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Print this pageOfsted Report 2004
This is the current Ofsted report for Kingfisher Pre-school.
You can find more information about this report and download the report as a printable PDF file from www.ofsted.gov.uk
COMBINED INSPECTION REPORT
URN EY259648
DfES Number: 511873
INSPECTION DETAILS
Inspection Date 22/06/2004
Inspector Name Margaret Moffat
SETTING DETAILS
Day Care Type Sessional Day Care
Setting Name Kingfisher Preschool
Setting Address C/o Baptist Church
Glade Road
Marlow
Buckinghamshire
SL7 1DY
REGISTERED PROVIDER DETAILS
Name The Committee of Kingfisher Preschool 1028550
ORGANISATION DETAILS
Name Kingfisher Preschool
Address C/o Baptist Church
Glade Road
Marlow
Buckinghamshire
SL7 1DY
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
Kingfisher Pre-school opened in 1992. It operates from the main hall in the Baptist Church in Marlow. There is access to an enclosed outdoor play area. It is a committee run group and serves the local community.
There are currently 34 children from 2 to 5 years on roll. This includes 17 funded three year olds and 6 funded four year olds. Children attend for a variety of sessions. At the time of inspection there were no children attending with special needs or who speak English as an additional language.
The group opens five days a week during school term times. Sessions are from 09:30 until 12:30. The group offer an additional half hour session until 13:00 for any children who wish to bring a packed lunch.
Five part-time staff work with the children. Over half the staff have early years qualifications to NVQ level 2 or 3. One member of staff is working towards a recognised early years qualification. Four staff members hold a relevant first aid certificate. The group receives support from the Early Years Development Partnership (EYDCP) and staff regularly attend relevant training offered by them. The group is a member of the Pre-school Learning Alliance (PSLA).
How good is the Day Care?
Kingfisher Pre-school offers good quality care for the children. Staff work well as a team and high ratios of staff ensure children are well supported and have individual attention if required. Staff organise space effectively and display children's artwork providing a warm and welcoming environment. All relevant documentation is in place although some lack the necessary detail.
Staff are aware of safety issues and suitable precautions are taken to safeguard children both inside and outdoors. Some safety procedures are not completed. Good hygiene routines are followed and staff encourage the children to be aware of personal hygiene and develop independence in their personal care. Staff are aware of children's individual needs and cater for these appropriately. Staff are aware of the need to protect children and the appropriate procedures to follow if concerned about a child.
There is a large range of good quality toys and activities easily accessible to the children. Staff use these effectively to support children's development in all areas of learning. Staff have high expectations of children's behaviour and praise and encouragement are used effectively to promote independence and good behaviour.
There are effective procedures in place to share information with parents. Staff form good relationships with the parents and are available at beginning and end of sessions to give verbal feedback if required. Parents report they are happy with the care.
What has improved since the last inspection?
Not applicable
What is being done well?
* Staff develop good relationships with the children. They know them well and are constantly talking and playing with them helping them to learn. Children behave well and respond positively to staff.
* Staff organise and plan a wide range of interesting and stimulating activities, which help children develop in all areas of learning.
* Staff are aware of children's individual needs and good individual support is given to children when required. All children are valued and included in activities.
* Relationships with parents are good. They receive regular information and are able to talk to staff about their children's progress at any time.
What needs to be improved?
* the complaints policy, to include name and relevant information of regulator
* the anti bullying policy, to ensure it is relevant to provision
* documentation to ensure: all accidents recorded are signed by parents; all visitors to group are recorded; all fire evacuations are recorded.
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 review and update policies and procedures to ensure they are accurate, contain the necessary detail and are relevant to provision
INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS.
How effective is the nursery education?
Kingfisher Pre-school provision is acceptable and of good quality overall. Children are making generally good progress towards the early learning goals. The provision for personal, social and emotional development and physical development are very good.
Teaching is generally good. Staff knowledge of the early learning goals enables them to provide a range of interesting and appropriate activities in most areas or learning to help children learn. Children have limited access to resources to promote their familiarity with information technology. Assessment is in place, which staff use to check and record children's progress. Staff use effective explanation and questioning to encourage children's thinking. Staff miss opportunities for children to develop letter recognition and link, these to sounds and use simple calculation in everyday situations. Children behave well in response to the high expectations and support from staff. There are effective systems in place to support to children with special educational needs.
Leadership and management is very good. Three new staff have recently been employed and good team work is already evident. They provide a stimulating environment where children learn through a variety of activities. Staff are aware of their roles and responsibilities and are committed to ongoing training and the improvement and quality of care and education in the pre-school.
Partnership with parents is very good. Staff form good relationships with parents and carers. Parents receive good quality information about the activities and routines of the nursery via newsletters, notice board, policies and procedures and prospectus. There are effective systems in place to keep parents well informed about their children's progress.
What is being done well?
* Children are self-confident, respect, and support their peers. They are interested, enthusiastic and express their needs confidently to adults. They behave well, sharing toys and resources and readily taking turns.
* Children are confident in their language skills, listen well, respond to and enjoy stories. Children make good use of the book corner and have good support by staff.
* Children move with confidence and show good co-ordination. They show a good awareness of space, themselves and others during indoor play.
* Leadership and management of the setting is very good. Through effective teamwork, support and planning, there is a commitment to improvement of quality in care and education.
What needs to be improved?
* opportunities for the use of simple calculations and counting beyond ten in everyday activities
* opportunities for children to write names in correct format, recognise letters and link these to sounds
* planning and use of resources to promote information technology.
What has improved since the last inspection?
The pre-school have made generally good improvements in addressing most issues from the previous inspection. Children's awareness of mathematical ideas has been increased through planned activities, however opportunities are missed in practical everyday activities to use simple calculation. This issue remains outstanding.
SUMMARY OF JUDGEMENTS
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
Judgement: Very Good
Children are interested, enthusiastic and express their needs confidently to adults. They behave well, sharing toys and resources and readily taking turns. Children develop good relationships with staff and each other. Children are developing good independence skills and an awareness of the needs of others.
COMMUNICATION, LANGUAGE AND LITERACY
Judgement: Generally Good
Children are confident speakers and engage in conversation with each other, staff and visitors to the group. They have many opportunities to practice their writing skills for a variety of purposes. Some children are able write their own names however staff miss some opportunities to show children how to write in correct format and to recognise letters and link these to sounds. Children are beginning to understand that print carries meaning and have good support by staff in the book corner.
MATHEMATICAL DEVELOPMENT
Judgement: Generally Good
Most children can count confidently to ten and some can recognise numerals between one and nine in and out of sequence. Children have opportunities to explore number, shape, size and pattern through a variety of planned activities. Children have less opportunity for simple calculation and counting beyond ten in everyday practical activities.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Judgement: Generally Good
Children are able to build and construct using a range of resources. Children experience a good range of activities through first hand experiences in practical everyday and planned activities. Children talk confidently about events in their own lives. Children have limited access to resources to promote their familiarity with information technology. Resources are available but not readily accessible for self-selection on a regular basis.
PHYSICAL DEVELOPMENT
Judgement: Very Good
Children move with confidence and show good co-ordination. They show a good awareness of space, themselves and others during indoor play. Children have regular access to large play equipment and have opportunities to use a range of tools in everyday play situations. Children are learning about bodily awareness. They are becoming independent in their personal needs; they help themselves to drinks when they are thirsty.
CREATIVE DEVELOPMENT
Judgement: Generally Good
Children are able to express themselves freely in art and craft activities. They have opportunities to use their imagination in a variety of role play situations and instigate their own games. Children participate enthusiastically in group singing time and ring games. Children have opportunities to express their ideas and feelings and to explore their senses through a wide range of activities such as sand, water and playing with shaving foam and music.
Children's spiritual, moral, social, and cultural development is fostered appropriately.
OUTCOME OF THE INSPECTION
The provision is acceptable and is of good quality overall. Children are making generally 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: THE KEY ISSUES
* develop children's literacy skills by encouraging them to write their names in correct format, recognise letters and link these to sounds
* increase the opportunities for children to explore simple calculation and counting beyond ten in everyday activities
* develop planning to ensure children have access to resources to gain confidence in use of 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.