Kingfisher Pre-school

Ofsted Report 2000

Nursery Education Inspection Report

KINGFISHER PRE-SCHOOL


Inspection Number: 1151058

• INFORMATION ABOUT THE SETTING
• 1.MAIN FINDINGS OF THE INSPECTION
• 2.KEY ISSUES FOR ACTION
• 3.SUMMARY OF JUDGEMENTS
• 4.CONTENT OF THE EDUCATIONAL PROGRAMME
o The strengths and weaknesses of personal and social development
o The strengths and weaknesses of language and literacy
o The strengths and weaknesses of mathematics
o The strengths and weaknesses of knowledge and understanding of the
world
o The strengths and weaknesses of physical development
o The strengths and weaknesses of creative development
• 5.PLANNING OF THE EDUCATIONAL PROGRAMME
• 6.QUALITY OF TEACHING AND ASSESSMENT
o The strengths and weaknesses of teaching and assessment
o The strengths and weaknesses of equality of access and opportunity

o The strengths and weaknesses of the learning resources and
accommodation
• 7.PARTNERSHIP WITH PARENTS AND CARERS
• 8.IMPLEMENTATION OF THE ACTION PLAN
© Crown Copyright 2000
OFSTED reports may be reproduced in whole or in part for non-commercial educational
purposes, provided that all extracts quoted are reproduced verbatim without adaptation
and on condition that the source and date thereof are stated.

INSPECTION OF NURSERY
EDUCATION
INSPECTION REPORT


Name of setting: Kingfisher Pre-school
Setting number: 511873
Address: Marlow Baptist Church Hall
Glade Road
Marlow
Buckinghamshire
Postcode: SL7 1DY
Person responsible for the day-
to-day management of the
setting:
Mrs Sarah Bolton
Position: Supervisor
Name of RgNI: Lydia Avery
RgNI's Registration number: 25885
Date(s) of inspection: 30/06/00 & 03/07/00
Inspection number: 1151058

The inspection took place as part of a national programme of inspection of the
educational provision for three and/or four year olds. It was commissioned by the Office
for Standards in Education (OFSTED), a department of central government.


NURSERY EDUCATION INSPECTION
REPORT

ABOUT THE INSPECTION

The purpose of the inspection is to identify strengths and weaknesses so that providers
can improve the quality of educational provision and help children to achieve the
Desirable Outcomes for children's learning on entering compulsory education, (ie by the
age of five). It is also to assure parents and the public that nursery education funded by
the state is of an acceptable quality. The 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

Information about the setting

Kingfisher Pre-school is a community playgroup run by a management committee of
parents in Marlow Baptist Church Hall in the town of Marlow near High Wycombe. The
playgroup was established in 1992 to serve children from Marlow and its surrounding
areas. It is open on Monday, Tuesday, Wednesday and Friday from 9.30 a.m. to 12.30

p.m. and Thursday 9.15 a.m. to 11.45 a.m. over 38 weeks a year. The playgroup is
registered by Buckinghamshire Social Services for a maximum of 30 children, between
the ages of two-and-a-half and five years, at any session. Occasionally children over the
age of five and under fourteen years old are registered to attend during school holidays.
There have been considerable changes since the last OFSTED inspection, in April 1998.
In September 1999 the playgroup ceased to be privately run and there have been a
number of staff changes. There is a new supervisor and a parent 'helper' rota has recently
been established.

Seven members of staff work with the children. At the time of inspection 36 children
were on the playgroup roll, of whom 11 were four years old. Of the four-year-old
children, seven were in receipt of nursery education funding. No funded children had
identified special educational needs or were learning English as an additional language.
The playgroup gains support from Buckinghamshire Early Years Adviser but has no
direct contact with a qualified teacher.

Kingfisher Pre-school's aims include the intention to 'encourage the development and


education of children under statutory school age within a friendly community based
group'. The playgroup is used as a work placement by students following courses in early
years care and education and is a member of the Pre-school Learning Alliance.

1.MAIN FINDINGS OF THE INSPECTION

The strengths and weaknesses of the educational provision provided

Kingfisher Pre-school has a happy atmosphere in which most children are likely to
achieve the desirable learning outcomes by the time they are five years old. Taken
overall, all areas of learning are successfully promoted, including personal and social
development, language and literacy and mathematics. Following the last OFSTED
inspection, in April 1998, there were five key issues for action. The pre-school took these
key issues seriously and created an action plan in order to address them. Overall progress
in implementing the action plan has been good and has had a positive impact on
children's achievement of the desirable learning outcomes.

Staff encourage children to persevere and not to rush activities in which they are
involved, and this has a positive impact on their personal and social development.
Children's behaviour is satisfactory and is consistently managed by staff and, in general,
relationships between children are good.

Children's developing language and literacy skills benefit from access to a comfortable
area in which to look at a wide range of good quality books, and their growing love of
books is successfully fostered by the ready availability of adults who are prepared to read
to them when they wish. They have good access to a wide range of writing materials with
which they are able to informally practise writing skills and, as they use them, it is clear
to see children's emerging writing. Children's work indicates that many four-year-old
children are able to write their names using upper and lower-case letters appropriately.
They have satisfactory listening skills and demonstrate them as they take part in 'circle
time' at the start of the day and, in general, as they enjoy taking an active part in story
time. However, children do not always listen well when they take part in large group
floor activities, such as singing.

Children have good opportunities to hear and use mathematical language during the preschool session and opportunities for them to develop their sequencing skills have
increased. This is a particular improvement. As they enjoy number songs, such as 'Five
Little Ducks' and 'One, two, three, four, five', children are encouraged to use their fingers
to add and subtract. However, staff overlook opportunities to further children's awareness
of addition and subtraction, during activities such as 'circle time'.

Good use is made of opportunities to encourage children to talk about important events in
their lives. They are observant and have good opportunities to look closely at natural
materials and made objects and to notice change, for example as they take part in simple
experiments. This is a particular improvement and successfully promotes children's
knowledge and understanding of the world.


Children demonstrate increasing physical skill as they negotiate the outside play space
using a variety of 'ride-on' toys. However, they are not provided with enough space in
which to develop their co-ordination as they take part in action songs during singing
activities. Staff successfully provide children with appropriate challenge as they develop
their kicking, catching, rolling and balancing skills using small equipment.

Children's creativity is successfully developed as they express themselves freely when
painting. They have good opportunities to respond with their senses, such as 'smell',
'sight' and 'touch'. Children enjoy the exploration of sound using a range of good quality
musical instruments.

Planning effectively promotes children's learning and has developed well. Plans show
clearly what children are to learn within the six areas of learning and appropriate priority
is given to personal and social development, language and literacy and mathematics.

Staff have secure knowledge and understanding of the desirable learning outcomes across
the six areas of learning. Taken overall, teaching methods, including those used in
language and literacy and mathematics, are appropriate and likely to be suitable for all
children, including those who have identified special educational needs or who are
learning English as an additional language. Staff interaction with children is good and
they ensure that children are given the time they need to express their thoughts and ideas.
They use appropriate questioning techniques which encourage children to think and they
give children clear answers to their questions. This is a particular improvement. The preschool has introduced an effective and manageable system of recording children's
achievements. However, the planned introduction of a staff appraisal system has not yet
been implemented. This means that staff do not yet benefit from a formal review of their
work practice and professional development needs.

Boys and girls are afforded equal access to all activities provided by the setting. The
planned programme is informed by children's records of achievement and plans include
action to be taken to support more, as well as less, able children. The pre-school benefits
from having a designated special educational needs co-ordinator. However, although staff
are aware of the setting's procedures, they have insecure knowledge and understanding of
the Department for Education and Employment Code of Practice on the Identification and
Assessment of Special Educational Needs (the 'Code of Practice').

Resources and accommodation are used well to promote children's learning..

Opportunities for parents to take an active part in the life of the pre-school have increased
with the introduction of a parent-run management committee. Parents are well informed
about their children's progress and this is a particular improvement. They find staff
approachable and speak highly of the positive changes they have noticed in their children
and in the pre-school.

2.KEY ISSUES FOR ACTION


In order to improve the quality and standards of the educational provision, the
setting should:

develop an effective way to monitor staff teaching and professional development needs;

increase staff knowledge and understanding of the Department for Education and
Employment Code of Practice on the Identification and Assessment of Special
Educational Needs;

strengthen the programme for the development of mathematics by ensuring that staff
fully exploit opportunities to increase children's awareness of mathematical ideas, such as
addition and subtraction;

ensure that children's ability to listen is encouraged during all large group activities;

ensure that children have enough space to develop their co-ordination when taking part in
physical activities such as action songs.

The provider must draw up an action plan within 40 working days of receipt of this
report showing how the key issues or points for development detailed above will be
addressed. The action plan must be made available to all parents, and to the Local
Education Authority if required. An evaluation of the action taken will form part of
the next inspection.

3.SUMMARY OF JUDGEMENTS

A. QUALITY OF EDUCATIONAL PROVISION
Personal and social development Promotes the desirable outcomes
Language and literacy Promotes the desirable outcomes
Mathematics Promotes the desirable outcomes
Knowledge and understanding of the
world Promotes the desirable outcomes
Physical development Promotes the desirable outcomes
Creative development Promotes the desirable outcomes

B. CHILDREN'S SPIRITUAL, MORAL, SOCIAL AND CULTURAL
DEVELOPMENT IS FOSTERED APPROPRIATELY.
C. PROGRESS IN IMPLEMENTING THE ACTION PLAN IS GOOD
D. OUTCOME AND RECOMMENDATION OF THE INSPECTION

Taken overall, the quality and standards of the educational provision are acceptable in
promoting the desirable outcomes for children's learning. The action plan should show
how the provider will address the key issues or points for development within 12 months
of the inspection.

It is recommended that the next inspection occurs within two to four years.

4.CONTENT OF THE EDUCATIONAL PROGRAMME

The strengths and weaknesses of personal and social development

Taken overall, children's personal and social development is promoted well and their
spiritual, moral, social and cultural development is fostered appropriately.

Children and their families are greeted warmly when they arrive at the pre-school and this
increases their developing confidence. Children are treated with respect by staff, and their
efforts are noticed and praised appropriately. They readily ask for help when it is needed
and they are unafraid to express their emotions, such as 'happiness' when enjoying an
amusing story, and 'delight' when successfully finding the solution to a problem. Children
who feel angry or sad are well supported by staff members. Their self-respect is further
developed when they are given simple tasks to perform, such as offering food at
refreshment time and collecting cups afterwards. Children's behaviour is satisfactory and
is consistently managed by calm staff, who are skilful in giving children the appropriate
words to use when disputes occur. As children take part in enjoyable activities, they
demonstrate a growing awareness of what is right and what is wrong; for example, they
discussed whether or not a shark was 'naughty' to eat small fish. Children take turns well,
as they enjoy board games, and they often share fairly, for example as they use the
computer or give out pebbles for a 'writing' game. In general, children take care of the
pre-school and its property; for example, most children help to tidy up after activities.
Plans include worthwhile opportunities for children to care for animals and plants. Taken
overall, relationships between children are good and they show concern for their friends,
for example when they hurt themselves. They see positive images of all people in society
in the pre-school resources, such as toys, books and dressing-up clothes. As they use a
good variety of readily available dressing-up clothes children are able to 'try on' what it
feels like to 'be' someone else, and this is effective in developing their sensitivity to other
people. The children have good opportunities to respond to cultural and religious events.
For example, they have enjoyed activities related to Diwali, Christmas, Easter, 'Bonfire
Night' and birthdays. Staff encourage children to persevere and not to rush the activities
they find challenging, such as using scissors to cut fabric or when counting bricks.
However, children do not always concentrate well during large group activities. Within
the pre-school session, children have good opportunities to take the initiative in the
activities they do and the resources they use. As they follow their chosen activities they
work well independently; for example, they take time to complete a complicated jigsaw


puzzle correctly. Their personal independence is encouraged as they manage their
personal hygiene and as they manage their own clothing.

The strengths and weaknesses of language and literacy

Taken overall the programme for language and literacy is promoted well.

Staff ensure that children are always given enough time to express their thoughts and
ideas as they take part in worthwhile activities throughout the day. As they talk with staff
they are introduced to a widening vocabulary and begin to use it correctly; for example,
they talked about 'sewers' and the purpose of an 'author' during a story relating to the
'water' theme. Children have satisfactory listening skills and demonstrate them as they
take part in 'circle time' at the start of the day, and, in general, as they enjoy taking an
active part in story time. However, they do not always listen well during large group floor
activities, such as singing. Children's role-play and ability to create stories of their own is
promoted by availability of well-resourced, and regularly changed, imaginative play
areas, such as a 'travel agents' and 'home' corner. They benefit from access to a
comfortable area in which to look at a wide range of books which are in a very good state
of repair, and include those that are fact and fiction. The selection of books is changed
every week and is enhanced by those provided to support specific themes. Children's
growing love of books is successfully fostered by the ready availability of adults who are
prepared to read to them when they wish. As children look at books independently they
show a growing awareness of the direction of print in written English and this is
enhanced by staff who often write children's commentaries on their drawings and
paintings. There is a good use of labelling within the pre-school and this is likely to
increase children's familiarity with simple words. They have good opportunities to
recognise their names when they see them written, for example on their place cards and
on their coat pegs. The pre-school makes extensive use of a commercial reading and
writing scheme, and many children are able to correctly identify the shapes and sounds of
letters of the alphabet. Children have good opportunities to enjoy rhyming stories and
songs and their awareness of the rhythm of words and names is encouraged by 'clapping'
activities. Children are provided with good access to a wide range of writing materials
with which they are able to informally practise writing skills and, as they use them, it is
clear to see children's emerging writing. Children's work indicates that many four-yearold children are able to write their names using upper and lower-case letters
appropriately.

The strengths and weaknesses of mathematics

Overall the programme for mathematics is promoted well.

Children have good opportunities to hear and use mathematical language during the preschool session. For example, they discuss 'shape' as they create structures from
commercially produced construction sets, demonstrate an understanding of 'position' as
they anticipate the next action in songs, such as 'Wind the Bobbin Up' and consider 'size'
as they divide toy animals into 'big' and 'small' groups. There are good quality games and


resources to develop children's understanding of pattern, and children's work and
evaluated plans indicate that children have developing skills in this aspect of
mathematics. They successfully make comparisons between themselves and friends as
they measure themselves against a height chart. As children tidy-up, staff encourage them
to sort objects into their correct boxes; for example, they successfully sorted role-play
'food' and cooking equipment. Photographs and children's work indicate that children
make good progress in the matching of objects. There has been an increase in
opportunities for children to sequence, for example as they chant numbers while counting
and as they discuss the days of the week, and this is a particular improvement. As they
enjoy number songs, such as 'Five Little Ducks' and 'One, Two, Three, Four, Five',
children are encouraged to use their fingers to add and subtract. However, staff overlook
opportunities to further increase children's awareness of addition and subtraction, during
group activities such as 'circle time'; for example, they count the number of children and
the number of 'aunties' present, but are not encouraged to add them together. A good
quality number frieze is displayed at an appropriate height for children to see within the
pre-school and, as they count, children show that they have an awareness of number up to
and beyond 10. Children actively solve mathematical problems posed by the activities
they have freely selected. For example, they use their knowledge of shape to complete a
complicated jigsaw puzzle and experiment with direction as they manipulate the
computer mouse to play a suitable mathematical game.

The strengths and weaknesses of knowledge and understanding of the world

The programme for knowledge and understanding of the world is good and is promoted
well.

Good use is made of opportunities to encourage children to talk about their families and
important events in their lives, such as family outings, holidays and going to school. The
themed role-play area is particularly well used to increase children's awareness of their
environment and the work that local people do, such as the 'travel agents', 'estate agents',
'clothes shop', 'met office' and an 'airline'. This knowledge is enhanced by visitors to the
setting, such as a Royal Air Force dog handler and a mother with a new baby. Children
have good opportunities to look closely at living things, such as snails and ladybirds,
natural materials, such as water, sand and lentils, and made objects; for example, they
observed the behaviour of boats, made from discarded packaging, when they were floated
on water. This is a particular improvement since the last inspection. Children have many
worthwhile opportunities to take part in simple experiments, to notice change, for
example in the shape of clouds, and in radishes when they are cut and put in water. They
are encouraged to compare similarities and differences; for example, evaluated plans
show that children have made comparisons between waterproof and non-waterproof
clothing. They have plentiful opportunities to take part in planned cooking activities and
to look at changes in ingredients when more are added, and when they are cooked. They
are observant and record what they have seen or discovered in their drawings,
conversations and, sometimes, on interesting graphs, and this is a particular
improvement. Children ask many questions throughout the pre-school day, such as "Why
does the wind make the clouds move?" and their understanding is increased by staff who


provide them with clear answers to their questions. Children work purposefully to
discover how to make things work and have a clear sense of achievement when they are
successful. For example, a small group of children were delighted when they discovered
how to make a syphon work. They benefit from a good range of resources and equipment
to use developing skills; for example, they create complicated structures using
commercially produced 'connection' kits, use paint, glue and scissors as they create
interesting collage and use good quality play dough to develop their folding, moulding
and kneading skills. Children make good use of technology. They have good access to a
range of suitable computer programs and use them well and with increasing skill. They
enjoy making use of cassette recorders and headphones. As children play imaginatively,
they re-enact the use of technological equipment such as a microwave oven, toaster, and
telephone switchboard.

The strengths and weaknesses of physical development

In general, children's physical development is promoted well.

Children demonstrate increasing physical skill as they negotiate the outside play space
using a variety of 'ride-on' toys. They are provided with regular planned activities to
dance imaginatively and to take part in music and movement. However, they are not
provided with enough space in which to develop their co-ordination as they take part in
action songs during singing activities. Staff successfully provide children with
appropriate challenge as they develop their kicking, catching, rolling and balancing skills
using small equipment, such as large and small balls, and hoops. Children enjoy the
physical challenge of climbing through a raised hoop, balancing on low-level stilts and
using roller skates. The low-level plastic slide provided for children in the outside area
does not provide sufficient challenge for four-year-old children. However, they do have
access to a larger climbing frame which is often used inside the pre-school, and this
provides more suitable challenge for older children. Children are provided with many
good opportunities to develop appropriate physical control using smaller muscles. For
example, they successfully use tools, such as rolling pins, cutters, knives and scissors
with good quality play dough, take part in sewing and threading activities and make good
use of a range of writing materials.

The strengths and weaknesses of creative development

Taken overall children's creative development is promoted well.

Children enjoy the exploration of sound using a wide range of good quality musical
instruments. Staff support them well as they take part in enjoyable games, such as 'sound'
lotto. Children's personal enjoyment of music is enhanced by the ready availability of
cassette recorders and headphones, and, as they use them, they sometimes dance
spontaneously to the music they hear. They are provided with regular planned activities
to use space and dance imaginatively in music and movement. Children enjoy the
exploration of colour as they express themselves freely when painting. They make good
use of an appropriate computer program to create 'drawings' using colour imaginatively


and their enjoyment is further promoted when they print what they have created. They
explore shape in their three-dimensional model making using commercially produced
construction equipment, discarded materials and good quality play dough. Children are
provided with a good range of materials, such as fabric, sand, straws, stars and textured
paper with which to create collage. They have good opportunities to respond with their
senses, for example 'smell' when using scented play dough, 'sight' when looking at
familiar objects through coloured cellophane, and 'touch' when discovering the warmth of
newly cooked play dough. Children have satisfactory listening skills and they enjoy
taking an active part in story time. Their imaginative play is effectively promoted by
availability of well-resourced imaginative play areas. Children are observant and record
what they have seen or discovered in their drawings and conversations.

5.PLANNING OF THE EDUCATIONAL PROGRAMME

The strengths and weaknesses of the overall planning of the educational programme

Planning effectively promotes children's learning and has developed well.

Staff meet regularly to plan using an effective thematic approach. Plans now provide a
detailed framework to support children's learning over a year and clearly show what
children are to learn across all six areas of learning, giving appropriate priority to
personal and social development, language and literacy and mathematics. This is a
particular improvement since the last inspection. Plans clearly show what staff are to do,
and they are used effectively for reference throughout the pre-school session. Staff
deployment works well and is set out clearly on a staff noticeboard. Children are grouped
appropriately and are afforded worthwhile opportunities to play freely and to take part in
small and large group activities. Four-year-old children spend part of each session
working separately from the other children and this allows staff to provide them with
suitable activities for their stage of development. Staff regularly and effectively evaluate
the planned programme and use their evaluations to inform future plans.

6.QUALITY OF TEACHING AND ASSESSMENT

The strengths and weaknesses of teaching and assessment

Taken overall the quality of teaching and assessment is effective in that it promotes
children's achievement of the desirable learning outcomes.

Staff have secure knowledge and understanding of the desirable learning outcomes across
the six areas of learning. Staff are deployed effectively and, despite recent staff changes,
work well together as a team. The current practice of introducing new staff to the setting
before other staff leave is positive in that it is likely to provide children, parents, and staff
with a feeling of continuity. In general, teaching methods, including those used in
language and literacy and mathematics, are appropriate. Staff interaction with children is
good and they provide children with positive role models. They ensure that children are
given the time they need to express their thoughts and ideas. Staff use appropriate


questioning techniques which are successful in that they encourage children to think, and
they give children clear answers to their questions. This is a particular improvement.
Throughout the pre-school day, children are grouped appropriately and there is a good
balance between activities that are directed by adults and those that are initiated by the
children themselves. Children's progress is regularly assessed and the pre-school's new
system of recording children's achievements is manageable and effective. Children's
records and work indicate that they make good progress. The planned programme is
regularly and effectively evaluated in staff discussions and, more formally, in writing.
Written evaluations are detailed and are a valuable source of information for future plans.
However, the planned introduction of a staff appraisal system has not yet been
implemented. This means that staff do not yet benefit from a formal review of their work
practice and professional development needs. The pre-school has a positive attitude to
training and, in the past two years, staff have attended a range of in-house and external
training courses and workshops which have covered the desirable learning outcomes and
early learning goals, first aid, behaviour management and the Diploma in Pre-school
Practice.

The strengths and weaknesses of equality of access and opportunity

Taken overall, teaching methods, including those used in language and literacy and
mathematics, are appropriate and likely to be suitable for all children, including those
who have identified special educational needs or who are learning English as an
additional language. The pre-school has a clear special needs policy and equal
opportunities statement in place. Boys and girls are afforded equal access to all activities
provided by the setting. The planned programme is effectively informed by children's
records of achievement. Written plans include action to be taken to support more, as well
as less, able children, and give good consideration to equal opportunities. The pre-school
benefits from having a designated special educational needs co-ordinator. However,
although staff are aware of the setting's procedures, they have insecure knowledge and
understanding of the Code of Practice. The recent introduction of a 'key worker' system,
which will be fully implemented in September 2000, is a positive development in
ensuring that children's needs will be fully met in the future.

The strengths and weaknesses of the learning resources and accommodation

Resources are of good quality and are likely to be suitable for all children, including
those who have identified special educational needs or who are learning English as an
additional language. Within the routine children are able to select activities and resources
they would like to use. The pre-school has benefited from a recent Millennium Award
and this has enabled a comprehensive review of the equipment offered by the setting, and
has led to a suitable increase in resources available to support children's learning. The
Baptist Church hall is used well and provides children with the opportunity to use
specific areas, for example to play imaginatively, look at books, use a computer, take part
in table-top activities and to express themselves creatively in activities such as painting.
The small, enclosed outdoor area is used well to promote children's knowledge and
understanding of the world and physical development.


7.PARTNERSHIP WITH PARENTS AND CARERS

The strengths and weaknesses of the partnership with parents and carers

Overall the partnership with parents is effective and contributes positively to children's
achievement of the desirable learning outcomes.

The pre-school prospectus has been updated and provides parents with useful information
about the six areas of learning and how the setting works to promote them. This
information is supplemented by information posted on the noticeboard and by friendly
newsletters about current themes, changes in the pre-school, and fund-raising. Parents are
well informed about their children's progress. They feel welcome in the pre-school and
regularly receive informal feedback about their children's achievements. Parents' days
have recently been introduced and are valued by parents as a formal way to receive
accurate and honest feedback about their children's progress. This is a particular
improvement. Opportunities for parents to take an active part in the life of the pre-school
have increased with the introduction of a parent-run management committee. Parents
actively support pre-school themes; for example, animals were brought in during a recent
'pet' theme. A parents' 'helper' rota has recently been introduced but it does not yet receive
full support. Parents find staff approachable and feel able to share their concerns and
observations of their children. They speak highly of the positive changes they have
noticed in their children and in the pre-school.

8.IMPLEMENTATION OF THE ACTION PLAN

Implementation of action plan

Following the last OFSTED inspection, in April 1998, there were five key issues for
action. These issues covered the need to increase staff knowledge and understanding of
the six areas of learning; the need to monitor planning, teaching and staff professional
development; the need to provide parents with more information about their children's
progress; the need to improve planning; and improvements required to some aspects of
the programme for knowledge and understanding of the world. The pre-school took these
key issues seriously and created an action plan in order to address them. Overall progress
in implementing the action plan has been good and has had a positive impact on
children's achievement of the desirable learning outcomes.

The need to undertake training is now part of staff conditions of employment, and, in the
last two years, staff members have attended a range of in-house and external training
courses and workshops. This has resulted in an increase in staff knowledge and
understanding of the desirable learning outcomes in all areas of learning. Improvements
have been made to the planning process and staff put time aside on a daily basis to
discuss the plans. Plans now provide a framework to support children's learning over a
year and show clearly what children are to learn across all six areas of learning. A
successful new system of assessing children and recording their achievements has been
developed and children's records inform the plans. Adjustments are made in the plans to


ensure that children's changing needs are recognised and met within the pre-school day.
However, the planned introduction of a system of staff appraisal has not yet been
implemented and this means that staff still do not benefit from a formal review of their
work practice or professional development needs. Parents' days have recently been
introduced and are valued by parents as a formal way to receive feedback about their
children's progress, and they are now better informed. There has been an increase in
worthwhile opportunities for children to look closely at natural materials and made
objects and to record what they have seen or discovered in a variety of ways.

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