Self evaluation form

 

Padstow Pre-school Self Evaluation Form

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Date Modified: 6th September 2018

Padstow Pre-school SEF

 

In this section describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language.

The pre-school is a purpose-built building in the grounds of the local primary school and has been operating for approximately forty years. It is managed by a voluntary management committee, made up of parents, grandparents and members of the local community. The group is a registered charity. The pre-school building consists of a main play room and a quiet activity room. It is all on one level and all the children have access to a secure enclosed garden/outside play area. All the areas can be accessed by the children who may have physical disabilities.
At present we are open Monday, Tuesday, Wednesday and Friday - 8.30 - 3.30pm and Thursday 8.30 - 12.00pm. Most children who attend are from Padstow or the surrounding villages. We are inclusive in our practice and welcome all children with special educational needs and disabilities. We also have a small number of children who have English as an additional language.
All 7 members of staff are paediatric first aid trained and have up to date training in child protection (or are booked on training to update knowledge and to meet current legislation). All staff are qualified or undergoing relevant training at various levels: One qualified to level 6, 1 at level 4, 2 at level 5 and 3 at level 3. All staff have been employed at the pre-school for more than 2 years, we do not have issues with recruiting or retaining staff. The pre-school receives support from the LA advisory team, we liase with our local toddler group, the Pre-school Learning Alliance and various agencies who work with children who have SEND requirements.

 

Views of those who use your setting and those who work with you

This section should record:

  • the views of the children who attend your setting and those of their parents or carers
  • the views of any professionals who work with you, especially the local authority, your local children's centre or any health professionals
  • details of any quality assurance scheme you participate in.

Include examples of the ways in which you seek views and any action you have taken to improve as a result of those views.

We use parent/guardian questionnaires to find out their views on the setting, the service we provide and how we can support the families receiving Pupil Premium. Parent information calendars are given out at the start of term, with possible dates highlighted so parents can organise their schedules to ensure they can be involved in the pre-school. This is followed up with newsletters and a parent information board. We also provide printed leaflets for parents to help support them with their child's transition from pre-school to reception.
Parents wanting to know and see what their children are doing on a daily basis - parents are now able to access their child's learning journal online via the Tapestry app whenever they wish, we also have a photo gallery of activities the children have taken part in whilst at the pre-school. We have an open-door policy where parents are welcome to come in at any time to discuss their child's progress and any worries or concerns they may have regarding the pre-school and the care we offer. These meetings are recorded and any concerns acted upon within an appropriate time frame. We welcome the parent’s views and opinions on any ways we could improve the children's experiences at the pre-school. The pre-school operates a key person system ensuring continuity for both parents and children attending.
When a child starts we complete an online all about me sheet via Tapestry, detailing a child's likes/ dislikes, favourite things etc. This can also be accessed and contributed to by parents. We also provide an interest sheet to record an activity that a child may like to do and we record their comments on their observation sheets and in their learning journals, helping to ensure we are meeting their interests when it comes to planning activities.
Due to comments made in our recent survey regarding what the children were doing during their sessions, we have erected an additional parent board in the foyer, displaying photograph's of the activities the children have taken part in and we have put up additional planning sheets so the parents can see what the children may have taken part in during their session, this also gives the parents opportunities to join in with forthcoming activities if they wish to do so. Our website is now up and running and we are continuing with our Facebook site where parents and carers can access information about the pre-school and activities which has proven very successful. We are continuing with the HEY project to support and improve children's overall health, emotional and physical development in the Early Years. Home visits are offered to support vulnerable families and children who may be identified as having SEND. We currently hold a level 4 with Cornwall Council's Nippers' Nutrition Programme and will be continuing with the new updated programme this coming year. This is to help children develop patterns of healthy eating and positive attitudes to good nutrition from an early age.

 

Effectiveness of leadership and management

This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:

  • meeting the requirements of the Early Years Foundation Stage and other government requirements
  • self-evaluation and improvement planning
  • performance management and professional development
  • safeguarding
  • the curriculum
  • your vision for the setting
  • partnership working.

Regular meetings and communication with parents, committee members and staff help us to review quality of provision, staff development and sustainability of the pre-school for the future.
Our future plans for improvement of provision are based upon the four themes of the EYFS making sure future targets are achievable and realistic, these are documented and progress discussed at staff meetings. Children's tracking, monitoring and assessments are reviewed on a regular basis through staff meetings and observations which in turn will help us provide and implement any improvements or changes which may be required at the pre-school.
The management team monitor and assess the setting as a whole to make sure proposed improvements to the quality of provision in all areas are implemented and recorded. All resources are assessed for suitability and reviewed regularly to ensure they meet the needs of the children.
All children are assigned a keyworker at their starting point to ensure their progress through the pre-school.
Through staff rota's and regular planning staff are deployed effectively in the setting. All staff have access to ongoing training and development which reflects their needs and interests through regular supervision and PDP's.
The environment is arranged so the children can be autonomous in the setting. The setting as a whole is assessed for suitability of access and use for all children.
As a setting we review our admissions policy regularly and ask parents for views on their childcare needs. We try to implement this in a way that is both achievable and sustainable for the future of the pre-school.
Policies and procedures are clearly worded to ensure they can be understood by all. They are readily available on our website or in paper form to all users of the setting.
We work closely with parents to ensure that their child's needs are met by having regular meetings and updating them verbally after each session if necessary.
We provide activities that we do not regard as gender specific, boys and girls are encouraged to play with all resources and activities provided.
We meet the needs of those children with additional needs and disabilities by liaising with outside agencies for support and advice. We will access specialist equipment if needed.
We have worked with a number of outside agencies most recently SALT, hearing support services and the area Senco. Working closely with these agencies ensures we are inclusive and welcoming to all children and their families.
Policies and procedures are updated at staff meetings to ensure staff are familiar with any new legislation and operating procedures.
All staff and committee members have been DBS checked and all staff have had training in safeguarding children's welfare.
Children are taught rules and boundaries helping them to stay safe in the setting.
Records are kept on children in connection with health, development and any additional support they may need. Parents are made aware of our policies and procedures on illness and the safety of vulnerable children and adults ensuring illness and infections are kept to a minimum.
Regular checks of indoor/outdoor equipment etc. and written records ensure the safety and suitability of the equipment available. We carry out risk assessments when we introduce new activities or materials and carry out daily checks.
Parents are required to phone when their child is absent to inform us why and we will also contact them if their child has been absent for 4 consecutive sessions. Parents are also asked to inform us of any change in the routine of picking up their child or personal circumstances which could affect their child's wellbeing.
We regularly visit the LSCB website for any changes to relevant contact numbers for OFSTED, the local police and social services.
We have developed a system to review policies annually or as necessary to update any new procedures or legislation. Policies are accessible for parents at all times.
Parents are provided with a welcome pack with the necessary forms they need for registration, a prospectus (either accessed online or provided with a hard copy), keyperson information and relevant information about the pre-school any the EYFS requirements.
If a child receives shared care we will endeavour to link with them to share information on the child's learning and development.
To enhance parent partnership we provide various information points for parents including a staff board of photographs and relevant qualifications.
We make sure parents are kept informed through newsletters, Face book and email about any events, changes to procedures or any important information they may need to know about.
Parents receive updates of children's progress and have a chance to look at their child's learning journey anytime using the Tapestry app which parents can contribute to. We regularly monitor parent interaction with the app to make sure they are receiving regular updates of their child's progress. Parents have access to their child's IEP's if they have them and are invited to inter-agency meetings if necessary.
We have an open-door policy where parents can approach us at any time or make an appointment to discuss their child's development.
We have a mentoring system in place where we will support less experienced staff or students who come to us on work placements.
Our setting has a policy for inclusion for all, with a named person for ensuring equal opportunities for all families. We will endeavour to support parents and carers in whatever way possible i.e. those parents with learning difficulties, parents who have English as a second language or might be experiencing emotional trauma. The staff team have undertaken training in Prevent Duty and British Values. We have updated our Equal Opportunities Policy to reflect current changes to legislation. We have also completed an audit to assess our effectiveness at promoting Equal Opportunities (British Values and The Prevent Duty) with notes on any action needed and a timetable to carry out any actions identified. As good practice, this will be reviewed with all staff every three years.
We aim to get parents involved in their child's learning and development through giving them the opportunity to join the management team and to help fund raise. We seek their opinions through questionnaires to evaluate the delivery of the EYFS and the environment/resources provided by the pre-school.
We also seek advice and support from our early years district support team, children's centre management and regularly make sure our information held by The Family Information Service is up to date.
To ensure we are promoting British values and equal opportunities we carry out an annual audit to demonstrate good practice and highlight actions needed and timetable.

 

Your priorities for improvement.

Introduce targeted groups in some specific areas of learning and monitor overall effectiveness of this strategy.

 

My practice is: Good

 

Quality of teaching, learning and assessment

This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing characteristics of effective learning.

When the children come in we observe and assess their capabilities using the Statutory Framework for the EYFS (to include the two-year-old check) to help us evaluate the children's starting point in the setting, to assist us in supporting their future learning and development. These are recorded on monitoring sheets which helps us to build a picture of the child's developmental stages and help to highlight any concerns that may occur. These records are shared with the parents who have the opportunity to comment and give feedback on their child’s learning and development. We may call in outside agencies for additional help and support which may include written IEP's and engage in additional support for those children who need it.
All children have a designated key person, we take into account children's individual needs etc, we plan a balanced curriculum of activities for indoor and outdoor learning which may be child initiated or adult led. Children show us that they are enjoying and achieving by joining in with activities provided and having the confidence to approach adults for support and guidance. The children are actively encouraged to talk to us about their interests to enable us to research and plan for their individual needs, they are encouraged to discuss how we can incorporate their ideas/interests into their play and learning which is documented.

All staff, management and long-term students/apprentices are DBS checked and information is stored on a central record within the setting. All staff members are trained in child protection procedures and are able to respond appropriately, knowing that if they have any concerns they approach the designated member of staff for child protection. The two designated child protection coordinators have up to date Inter Agency Child Protection Training and all other staff update their basic training as necessary. The staff are all aware of the need to keep written records. All parents are notified of the settings policies and procedures which they can access at any time. Parents are required to inform staff of medical conditions/allergies, any dietary requirements on their registration forms. This also includes emergency contact details and permission for medical assistance. We obtain all necessary information regarding the child before they start at the setting. All staff are aware of maintaining confidentiality and are able to ensure that children are safe and secure within the setting and when leaving the setting. Staff are aware of the procedures for if a child goes missing or if the child fails to be picked up. Premises are fenced all the way around and entrances/exits are alarmed or coded. Parents are made aware that they must notify us if they are not picking their child up, we require a description and name and also relationship to the child. All visitors and parents are required to sign in. Staff are also required to sign in and out. For trips and outings an appropriate risk assessment will be undertaken and the venue visited beforehand. All ratio's adhered to and situations taken into account. All necessary resources and contact details taken. Policies in place for children with SEND. We work closely with outside agencies for support and advice. We have a designated SEN co-ordinator.
All children are encouraged to follow the rules and learn the boundaries that have been put in place to help keep them safe i.e picking up toys off the floor, reporting broken toys, spillages, keeping fire exits clear etc. We also teach children how to stay safe with our recorded fire drills, and visits from or to our local Fire station. Our key person system helps the children feel safe and secure in the knowledge that they can approach an adult if they need support, due to our low turnover of staff this also helps to make the children feel safe and secure.
All parents are directed to our website where they can find our health and hygiene policy, we keep written records if necessary of long term medication requirements and obtain written permission from parents to administer said medication. Staff will seek technical and medical knowledge about a child's condition if necessary. Parents are made aware of our policy on illness/injury before the child starts at the setting. All the staff are paediatric first aid trained and know where the first aid box is located and how to fill in accident books. We endeavour to provide children with healthy snacks, giving parents information on healthy eating, we have our kitchen and procedures inspected by the Environmental Health Dept. This is reinforced through the Nippers' Nutrition and Healthy Early Years programmes that we take part in. All staff and visitors are made aware of our no smoking policy. Children are taught routines to try and keep them healthy i.e. hand washing, toileting routines, supported by signage, where to find tissues etc.
We encourage children's physical development through creativity such as music and dance and our outdoor environment, they have access to our outside environment all year round, we provide boots and waterproofs if needed.
We try to educate children to make healthy choices with regard to their food and drink, we provide healthy snacks including fruit and milk every day and encourage them to try new foods through food tasting and cooking activities.

 

Your priorities for improvement.

Ensure that the key person takes time to discuss their children's ideas and interests so they can be incorporated into the planning.

 

My practice is: Good

 

Personal development, behaviour and welfare

This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about ensuring that children are prepared for learning, they attend regularly, and become self-aware, confident learners.

All staff have basic training in child protection and are familiar with our policies and procedures and all staff in contact with the children have been DBS checked. All staff know how to record accidents and incidents. All staff hold current paediatric first aid qualifications. Children are taught and encouraged to follow our good hygiene practices. We have reviewed our snack menu in line with the HEY project and ensure children have access to fresh drinking water at all times. Our policy on health and hygiene can be found on our website for parents and we provide leaflets on healthy lunchboxes to ensure they are aware of our practices and procedures regarding this.
We try to teach children about their personal safety and encourage them to actively think about and take some responsibility for their own safety, ensuring they follow the rules and are aware of the boundaries through discussion and negotiation. We provide activities that help the children to learn about health and safety, i.e., trips involving our local community, resources to reflect these issues and also talking about feelings etc. Children are given the chance to make their own choices throughout their time at the setting through selecting activities and participating in their chosen activity, knowing and understanding they may have to wait before this can go ahead and that actions have consequences. We use visual prompts and timetables to support children who may have difficulties adapting to routine and change.
We have daily health and safety checks with issues being recorded and dealt with by management and risk assessment sheets. Fire drills are undertaken termly and recorded. Insurance certificate is displayed on notice board. All furniture and equipment is suitable for the age/stage of the children attending. Children are encouraged to report any breakages etc to the staff. All resources are easily accessible indoors to the children. Our outdoor play areas are fenced to ensure children are safe, they are given the chance to climb trees and dig whilst outside under adult supervision. We provide unlimited access to the outside areas, ensuring children are appropriately dressed for the weather conditions i.e., sun cream, hats, waterproofs and boots - making sure children understand why we do and wear these things according to the conditions. We have a room where children can carry out quiet activities. Children have a designated snack area and are familiar with snack routines. We have laundry facilities and spare clothes if needed. All children at the pre-school are required to have a registration form with up to date details including emergency contacts and details of who has parental responsibility. A daily attendance register is kept on the children and the adults and time of attendance. Details of a child's key worker is displayed on the parent notice board. Certificate of registration is also on display. We provide yoga and Tumble Tot sessions to promote fitness. Also we cover activities to promote emotional wellbeing. We. have visits from health professionals such as the. Health Visitor, local dental hygienist and the Nippers' Nutrition Coordinator.
The pre-school is kept clean and well maintained with visits from the Environmental Health Department. Children are encouraged to be independent and take part in keeping their pre-school clean i.e., helping to wash tables ready for snack, fetch their own plates, cups, cutlery and wash up, sweeping up sand and placing their rubbish in the bins etc.
Children are encouraged to work together as a team by respecting each other’s decisions and views. We verbally encourage children to take into account the needs of others during their play and through other activities and discussions such as story time. The children are taught through daily routines about behavioural expectations i.e., to wait their turn or expected behaviour when out on visits and trips. Children can access most of the resources; however, they are taught to ask for resources they may not be able to access with the understanding that they may have to wait. All parents are emailed or given a copy of the Behaviour Policy before their child starts at the setting. All staff are aware of and adhere to our Behaviour Policy, to ensure it is consistent and fair. All staff are qualified to level three and above and undertake regular training which is recorded. Supervision and wellbeing meetings are undertaken regularly and PDP's are discussed and updated to improve and enhance staff's professional qualifications and practice.
To support transition both into pre-school and to reception class we have open day's where parents and children can look around the pre-school and meet the staff and we plan and implement joint activities with the school reception class and teacher throughout the year. We provide written documentation which is passed on to the reception class teacher at the school of choice. Due to the success of the children having the opportunity to go over to the main school for hot lunch we will be continuing this as a valuable part of their transition and sense of belonging in the community.

 

Your priorities for improvement.

Support children to take risks and explore by using real tools.

 

My practice is: Good

 

Outcomes for children

This section is about the progress of different groups of children from their starting points.

From the first meeting of the child we identify through assessment and observation the child's developmental needs. This will be continued right through their time at the pre-school through various working documents such as Starting Point, two-year checks if necessary, monitoring sheets and individual planning for each child. Each term the summative assessment information will be evaluated to identify children progress, where they need to be challenged to extend and broaden their learning or areas where they need additional support; also, areas of learning where we need to improve provision and opportunities for learning. Through identifying children's interests and planning for their individual needs we are able to motivate and engage them in activities. Where children are identified as having additional needs we will work with the relevant agencies to enable children to make progress to the best of their ability. Through the implementation of the Early Years Pupil Premium we are also supporting vulnerable and socially disadvantaged children to progress through the curriculum and ensuring equal opportunities for all.
We take into account children with EAL by accessing resources and guidance as and when needed through the Equality and Diversity Service.

 

Your priorities for improvement.

Ensure observations are beneficial, valuable and effective so children are given the opportunity to progress and meet their milestones.

 

My practice is: Good

 

Overall Effectiveness

This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself.

Any further comments you wish to include

Through our audit and annual action plan we have identified areas for improvement introducing activities to promote emotional well-being and support children to take risks ensuring all children's interests and needs are met and taken into account and ensuring observations are effective and beneficial .Also to monitor the effectiveness of targeted activities in some specific areas of learning.

 

The overall quality and standards of my early years provision (is): Good


 

 

 

Date Modified: 07 August 2017

Your setting

In this section describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language.

The pre-school is a purpose-built building in the grounds of the local primary school and has been operating for approximately forty years. It is managed by a voluntary management committee, made up of parents, grandparents and members of the local community. The group is a registered charity. The pre-school building consists of a main play room and a quiet activity room. It is all on one level and all the children have access to a secure enclosed garden/outside play area. All the areas can be accessed by the children who may have physical disabilities.
At present we are open Monday, Tuesday, Wednesday and Friday - 8.30 - 3.30pm and Thursday 8.30 - 12.00pm. Most children who attend are from Padstow or the surrounding villages. We are inclusive in our practice and welcome all children with special educational needs and disabilities. We also have a small number of children who have English as an additional language.
All 7 members of staff are paediatric first aid trained and have up to date training in child protection (or are booked on training to update knowledge and to meet current legislation). All staff are qualified or undergoing relevant training at various levels: One qualified to level 6, 1 at level 4, 2 at level 5 and 3 at level 3. All staff have been employed at the pre-school for more than 2 years, we do not have issues with recruiting or retaining staff. The pre-school receives support from the LA advisory team, we liase with our local toddler group, the Pre-school Learning Alliance and various agencies who work with children who have SEND requirements.

 

Views of those who use your setting and those who work with you

This section should record:

  • the views of the children who attend your setting and those of their parents or carers
  • the views of any professionals who work with you, especially the local authority, your local children's centre or any health professionals
  • details of any quality assurance scheme you participate in.

Include examples of the ways in which you seek views and any action you have taken to improve as a result of those views.

We use parent/guardian questionnaires to find out their views on the setting and the service we provide. Parent information calendars are given out at the start of term, with possible dates highlighted so parents can organise their schedules to ensure they can be involved in the pre-school. This is followed up with newsletters and a parent information board. We also provide printed leaflets for parents to help support them with their child's transition from pre-school to reception.
Parents wanting to know and see what their children are doing on a daily basis - parents are now able to access their child's learning journal online via the Tapestry app whenever they wish, we also have a photo gallery of activities the children have taken part in whilst at the pre-school. We have an open-door policy where parents are welcome to come in at any time to discuss their child's progress and any worries or concerns they may have regarding the pre-school and the care we offer. These meetings are recorded and any concerns acted upon within an appropriate time frame. We welcome the parent’s views and opinions on any ways we could improve the children's experiences at the pre-school. The pre-school operates a key person system ensuring continuity for both parents and children attending.
When a child starts they have an all about me sheet, detailing a child's likes/ dislikes, favourite things etc. We also provide an interest sheet to record an activity that a child may like to do and we record their comments on their observation sheets and in their learning journals, helping to ensure we are meeting their interests when it comes to planning activities.
Due to comments made in our recent survey regarding what the children were doing during their sessions, we have erected an additional parent board in the foyer, displaying photograph's of the activities the children have taken part in and we have put up additional planning sheets so the parents can see what the children may have taken part in during their session, this also gives the parents opportunities to join in with forthcoming activities if they wish to do so. Our website is now up and running and we are continuing with our Facebook site where parents and carers can access information about the pre-school and activities which has proven very successful. We are continuing with the HEY project to support and improve children's overall health, emotional and physical development in the Early Years. Home visits are offered to support vulnerable families and children who may be identified as having SEND. We currently hold a level 4 with Cornwall Council's Nippers' Nutrition Programme and will be continuing with the new updated programme this coming year. This is to help children develop patterns of healthy eating and positive attitudes to good nutrition from an early age.

 

Effectiveness of leadership and management

This section is about the effectiveness of your leadership and management; or if you are a childminder how well you organise your service. It covers:

  • meeting the requirements of the Early Years Foundation Stage and other government requirements
  • self-evaluation and improvement planning
  • performance management and professional development
  • safeguarding
  • the curriculum
  • your vision for the setting
  • partnership working.

Regular meetings and communication with parents, committee members and staff help us to review quality of provision, staff development and sustainability of the pre-school for the future.
Our future plans for improvement of provision are based upon the four themes of the EYFS making sure future targets are achievable and realistic, these are documented and progress discussed at staff meetings. Children's tracking, monitoring and assessments are reviewed on a regular basis through staff meetings and observations which in turn will help us provide and implement any improvements or changes which may be required at the pre-school.
The management team monitor and assess the setting as a whole to make sure proposed improvements to the quality of provision in all areas are implemented and recorded. All resources are assessed for suitability and reviewed regularly to ensure they meet the needs of the children.
All children are assigned a keyworker at their starting point to ensure their progress through the pre-school.
Through staff rota's and regular planning staff are deployed effectively in the setting. All staff have access to ongoing training and development which reflects their needs and interests through termly supervision and PDP's.
The environment is arranged so the children can be autonomous in the setting. The setting as a whole is assessed for suitability of access and use for all children.
As a setting we review our admissions policy regularly and ask parents for views on their childcare needs. We try to implement this in a way that is both achievable and sustainable for the future of the pre-school.
Policies and procedures are clearly worded to ensure they can be understood by all. They are readily available on our website or in paper form to all users of the setting.
We work closely with parents to ensure that their child's needs are met by having regular meetings and updating them verbally after each session if necessary.
We provide activities that we do not regard as gender specific, boys and girls are encouraged to play with all resources and activities provided.
We meet the needs of those children with additional needs and disabilities by liaising with outside agencies for support and advice. We will access specialist equipment if needed.
We have worked with a number of outside agencies most recently SALT, hearing support services and the area Senco. Working closely with these agencies ensures we are inclusive and welcoming to all children and their families.
Policies and procedures are updated at staff meetings to ensure staff are familiar with any new legislation and operating procedures.
All staff and committee members have been DBS checked and all staff have had training in safeguarding children's welfare.
Children are taught rules and boundaries helping them to stay safe in the setting.
Records are kept on children in connection with health, development and any additional support they may need. Parents are made aware of our policies and procedures on illness and the safety of vulnerable children and adults ensuring illness and infections are kept to a minimum.
Regular checks of indoor/outdoor equipment etc. and written records ensure the safety and suitability of the equipment available. We carry out risk assessments when we introduce new activities or materials and carry out daily checks.
Parents are required to phone when their child is absent to inform us why and we will also contact them if their child has been absent for 4 consecutive sessions. Parents are also asked to inform us of any change in the routine of picking up their child or personal circumstances which could affect their child's wellbeing.
We regularly visit the LSCB website for any changes to relevant contact numbers for OFSTED, the local police and social services.
We have developed a system to review policies annually or as necessary to update any new procedures or legislation. Policies are accessible for parents at all times.
Parents are provided with a welcome pack with the necessary forms they need for registration, a prospectus (either accessed online or provided with a hard copy), keyperson information and relevant information about the pre-school any the EYFS requirements.
If a child receives shared care we will endeavour to link with them to share information on the child's learning and development.
To enhance parent partnership we provide various information points for parents including a staff board of photographs and relevant qualifications.
We make sure parents are kept informed through newsletters, Face book and email about any events, changes to procedures or any important information they may need to know about.
Parents receive updates of children's progress and have a chance to look at their child's learning journey anytime using the Tapestry app which parents can contribute to. We regularly monitor parent interaction with the app to make sure they are receiving regular updates of their child's progress. Parents have access to their child's IEP's if they have them and are invited to inter-agency meetings if necessary.
We have an open-door policy where parents can approach us at any time or make an appointment to discuss their child's development.
We have a mentoring system in place where we will support less experienced staff or students who come to us on work placements.
Our setting has a policy for inclusion for all, with a named person for ensuring equal opportunities for all families. We will endeavour to support parents and carers in whatever way possible i.e. those parents with learning difficulties, parents who have English as a second language or might be experiencing emotional trauma. The staff team have undertaken training in Prevent Duty and British Values. We have updated our Equal Opportunities Policy to reflect current changes to legislation. We have also completed an audit to assess our effectiveness at promoting Equal Opportunities (British Values and The Prevent Duty) with notes on any action needed and a timetable to carry out any actions identified. As good practice, this will be reviewed with all staff every three years.
We aim to get parents involved in their child's learning and development through giving them the opportunity to join the management team and to help fund raise. We seek their opinions through questionnaires to evaluate the delivery of the EYFS and the environment/resources provided by the pre-school.
We also seek advice and support from our early years district support team, children's centre management and regularly make sure our information held by The Family Information Service is up to date.
To ensure we are promoting British values and equal opportunities we carry out an annual audit to demonstrate good practice and highlight actions needed and timetable.

 

Your priorities for improvement.

Use termly summative assessments to assess progress and plan for next steps.

 

My practice is: Good

 

Quality of teaching, learning and assessment

This section is about the effectiveness of your assessment and teaching mechanisms to ensure that children are showing characteristics of effective learning.

When the children come in we observe and assess their capabilities using the Statutory Framework for the EYFS (to include the two-year-old check) to help us evaluate the children's starting point in the setting, to assist us in supporting their future learning and development. These are recorded on monitoring sheets which helps us to build a picture of the child's developmental stages and help to highlight any concerns that may occur. These records are shared with the parents who have the opportunity to comment and give feedback on their child’s learning and development. We may call in outside agencies for additional help and support which may include written IEP's and engage in additional support for those children who need it.
All children have a designated key person, we take into account children's individual needs etc, we plan a balanced curriculum of activities for indoor and outdoor learning which may be child initiated or adult led. Children show us that they are enjoying and achieving by joining in with activities provided and having the confidence to approach adults for support and guidance. The children are actively encouraged to talk to us about their interests to enable us to research and plan for their individual needs, they are encouraged to discuss how we can incorporate their ideas/interests into their play and learning which is documented.

All staff, management and long-term students/apprentices are DBS checked and information is stored on a central record within the setting. All staff members are trained in child protection procedures and are able to respond appropriately, knowing that if they have any concerns they approach the designated member of staff for child protection. The two designated child protection coordinators have up to date Inter Agency Child Protection Training and all other staff update their basic training as necessary. The staff are all aware of the need to keep written records. All parents are notified of the settings policies and procedures which they can access at any time. Parents are required to inform staff of medical conditions/allergies, any dietary requirements on their registration forms. This also includes emergency contact details and permission for medical assistance. We obtain all necessary information regarding the child before they start at the setting. All staff are aware of maintaining confidentiality and are able to ensure that children are safe and secure within the setting and when leaving the setting. Staff are aware of the procedures for if a child goes missing or if the child fails to be picked up. Premises are fenced all the way around and entrances/exits are alarmed or coded. Parents are made aware that they must notify us if they are not picking their child up, we require a description and name and also relationship to the child. All visitors and parents are required to sign in. Staff are also required to sign in and out. For trips and outings an appropriate risk assessment will be undertaken and the venue visited beforehand. All ratio's adhered to and situations taken into account. All necessary resources and contact details taken. Policies in place for children with SEND. We work closely with outside agencies for support and advice. We have a designated SEN co-ordinator.
All children are encouraged to follow the rules and learn the boundaries that have been put in place to help keep them safe i.e picking up toys off the floor, reporting broken toys, spillages, keeping fire exits clear etc. We also teach children how to stay safe with our recorded fire drills, and visits from or to our local Fire station. Our key person system helps the children feel safe and secure in the knowledge that they can approach an adult if they need support, due to our low turnover of staff this also helps to make the children feel safe and secure.
All parents are directed to our website where they can find our health and hygiene policy, we keep written records if necessary of long term medication requirements and obtain written permission from parents to administer said medication. Staff will seek technical and medical knowledge about a child's condition if necessary. Parents are made aware of our policy on illness/injury before the child starts at the setting. All the staff are paediatric first aid trained and know where the first aid box is located and how to fill in accident books. We endeavour to provide children with healthy snacks, giving parents information on healthy eating, we have our kitchen and procedures inspected by the Environmental Health Dept. This is reinforced through the Nippers' Nutrition and Healthy Early Years programmes that we take part in. All staff and visitors are made aware of our no smoking policy. Children are taught routines to try and keep them healthy i.e. hand washing, toileting routines, supported by signage, where to find tissues etc.
We encourage children's physical development through creativity such as music and dance and our outdoor environment, they have access to our outside environment all year round, we provide boots and waterproofs if needed.
We try to educate children to make healthy choices with regard to their food and drink, we provide healthy snacks including fruit and milk every day and encourage them to try new foods through food tasting and cooking activities.

 

Your priorities for improvement.

Ensure that the key person takes time to discuss their children's ideas and interests so they can be incorporated into the planning.

 

My practice is: Good

 

Personal development, behaviour and welfare

This section is about helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. It is also about ensuring that children are prepared for learning, they attend regularly, and become self-aware, confident learners.

All staff have basic training in child protection and are familiar with our policies and procedures and all staff in contact with the children have been DBS checked. All staff know how to record accidents and incidents. All staff hold current paediatric first aid qualifications. Children are taught and encouraged to follow our good hygiene practices. We have reviewed our snack menu in line with the HEY project and ensure children have access to fresh drinking water at all times. Our policy on health and hygiene can be found on our website for parents and we provide leaflets on healthy lunchboxes to ensure they are aware of our practices and procedures regarding this.
We try to teach children about their personal safety and encourage them to actively think about and take some responsibility for their own safety, ensuring they follow the rules and are aware of the boundaries through discussion and negotiation. We provide activities that help the children to learn about health and safety, i.e., trips involving our local community, resources to reflect these issues and also talking about feelings etc. Children are given the chance to make their own choices throughout their time at the setting through selecting activities and participating in their chosen activity, knowing and understanding they may have to wait before this can go ahead and that actions have consequences. We use visual prompts and timetables to support children who may have difficulties adapting to routine and change.
We have daily health and safety checks with issues being recorded and dealt with by management and risk assessment sheets. Fire drills are undertaken termly and recorded. Insurance certificate is displayed on notice board. All furniture and equipment is suitable for the age/stage of the children attending. Children are encouraged to report any breakages etc to the staff. All resources are easily accessible indoors to the children. Our outdoor play areas are fenced to ensure children are safe, they are given the chance to climb trees and dig whilst outside under adult supervision. We provide unlimited access to the outside areas, ensuring children are appropriately dressed for the weather conditions i.e., sun cream, hats, waterproofs and boots - making sure children understand why we do and wear these things according to the conditions. We have a room where children can carry out quiet activities. Children have a designated snack area and are familiar with snack routines. We have laundry facilities and spare clothes if needed. All children at the pre-school are required to have a registration form with up to date details including emergency contacts and details of who has parental responsibility. A daily attendance register is kept on the children and the adults and time of attendance. Details of a child's key worker is displayed on the parent notice board. Certificate of registration is also on display. We have regular Tumble Tot sessions to promote fitness and hold an annual sports day. We also have regular visits from health professionals such as the local dental hygienist and the Nippers' Nutrition Coordinator.
The pre-school is kept clean and well maintained with visits from the Environmental Health Department. Children are encouraged to be independent and take part in keeping their pre-school clean i.e., helping to wash tables ready for snack, fetch their own plates, cups, cutlery and wash up, sweeping up sand and placing their rubbish in the bins etc.
Children are encouraged to work together as a team by respecting each other’s decisions and views. We verbally encourage children to take into account the needs of others during their play and through other activities and discussions such as story time. The children are taught through daily routines about behavioural expectations i.e., to wait their turn or expected behaviour when out on visits and trips. Children can access most of the resources; however, they are taught to ask for resources they may not be able to access with the understanding that they may have to wait. All parents are emailed or given a copy of the Behaviour Policy before their child starts at the setting. All staff are aware of and adhere to our Behaviour Policy, to ensure it is consistent and fair. All staff are qualified to level three and above and undertake regular training which is recorded. Supervision and wellbeing meetings are undertaken termly and PDP's are discussed and updated to improve and enhance staff's professional qualifications and practice.
To support transition both into pre-school and to reception class we have open day's where parents and children can look around the pre-school and meet the staff and we plan and implement joint activities with the school reception class and teacher throughout the year. We provide written documentation which is passed on to the reception class teacher at the school of choice. Due to the success of the children having the opportunity to go over to the main school for hot lunch we will be continuing this as a valuable part of their transition and sense of belonging in the community.

 

Your priorities for improvement.

Encouraging children to be more independent by reviewing our snack system and routine.

 

My practice is: Good

 

Outcomes for children

This section is about the progress of different groups of children from their starting points.

From the first meeting of the child we identify through assessment and observation the child's developmental needs. This will be continued right through their time at the pre-school through various working documents such as Starting Point, two-year checks if necessary, monitoring sheets and individual planning for each child. Each term the summative assessment information will be evaluated to identify children progress, where they need to be challenged to extend and broaden their learning or areas where they need additional support; also, areas of learning where we need to improve provision and opportunities for learning. Through identifying children's interests and planning for their individual needs we are able to motivate and engage them in activities. Where children are identified as having additional needs we will work with the relevant agencies to enable children to make progress to the best of their ability. Through the implementation of the Early Years Pupil Premium we are also supporting vulnerable and socially disadvantaged children to progress through the curriculum and ensuring equal opportunities for all.
We take into account children with EAL by accessing resources and guidance as and when needed through the Equality and Diversity Service.

 

Your priorities for improvement.

Revising our planning to ensure all children are given the opportunity to progress and meet their milestones using the summative assessment analysis effectively.

 

My practice is: Good

 

Overall Effectiveness

This section brings together the evaluation of all aspects of your practice, including teaching and safeguarding, your identified priorities for improvement and the grades you have awarded yourself.

Any further comments you wish to include

Through our audit and annual action plan we have identified areas for improvement including revising our snack system and routine, ensuring all children's interests and needs are met and taken into account and revising our planning using summative assessment analysis to improve children's learning opportunities and outcomes.

 

The overall quality and standards of my early years provision (is): Good

 

 

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