Tolleshunt D'Arcy Pre-School

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).

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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

Tolleshunt D'Arcy Pre-school is run by a committee. It opened in 1976 and operates from two rooms in a village hall in Tolleshunt D'Arcy, Essex. All children share access to a secure, enclosed, outdoor play area. A maximum of 26 children may attend the pre-school at any one time. The pre-school opens five days a week, during school term times. Session times are from 9.30am until 12.30pm on Monday, Wednesday, Thursday, Friday and from 12.30pm until 3.30pm on Tuesday. A lunch club operates from 12.30pm to 2pm on Monday, Thursday and Friday.

There are currently 21 children aged from two to five years on roll. Children aged three and four years receive funding for early education. Children attend for a variety of sessions. The pre-school serves the local community and surrounding villages. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

The pre-school employs six staff, of whom three of the staff, including the manager, hold appropriate early years qualifications. There are two staff currently working towards a recognised early years qualification. The setting receives support from the local authority.

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

Children have great fun as they play and learn in the happy, safe and inclusive pre-school environment. They make good progress in all areas of development as a result of the wide range of learning experiences and the high quality of adult input. The very positive relationships with parents and extremely effective links with other early years professionals help staff provide consistent and coordinated care. Effective self-evaluation supports the management and staff team in identifying the strengths of the provision and priority areas for improvement.

What steps need to be taken to improve provision further?

The effectiveness of leadership and management of the early years provision

There are clear systems in place to monitor children's wellbeing and their welfare remains paramount. Staff have a very good understanding about safeguarding children and integrated working. Training has been accessed and this is updated regularly. There are robust procedures for recruitment and all staff undergo rigorous background checks. Risk assessments are carried out to identify potential hazards in play areas indoors, outside and when children go on outings. Daily safety checks are also undertaken by staff. The pre-school systematically maintains all the essential documentation, including an extensive operational plan for the safe and efficient running of the sessions. However, there is potential for misunderstandings a some of the policies and procedures have not been updated to reflect current practice.

The manager, staff and committee members communicate effectively to share ideas and to identify goals for the pre-school based on the needs of the children attending and their families. All staff are actively encouraged to offer comments and suggestions through regular meetings as well as informal discussions each day. As a result, the staff work very effectively as a team, creating a harmonious and stimulating environment for the children. The pre-school also works closely with the local authority to access training and has excellent relationships with local childminders and key persons from the other early years settings and schools that children attend. This is particularly successful in supporting children's transitions into the reception year of school.

The premises are secure and suitable for their purpose. They provide plenty of space, both indoors and outside, and child-accessible storage supports children in making independent choices about what they want to explore. The premises are made welcoming as staff display some of the children's creations. The staff recognise that making further developments to the outdoor area will enhance the opportunities for children to explore the natural world and use a wider range of tools as they dig and grow a greater variety of plants.

Parents and carers are given a very friendly greeting when they arrive to deliver and collect their children. They are provided with a wide range of written information including regular newsletters. There is an extremely informative website and display boards with important certificates and posters. Parents are well-informed about the activities their children have enjoyed each day and have the opportunity to view a slideshow of photographs. They share their views of the pre-school through questionnaires, and the home-links books are effectively used to provide observations of the children's learning at home. Parents become involved in the running of the pre-school by joining the committee or becoming involved in special events such as sports days or the Easter fun day. They are complementary about the pre-school and say that they find the staff very approachable and caring.

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

The staff's good knowledge of the Early Years Foundation Stage and effective implementation of the key person system ensures that children attain good outcomes in all areas of learning. Staff successfully identify and respect children's unique qualities in order to ensure that they provide an inclusive environment for all. There are strong systems ready in place to support children that may have special educational needs or disabilities. Activities and resources are attractively presented to children to encourage them to make active choices, plan their own time and to follow their own interests. Children make good relationships with staff and each other. They are given close, individual attention and adult communication is weighted towards listening and open-ended questioning that extends children's thinking. Staff carry out regular observations and assessments to monitor children's progress, which are used to inform future planning. Consequently, learning experiences are soundly based on what children know and can do. The learning journals contain many positive comments of children's achievements and are accompanied by photographs and examples of children's creations.

Children are confident and curious learners. They relish the opportunity to drive their own learning. For example, in role play scenarios they decide they are going to become removal men and utilise cardboard boxes and share ideas with their friends as they pack and unpack items to move house. There are many opportunities for creativity and children have great fun using recycled cartons, bottles and plastic tops to make 3D models. Children are confident and independent, showing good self-esteem as they proudly display and talk expressively about their models and drawings. They are becoming competent mark makers as they are starting to form recognisable letters and numbers or when writing meaningfully in their role play. Children look at books for pleasure and take home reading books to share with their parents. They are effectively supported to use number and recognise numerals and shapes.

Children are polite, listen to the staff's instructions and behave well. They play cooperatively as they plan role play scenarios at the zoo, agreeing roles and responsibilities. They take turns as they wait to speak at the snack table and when playing games together. Children develop a good understanding of diversity as they engage in a broad range of activities that includes celebrating festivals and planning for special events. They are encouraged to talk about home and share personal experiences with their friends. Staff actively seek out resources to enhance and inform children about other cultures and disabilities.

Children are developing a good understanding of healthy lifestyles as they follow effective hygiene practices. They discover the effect of energetic movement on the body by listening to their heart through a stethoscope. Children receive good quantities of nutritious food and drink at the rolling snack table. They enjoy increasing independence as they spread toppings onto bread, pour their drinks or try all sorts of different fruit and vegetables. Children know how to keep themselves safe as they negotiate around the setting, both indoors and outside. They regularly practise emergency evacuation procedures and learn about road safety when the school crossing patrol visits to speak to the children. A range of props and resources such as road signs and a zebra crossing are also used to demonstrate to children how they need to behave responsibly when crossing the road.

Annex A: record of inspection judgements

The overall effectiveness of the early years provision

The effectiveness of leadership and management of the early years provision

The quality of the provision in the Early Years Foundation Stage

Outcomes for children in the Early Years Foundation Stage

Annex B: the Childcare Register