfactory induction systems ensure staff are informed of the settings policies and procedures and these are implemented well by all staff. Children are cared for by staff who have a sound knowledge of child development and a high percentage of staff hold an early years child care qualification. Staff appraisals take place annually with targets set and dates of achievement. Training needs are identified through staff appraisals and staff fully understand their roles and responsibilities. They are all well informed and keep up to date with current child care practices through regular staff training and give high priority to professional development. All required documentation for the efficient and safe management of the setting is in place and in generally good order. Ratios are always maintained and staff are well deployed with a keyworker system in operation which ensures children's care, learning and play are promoted by staff who know the children well.

The leadership and management is good. The head of the pre-school and playgroup has a clear vision of the needs of children and is committed to ensuring children are safe, secure, happy and learning. She leads by example and is a good role model. She values her staff team and utilises their skills well. All issues raised at the last inspection have been addressed and an action plan is in place for future improvement which is regularly reviewed and updated. Staff are supported through regular staff meetings. The information gained from staff meetings is used to monitor and evaluate the quality of care and education provided within the setting. The head is pro-active in demonstrating and developing quality and the setting is in the process of completing two quality assurance schemes. They are the Pre-School Learning Alliance (PSLA) accreditation and updating the Herts Quality Standards(HQS) accreditation which was previously awarded to the setting in 2003. Overall, children's needs are met.

Improvements since the last inspection

At the last care inspection the setting was asked to review their written policies relating to lost children, outings and sick children to make them more informative. They were also asked to review and update the contents of their first aid box. Both these recommendations have been successfully completed. Children's safety and welfare are protected as the setting have sought advice from the Pre-School Learning Alliance regarding policy writing and all necessary information has now been included in their policies. Children's health is safeguarded as the setting has obtained a first aid list from the Pre-School Learning Alliance and restocked their first aid box accordingly. A comprehensive first aid kit is now available which is regularly checked and monitored by staff.

At the last nursery education inspection the setting was asked to improve their communication, language and literacy programme through providing more opportunities for children to practise their emergent writing skills. This has been successfully addressed. Children now benefit because they are able to experience writing for a purpose in their play and can access various writing materials in the writing area at all times.

Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards. 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.

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

The quality and standards of the nursery education are good.

WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s):

improve outcomes for children through further developing younger children's assessment records in line with the 'Birth to three matters' framework.

The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):

develop short term planning further to be more informative with clearer learning intentions and to show how activities can be extended or adapted to suit individual children who learn at different rates.

Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk