I'm not dead

I just don't have much to blog about. Last week went fine, I am just waiting for the biopsy results. Thank you for all your well wishes, they are very much appreciated.

Last week we managed to book James into a pre-school that I am very happy with. I had started to stress as I had heard that we should already have him on a list somewhere if we wanted him to start in January 2011 because that is when he starts to qualify for 15 hours a week, 38 weeks of the year of free schooling. Well, I knew that I wanted a pre-school that focused on learning through play and not through academics. He has the rest of his life to focus on academics. I was unsure of where to start, so I thought I would read the ofsted reports for our local area, and after reading this pre-school's report I felt that I needed to go and visit them. So, Gareth, James and I went to visit them last week, and although the building and some of the equipment were old, I still loved them. James fitted right in and went off to play for the full hour that we were there. The children were painting, playing with play dough, dressing up, playing house and reading stories with the adults. There were 5 adults to the 26 kids and they all seemed happy. Outside there was some play equipment, but best of all, there was a wooden pirate ship that James just loved. The school uses the same discipline methods that I do and they don't go on outings, so they tick all my boxes. They do have an hour of 'talking' in groups each day and do show and tell. They also use a system where they have 5 super stars every 2 weeks, the parents of the 'superstars' fill in a form and let the school know what the child is interested in at home and then the school uses these interests as topics, i.e. they use it in the groups and on the interest table, etc.

If you are interested to see what their ofsted report looked like, here it is (I have copied and pasted, but taken out the name, for just in case) -

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 report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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).

Description of the setting
The School was registered in 2003. It is owned and run by a partnership of three qualified managers. They work in the setting each day and share the responsibilities for the day-to-day running. The setting operates from a large room within a modern church community centre between Christchurch and Bournemouth. The setting only uses the ground floor of the premises and the areas used are easily accessible. There is an enclosed garden for outdoor play that opens directly from the main indoor area, allowing free flow access for the children during parts of the session.The pre-school serves the local area and is registered on the Early Years Register to care for 26 children, aged two to the end of the early years age group, at any one time. There are currently 42 children on roll. Children attend for a variety of sessions. The setting opens five days a week, during school term times. Sessions are from 09.00 until 13.00. During part of the year, the setting offers additional afternoon sessions for children who will be starting school in the next academic year. In addition to the managers, there are four staff members working directly with the children. Of these, three hold Early Years qualifications.

Overall effectiveness of the early years provision
Children thrive and thoroughly enjoy the social interaction and the many learning opportunities offered by the setting. They benefit greatly from the careful planning that takes account of their individual interests and needs, and the excellent adult support that they receive. The setting will continue to develop and raise the already exceptional standards because the managers and staff are dedicated, and committed to continuous improvement.

What steps need to be taken to improve provision further?
To further improve the high quality early years provision the registered person should consider:
review the routine at tidy-up time to ensure that this is used to the best advantage for the children

The leadership and management of the early years provision
The partnership between the three owner/managers is the key to the efficient and effective running of the setting. Their commitment and communication means that the setting runs smoothly, and their knowledge and skill in promoting children’s development and learning provides an excellent model for the rest of the staff. All the adults demonstrate exceptional focus in their work with the children and are clear about their responsibilities. Most of the staff are qualified and their knowledge and understanding means that they utilise all opportunities to promote children’s progress. The managers monitor and evaluate the provision through a number of effective methods, such as the process of completing Bournemouth Quality Standards. There is continual discussion and informal evaluation throughout the sessions and staff closely monitor the new activity planning system and make minor improvements as issues arise. The issues with regard to the outside area, highlighted at their previous inspection, have been addressed with excellent thought and planning. All the staff members demonstrate enthusiasm and dedication in the extension and development of the outside area to provide a superbly stimulating range of learning and development opportunities.The setting works extremely well in partnership with parents, carers and others to provide high quality care and continuity for the children. Parents confirm that staff frequently inform them of the progress of their child and have wonderful opportunities to feed information into the assessment process. They complete a response sheet following the regular summaries of the child’s progress, and a questionnaire about their interests that is used in the planning of activities. Their contribution is valued, and helps to provide a broad picture of each child. Where children attend other settings, the managers have sent copies of children’s assessments to those settings, and have initiated diaries in some cases for more frequent communication. Excellent safeguarding procedures ensure that children are protected throughout their time at the setting. The members of staff are very vigilant about security measures and conscious that, outside the main hall, they must take account of other users of the premises. Children are never allowed out of the room unaccompanied, for example. The equipment that the children use is in extremely good condition and frequently checked so that children are safe in their activities. Staff ensure that the risk assessments of all areas and activities are particularly detailed, further protecting the children. The managers have put in place policies and procedures for safeguarding that are comprehensive and clear. All staff are clear about these and a high emphasis is placed on safeguarding training.

The quality and standards of the early years provision
Children learn and develop exceptionally well through the wonderful range of skilfully focused activities. The environment is particularly stimulating and exciting. The knowledgeable and confident staff team support the children extremely well and the adults ensure that children gain the most benefit from their sessions. There is an excellent balance of adult- and child-led play. Adults provide resources, guide the children and make suggestions, but they do not restrict or frustrate them in their play. Children have the freedom to use the resources as they choose and staff follow their interests and imagination. Planning of activities is wholly child-centred and based on the interests and needs identified by both the practitioners and the children’s parents or carers. Similarly, the assessments of children’s progress are achieved through a number of different methods of observation and the input of others.Adults respect children’s choices, for example, they do not have to sit in the group and join in with group activities. Most of them choose to do so, but they can choose to take part in other activities if they prefer. All activities have a clear purpose and promote development. However, in the period immediately before snack, children are not so challenged as staff are involved in tidying. Children’s confidence and self worth is promoted very effectively through the choices that they are offered. A wide range of resources is set out for the children in an inviting and interesting way. Children also have the freedom to choose further resources from the many low-level storage units around the room. The choices include open access to the garden area during parts of the session. This gives the children yet more opportunities, such as growing vegetables and building with large items.The staff team give wonderful care and attention to the needs of the children and their families. This is enhanced by the effective key-person system. Children sit with their key person for snack and this provides a safe atmosphere for children to learn to express themselves and develop social skills. They are beginning to listen to each other in the conversations and to share as they pass the bowls of fruit around the table.Children’s safety is promoted in many excellent ways through activities, themes, talks given by visitors and discussion. For example, whilst constructing with large guttering pipes in the garden, a child swings the pipe in the direction of other children. The member of staff reminds the child of the need to be careful, and he re-doubles his effort to control it, carefully watching the others as he safely manoeuvres it.Children increasingly behave in ways that are safe for themselves and others. They are encouraged to follow the setting’s ‘golden rules’. These positive patterns of behaviour engender respect and care. They are simple for the children to remember, such as ‘We are kind’. Adults reinforce these through discussion, highlighting kind acts. For example, when a child spontaneously helps another to pick up a chair, the staff member immediately points this out to the other children and praises the child.Children hugely enjoy their activities and celebrate their achievements. They develop confidence in their own abilities as they work alongside others or concentrate for long periods to finish a puzzle, for example. They are secure in the support of staff and ask for help when they need it. They participate enthusiastically in activities that promote their creativity and imagination, such as vegetable and hand printing with a variety of vegetables and colours. Their work is valued by staff who allow them to experiment, to their evident fascination and satisfaction.Children’s health is a priority. Staff promote this through procedures that are carefully thought out, clearly written and vigilantly followed. Children learn and develop healthy habits in a gentle and effective way. For example, they enjoy fruit at snack time and discuss vegetables during their activities. They practise and perfect skills such as balancing, climbing and building, as well as developing small muscles through manipulating a range of construction equipment and other resources. Other examples include spooning raisins into a bowl and using tongs to help themselves to pieces of apple at the snack table.The ethos of inclusion that is evident in all areas of the setting extends the children’s understanding of diversity and helps them to develop accepting and inclusive attitudes. They also learn a great deal about the society in which they live, and the customs of others. The skills they learn prepare them exceptionally well for later life. They learn to communicate through the conversations with adults and peers. They begin to understand that writing carries meaning and to enjoy stories and books. They demonstrate a fascination with numbers and a growing ability and confidence to solve problems for themselves.

Annex A: record of inspection judgements

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

Overall effectiveness
How effective is the provision in meeting the needs of children in the Early Years Foundation Stage?
Outstanding
How well does the provision promote inclusive practice?
Outstanding
The capacity of the provision to maintain continuous improvement.
Outstanding

Leadership and management
How effectively is provision in the Early Years Foundation Stage led and managed?
Outstanding
How effective is the setting’s self-evaluation, including the steps taken to promote improvement?
Outstanding
How well does the setting work in partnership with parents and others?
Outstanding
How well are children safeguarded?
Outstanding

Quality and standards
How effectively are children in the Early Years Foundation Stage helped to learn and develop?
Outstanding
How effectively is the welfare of children in the Early Years Foundation Stage promoted?
Outstanding
How well are children helped to stay safe?
Outstanding
How well are children helped to be healthy?
Outstanding
How well are children helped to enjoy and achieve?
Outstanding
How well are children helped to make a positive contribution?
Outstanding
How well are children helped develop skills that will contribute to their future economic well-being?
Outstanding