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Ofsteds report:

Little Angels Pre-School
Inspection report for early years provision
Unique    reference number EY361912
Inspection    date 03/02/2011
Inspector Maura Pigram
Setting    address Bennetts End Community Centre, Leys    Road, HEMEL HEMPSTEAD, Hertfordshire, HP3 9LZ
Telephone    number 07989 346814
Email annhpresch@aol.com
Type of    setting Childcare – Non-Domestic

 

 

The Office for Standards in    Education, Children’s Services and Skills (Ofsted) regulates and inspects to achieve excellence in    the care of children and young people, and in education and skills for    learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court    Advisory Support Service (Cafcass), schools,    colleges, initial teacher training, work-based learning and skills training,    adult and community learning, and education and training in prisons and other    secure establishments. It assesses council children’s services, and inspects    services for looked after children, safeguarding and child protection.                     If you would like a copy of this document in a different    format, such as large print or Braille, please telephone 0300 123 1231, or    email enquiries@ofsted.gov.uk.                     You may copy all or parts of this document for    non-commercial educational purposes, as long as you give details of the    source and date of publication and do not alter the information in any way.
Royal    Exchange Buildings                     St Ann’s Square                     Manchester                     M2 7LAT: 0300 123 1231                       Textphone: 0161 618 8524                       E: enquiries@ofsted.gov.uk                       W: www.ofsted.gov.uk
© Crown copyright 2011

 

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

Little Angels  pre-school is privately owned and was registered in 2007. It operates from the  Community Centre in Bennets End, Hemel Hempstead, Hertfordshire. The pre-school  serves the local area and has strong links within the community. It is  accessible to all children and there is a fully enclosed area available for  outdoor play.

The pre-school opens Monday to Friday during school term  times. Sessions are from 9.00 am to 3.30 pm on Monday, Wednesday and Thursday.  On Tuesday sessions are from 9.00 am to 3pm and on Friday sessions are from  9.00am to 1.00pm. A lunch club operates on Monday to Thursday. Children are  able to attend for a variety of sessions. A maximum of 20 children may attend  the pre-school at any one time. There are currently 54 children attending who  are within the Early Years Foundation Stage. The pre-school is registered on  the Early Years Register and on both the voluntary and compulsory parts of the  Childcare Register. The pre-school provides funded early education for two,  three and four year old children. The group supports children with special  educational needs and/or disabilities and children who speak English as an  additional language.

The pre-school employs eight members of child care staff. Of  these, five hold appropriate early years qualifications at Level 3 or above.  Three of these, seven staff members are trained to Level 3 or higher. One  member of staff is working towards the Early Years Foundation Degree. The  pre-school is a member of the Pre-School Learning Alliance and receives support  from the local authority.

 

The overall  effectiveness of the early years provision

Overall the quality  of the provision is Good.

The provider and her staff are  knowledgeable and committed. They take positive steps to ensure children are  fully included, have their welfare needs met and are safeguarded. Progression  towards the early learning goals are mostly well delivered and children enjoy  learning about the world around them. The uniqueness of each child is valued  and the partnership with parents and other professionals contribute strongly to  this which is a key strength of the provision. Monitoring of the provision is  ongoing and positive steps are taken to ensure outcomes for children are  continually evaluated.

What steps  need to be taken to improve provision further?

To further improve the early years provision the    registered person should:

  • ensure observations are         analysed and these are always used to inform the next steps in         children’s learning
  • promote and value children’s         linguistic diversity and provide opportunities for children to develop         and use their home language in their play and learning.

 

The  effectiveness of leadership and management of the early years provision

All staff have a good understanding of the procedures to  follow if they have concerns about a child in their care. Clear vetting  procedures ensure that all staff working with children are suitable to do so.  Robust procedures for arrival and departure ensure children are handed over  safely to a known adult and every opportunity is taken to ensure children have  a secure understanding of how to stay safe. Effective risk assessments for all  areas ensure potential risks to children are minimised.

The owner is passionate about her work with children and  shows commitment to developing her practice. She has a clear sense of purpose  about what she wants to achieve and has started working towards the Herts  Quality Standards Award. She is very well supported by her knowledgeable  deputies and her staff members who are involved in the monitoring of the  provision. Consequently, strengths and areas to develop are known. For example,  large group sessions, such as, circle times have recently changed to meet the  needs of children currently attending. Plans for the future include ensuring  the provision is child-led and child-centred with staff facilitating learning  and development.

There is a high ratio of staff who are clear about their  roles and responsibilities including key person duties. They are very well  deployed and interact positively with children at all times. Regular staff  meetings, appraisals and ‘job chats’ ensure staff are supported in their duties  and skills, such as, inclusion and safeguarding are refreshed. The pre-school  actively promotes inclusive practice and staff work extremely closely with  parents and other agencies such as interpreters from the children’s centre to  effectively support and meet children’s and their families individual needs. In  addition, the provider takes a lead role in developing strong links with other  child-care professionals, such as, health visitors, speech therapists and  social services. This means that there are well established channels of  communication between all partners involved with individual children which  successfully promotes their learning, development and welfare.
The environment is child-friendly making it feel warm and  welcoming. A wealth of useful information for parents including photographs of  children engaged in activities contributes to the highly positive partnership  with parents and carers. Parents views are sought and included in any decision  making process. This along with the positive posters, maps of the world and displays  of children’s work ensure children and their families feel a strong sense of  belonging. Parents speak enthusiastically about the owner and her provision,  positive comments include ‘she is extremely helpful’, ‘the pre-school has been  a blessing’    and ‘my child has been  learning so much even French’. Children benefit from the experience of the  committed provider and her staff who have a secure knowledge of the Early Years  Foundation Stage. Opportunities for training ensure staff’s knowledge and skills  are updated and enhanced. The established partnership with outside agencies,  such as, specialist educational needs professionals means that any advice or  guidance to meet individual needs can be quickly obtained and implemented.  Children make very good progress towards the early learning goals and  one-to-one support is offered if necessary.

 

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

Home visits prior to children starting at the pre-school  ensure key-workers are able to gain a secure knowledge of children’s  backgrounds and individual needs. Informative documentation is completed, this  along with discussions with parents provide a secure understanding of  children’s starting points which are effectively used in during the settling in  process. Children’s high quality record books show that a systematic approach  is used to make sensitive observations of the children during adult and  child-led activities. However, these do not always show the next steps in  children’s learning. Planning is flexible and linked to all the areas of  learning. Staff are in the process of reviewing planning so that learning  styles and ongoing interests are fully incorporated into the detailed planning.

Children benefit from an extremely well resourced  environment that contributes to them been busy and engaged in active learning.  They can freely play between the outdoor and indoor area and activities are  well supported or modified so that all children can fully participate. Children  play well independently and in groups becoming active, curious and inquisitive  learners. They confidently select resources, such as, dolls, buggies and high  chairs for imaginative play at the ‘doctors’ or enjoy exploring trays of  animals including dinosaurs. Children particularly enjoy learning French.  Sessions are fun, well planned and are age-appropriate. For example, children  can confidently express simple words, such as, saying their name and hello to  visitors in French. This is due to some excellent interaction by the adult  leading the session and the effective teaching methods used, such as, the  ‘tickle game’ and interactive songs. Consequently, children effectively learn  about the wider world during fun activities. Recently they enjoyed celebrating  Chinese New Year through a range of activities, such as, imaginative play,  counting to 5 in Chinese and craft sessions.

Children’s emerging skills in communication and literacy  skills are mostly developing well. Ample opportunities are available for them  to recognise their own names and to develop their emerging writing skills.  Children further develop their communication skills by taking home ‘Travelling  Ted’, on return to pre-school they eagerly share news about Ted’s adventures  whilst in their care. Ted’s diary further helps children to understand that  print carries meaning. Younger children eagerly draw and mark make on  interactive drawing boards and happily create patterns with chalks outdoors.  Children enjoy helping themselves to books and participate well in story  sessions. However, dual language books are not within easy access so that  children can see their home languages during their play. Children behave well  because they are busy within their play and they know what is expected of them.  They demonstrate high levels of self-esteem and warmly greet their friends.  Spontaneous child-led activities are well supported. For example, children’s  communication and understanding is effectively extended during a child-led bus  journey. During this time they gather chairs for seats, an adult asks open  ended questions which extends children’s thoughts and ideas. Outdoors children  enjoy practising their physical skills such as riding scooters, they climb  through hoops and skilfully use balls. Plans are in place to develop the  outdoor area so that children can plant and grow their own fruit and  vegetables.

 

Annex A: record of inspection judgements

The    key inspection judgements and what they mean Grade 1 is Outstanding: this aspect of the provision is of exceptionally    high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

The  overall effectiveness of the early years provision

How well does the setting meet    the needs of the children in the Early Years Foundation Stage?

2

The capacity of the provision to maintain    continuous improvement

2

The  effectiveness of leadership and management of the early years provision

The effectiveness of leadership and management of the Early Years    Foundation Stage

2

The effectiveness of leadership and    management in embedding ambition and driving improvement

2

The effectiveness with which the setting    deploys resources

2

The effectiveness with which the setting    promotes equality and diversity

2

The effectiveness of safeguarding

2

The effectiveness of the setting’s    self-evaluation, including the steps taken to promote improvement

2

The effectiveness of partnerships

1

The effectiveness of the setting’s    engagement with parents and carers

1

The  quality of the provision in the Early Years Foundation Stage

                  The quality of the provision in the Early    Years Foundation Stage

2

Outcomes  for children in the Early Years Foundation Stage

Outcomes for children in the Early Years Foundation Stage

2

The extent to which children achieve and    enjoy their learning

2

The extent to which children feel safe

2

The extent to    which children adopt healthy lifestyles

2

The extent to which children make a positive    contribution

1

The extent to which children develop    skills for the future

2

Any complaints about the inspection or    report should be made following the procedures set out in the guidance    available from Ofsted’s website: www.ofsted.gov.uk

 

Annex B: the  Childcare Register

                  The provider    confirms that the requirements of the compulsory part of the Childcare    Register are: Met

 

The    provider confirms that the requirements of the voluntary part of the    Childcare Register are: Met