2004 Early Years Inspection (OFSTED)
|
The following is the text of the 2004 OFSTED Inspection of our Early Years provision. The report is also available as a pdf. ABOUT THE INSPECTION |
|
The purpose of this inspection is to assure government, parents and the public 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 |
| Alton Convent school early years department operates from four rooms within Alton Convent school, Alton, Hampshire.
There are currently 50 children from 2-5 years on roll. This includes 12 funded 3 year olds and 21 funded 4 year olds. The setting is able to support children with special needs and those who have English as an additional language. Eight full time staff work with the children. Over half of the staff have early years qualifications. |
| INSPECTION OF THE NURSERY EDUCATION PROVISION FOR FUNDED THREE AND FOUR YEAR OLDS. |
| How effective is the nursery education? |
| Alton Convent school provision of nursery education is acceptable and of high quality. Children are making very good progress towards the early learning goals in all six areas of learning.
The quality of teaching is very good. Staff have a clear understanding of how children learn. They plan and provide a good range of practical activities such as building a pen for sheep, or a boat for the gingerbread man. Staff have good knowledge of individual children and praise and encourage them, increasing confidence and self esteem. The staff effectively support children who are less confident and also challenge the more able children by open ended questioning, encouraging them to think. Relationships are good. Staff have high expectations of behaviour, encouraging independence and concentration. The staff make good links between planning and the regular effective assessments they make of children's progress. The leadership and management is very good. There are effective systems in place for the continual assessment and development of staff. Training is actively encouraged and in service training is provided. The early years co-ordinator ensures the staff team are well supported and a stimulating, well balanced programme of activities is provided. Partnership with parents is very good and parents feel comfortable discussing and sharing information about their children with staff on a regular informal basis. Useful ongoing information is also provided by more formal termly reports. Information about the school is made available to parents in a variety of ways including newsletters, the notice boards and letters. Parents are regularly invited into school to join in with children's learning as well as to attend sports days, plays and celebrations. |
| What is being done well? |
|
| What needs to be improved? |
|
| What has improved since the last inspection? |
|
Very good progress has been made since the last inspection and the choice of books available to children has improved. Children are able to choose from a range of both non fiction and story books, including stories for other cultures. Books of various sizes and types of paper and card are also available. The books are regularly changed and improved through the school library and purchase of new stock. During the inspection children particularly enjoyed the role play area which was set up as a library. |
| SUMMARY OF JUDGEMENTS |
| PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT | |
| Judgement: | Very Good |
| Children work well independently and co operate when working in groups, for example sharing during snack time, in construction activities and when using the computer. They have high levels of self esteem and are encouraged to display their work around the room. They are keen to learn and make choices. Children are confident and build good relationships with adults as well as other children. They take initiative and ask for equipment they require. | |
| COMMUNICATION, LANGUAGE AND LITERACY | |
| Judgement: | Very Good |
| Children enjoy books and listen carefully to stories. They are taught to read and write their names and a variety of interesting activities increase their awareness of the different purposes of writing. Most children are effective communicators. They learn to negotiate and express their feelings and thoughts through such activities as role play and circle time. Children learn new vocabulary and begin to link sounds and letters. | |
| MATHEMATICAL DEVELOPMENT | |
| Judgement: | Very Good |
| Children show an interest in numbers and counting and most are confident in counting up to 20. Children benefit from a broad range of practical activities which promote understanding of shape and number. Good use is made of routines and incidental opportunities to introduce mathematical language and to encourage children to solve problems, for example counting cups at snack time and numbers of children lining up for lunch. | |
| KNOWLEDGE AND UNDERSTANDING OF THE WORLD | |
| Judgement: | Very Good |
| Children enjoy using their senses to explore objects in practical activities such as during water and sand play as well as construction from a wide range of materials. They benefit from frequent opportunities to explore the wide range of natural resources available outside the classroom in the school grounds. Children are confident in using information technology and access a wide choice of computer programmes. | |
| PHYSICAL DEVELOPMENT | |
| Judgement: | Very Good |
| Children demonstrate a good sense of space and move confidently during physical activities. An attractive range of large equipment provides challenging opportunities for climbing, jumping and balancing. Children are skilled at using a variety of construction equipment and frequently use paper, card, recycled materials, scissors and glue for cutting and joining. Children are learning about their bodies and how to stay healthy. | |
| CREATIVE DEVELOPMENT | |
| Judgement: | Very Good |
| Children respond with all their senses to many experiences, such as tasting and smelling food as well as touching a range of contrasting textures. The daily art and craft activities are organised so that children can choose their own materials to create pictures and models which are displayed around the rooms. The children enjoy participating in singing and music sessions and have built a good repertoire of songs and action rhymes. | |
| Children's spiritual, moral, social, and cultural development is fostered appropriately. |
| OUTCOME OF THE INSPECTION |
| The provision is acceptable and is of high quality. Children are making very 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 |
| There are no significant weaknesses to report, but considerations should be given to improving the following: |
The report is © Crown Copyright, 2004 |
