Early years self-evaluation form

Early years self-evaluation form For provision on the Early Years Register Age group: Birth to 31 August following a child s fifth birthday Published: October 2013 Reference no: 120332 Please leave blank for Ofsted use EY Self-evaluation form

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at www.ofsted.gov.uk/resources/120332. Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 120332 Crown copyright 2013

Contents Introduction 5 Completing this form 6 Part A. Setting details and views of those who use the setting 6 Section 1. Your setting 6 Section 2. Views of those who use your setting and who work with you 8 Part B: The quality and standards of the early years provision 10 Section 3. How well the early years provision meets the needs of the range of children who attend 10 Section 4. The contribution of the early years provision to children s well-being 13 Section 5. The leadership and management of the early years provision 15 Section 6. The overall quality and standards of the early years provision 18

Setting name Setting unique reference number Setting address Ermington Pre-School EY368891 The Lodge School Road Ermington Ivybridge Postcode PL21 9NH Completed by (name and role) Sarah Thurley Manager Date updated 1 st May 2015 Page 4 of 18 EYL409

Introduction This optional self-evaluation form is for providers on the Early Years Register. You may prefer to record your self-evaluation on a different form, for example: a children s centre self-evaluation form which covers the registered part of your provision a local authority form a quality assurance scheme system. If you submit this form online or send it to Ofsted as part of your planning cycle, the inspector will use it when planning your inspection. If you choose not to send it to Ofsted, or you complete a different form of self-evaluation, please make this available to the inspector at the start of your inspection. Whatever way you choose to record an evaluation of your provision, the inspector will expect this to include: the views of children, parents and any staff or assistants you employ the views of other professionals who may work with you, such as local authority advisers/development workers; health professionals; children s centre staff and any other early years provision your strengths, any areas for improvement and the actions you propose to tackle them. You may find it helpful to use the following to evaluate your provision: Early years self-evaluation form guidance 1 Evaluation schedule for inspections of registered early years provision 2 The Statutory Framework for the Early Years Foundations Stage 3 Early Years Outcomes. 4 1 Early years self-evaluation form guidance (120342), Ofsted, 2013; www.ofsted.gov.uk/resources/120342. 2 Evaluation schedule for inspections of registered early years provision (120086), Ofsted, 2013; www.ofsted.gov.uk/resources/120086. 3 The Statutory Framework for the Early Years Foundations Stage, Department for Education, 2012; www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-yearsfoundation-stage-eyfs. 4 Early years outcomes, DfE, 2013: a non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years https://www.gov.uk/government/publications/early-years-outcomes. Page 5 of 18 EYL409

Completing this form Please make sure you have completed the setting details at the beginning of the form, including the name of the person who completed it. Please make sure any additional sheets you might use have the name of the setting and unique reference number (URN) at the top. The form is in two parts. Part A tells us what those who use the setting think of the quality of the provision you offer. Part B gives you an opportunity to evaluate your provision using the same judgements as inspectors. Part A. Setting details and views of those who use the setting Section 1. 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. Refer to the Early years self-evaluation form guidance, page 5. Open during term time only Open plan purpose built building only 3 years old Free flow covered decking area outside all children have access to outside whatever the weather. Usable inside floor area is 60.2 m 2 Access to school grounds, lunch hall and playground where children can see their siblings and future teachers. Access for wheel chairs to entrance all on one level, disabled toilet, steps outside decking areas to assist 2 years olds and disabled individuals. Ramps available but only deployed if required, due to space constraints. Well-resourced book area and quiet corner All areas are accessible except the kitchen and the office. Multi-cultural friendly; we thread the inclusive culture throughout the setting and general practice Resources are stored and set out every day to suit the needs and requests of individual children. Page 6 of 18 EYL409

Staff are nurturing and very knowledgeable, committed and passionate about their work. They have strong relationships with each child s family. Long staff retention and high level of commitment to children and their own Continuous Professional Development. Over ratio where possible to facilitate quality, priority on supervision and reflective practice. It is recognised that children in the setting come from a wide range of backgrounds. Within the same session our experienced staff provide a stimulating, secure, learning environment for all children from a variety of social and economic backgrounds including children with learning and behavioural difficulties, where poverty, crime and drugs are influential to their development of which we are proud to count as one of our greatest successes. We will nurture, develop and cherish all those within our care No blame, open culture Children attend from 2 to school age activities are set and monitored by key workers against each child s preferred style of learning. Next steps targets set and shared with parents. Golden rules are enforced and shared Separating age ranges in outside areas, including small focused activities for 2 year olds. DEVELOPMENT AREAS GENERAL The setting is multi-cultural friendly, and we talk about other cultures, but the local demography means that attendees are white British. We will review our practices with experience if, as we hope in the future, children of other ethnic origins use the services we provide. OUTSIDE AREA Develop flat grass area for large and small focused activities. This is currently constrained by lack of funds. Page 7 of 18 EYL409

Develop our outside area to contain a mud kitchen and a water play feature. Section 2. Views of those who use your setting and 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. Refer to the Early years self-evaluation form guidance, page 6. Children have said At Pre-School we have fun I can do everything and my teachers help Julie Cook, Nursery Plus teacher says, They work together really well, and also with the parents and family, to take a whole setting approach to support children and their individual needs. Parent s voice: The whole team work together and know my child really well and all his funny ways. My Tom loves coming and enjoys pre-school. He has made some great progress and his key worker keeps me up to date. There are more comments from parents on our web site at http://www.ermingtonpre-school.org.uk/parents_page.htm The Children s Centre works well with us; they come to our fun days, Page 8 of 18 EYL409

parents evenings etc. There are two way communications, working together with parents and parenting skills, sharing information and working with other professionals and agencies to provide best support children in the setting and at home. Questionnaires sent out annually. An All About Me form is sent out to parents every term on the child s changing likes and dislikes, which feed into action plans to continuously improve the environment and experience for the child and the parent. We work very closely with the Primary School Open Door Policy. Stay and play opportunities so that parents can meet with their key worker and discuss their child s learning/likes etc. A summary of annual questionaries and fed into the action plans for changes to improve. Parents and their views are represented on the committee and thus they have a direct influence on the setting s policies and procedures. Children are asked for their ideas and views on what they would like to do/return to each session. Also children are asked to be involved in surveys / tracking exercises, where they analyse preferred environments and activities, like cameras and photos, and sticker questionnaires. This helps to inform Children s involvement in weekly, termly and daily activity planning. Cameras are given to children to photograph areas they prefer inside or out. This feed-back is added to action plans and discussed during team meetings. Continuous peer observations and an open culture of discussion and nonblame, positive reflective approach. All staff are encouraged to express ideas freely, and ideas are all evaluated. DEVELOPMENT AREAS- We would like to create a fence around the front end of the building to enable us to use the grass area. Currently funding is an issue. We have listened to our parents who would like more frequent feedback, Page 9 of 18 EYL409

so we will be copying the development grids and given them to the parents once a term. Part B: The quality and standards of the early years provision This part of the form covers the judgements the inspector will make when evaluating your provision. It is important to have your own judgement about how well you are doing in these areas. Section 3. How well the early years provision meets the needs of the range of children who attend This section is about the impact of your provision on children s learning and development. You should refer to: Early years self-evaluation form guidance, page 7 Evaluation schedule for inspections of registered early years provision, pages 6 11. Evaluation Networking EYPS meetings, sharing good practice and visiting other settings. High standards are expected and maintained. All planning is based on children s interests and is led by the children. Observations and professional s keyworker knowledge linked to age and stage of development linked to next steps and development matters. Children are encouraged, supported and extended as appropriate. Voice and opinions of the parents and child are considered, parents add to the child s observations and development file. What the child is saying is a priority and is woven through all planned and spontaneous activities. Children have preferred areas of play these are tracked and noted and planned for the future. 80% child initiated and lead and 20% adult lead varying and dependent on individual children s needs. All staff have high expectations to continue to offer an environment communication space which is inclusive for all ages and stages of children attending, FROM ENTRY POINT. Page 10 of 18 EYL409

Provision is adjusted to reflect the children s interests and to reflect individual needs. Areas of learning are defined and through the setting and small groups are facilities in areas such as maths. Mark making is encouraged throughout play in areas such as role play with carry boxes using a wide range of role play and mark making resources. The mobile containers can be taken inside or outside as the child prefers. Staff all have high expectations and motivate children by introducing ideas and participating in sustained shared thinking. Parents are encouraged to add to the child s learning. Children s wellbeing is monitored weekly and their involvements are graded using the Leuven Scale, recorded and assessed by the key worker. Practitioners model language, showing and explain, demonstrating, explore ideas with children adults provide a narrative for what they are doing, facilitating and setting challenges. Assessment at all ages is precise, sharply focused and monitored ever 6/8 weeks linked with the characteristics of learning and next steps set accompanying the development matters. This is carried out by the key workers and shared with the family and child. Your priorities for improvement Set times/weeks set to encourage more stay and play sessions. Questionnaires carried out by the children cameras etc. Increased network opportunities for parents. More labelling and focus for outside area. increased child s voice in the observations/linked to planning Tracking of individual child s interests and provision Research children s areas inside and out led by the children sticking on similes faces survey. Increased tactile resources inside and out. Awareness of additional needs for disabled, e.g. Braille, tactile pictures and buddying for blind and partially-sighted, ramps for outside area for Page 11 of 18 EYL409

wheelchair-bound. We intend that staff become disability-trained and children disability aware but, due to budget and space constraints, additional equipment will only be fully resourced when it is needed. Musical instruments outside Dens and open ended resources outside Examine risk taking and increase more opportunities to link with characteristics of effective learning for some children to keep trying and to monitor their own risks. Increased open ended resources outside such as treasure chests / fabric for children to explore rope/fabric etc. My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 12 of 18 EYL409

Section 4. The contribution of the early years provision to children s well-being This section is about the effectiveness of your care practices in helping children feel emotionally secure and ensuring children are physically, mentally and emotionally healthy. You should refer to: Early years self-evaluation form guidance, page 8 Evaluation schedule for inspections of registered early years provision, 11 14. Evaluation All practitioners know the families and are very sensitive to all children s needs; helping to support they develop independence. Leuven Scale of wellbeing is used to assess children s wellbeing and involvement. Well embedded keyworker system, close relationship between child, parents and staff, who greet and conduct child s personal care. Keyworker spends the majority of their time with a small number of children and their families and communicating closely with home in written and verbal format. Continued strategies such as toileting/praise and boundary setting. Children help prepare snack and support younger children in care routines. Child Voice the grown-ups in pre-school are my friends and they help me learn Communication books introduced for parental two way communications Parents evenings Health and Safety and Food Hygiene policies in Place 5* Food Hygiene certificate Named person, protocol for blowing noses etc. Activities stimulate curiosity and interests and are based around the child s own likes. Story time includes actions and puppets and we have developed it using props and tools to excite. This is a special time reflecting and modelling Page 13 of 18 EYL409

good behaviour and the qualities of friendship. Children are role modelled by highly skilled practitioners and skilfully shown how to resolve differences through stories and examples with empathy and consideration for others feelings sensitively using actions appropriate according to their age. That must have been hard for you to do but you have made me really happy as you made a good choice. Children are evaluated every half term as to how they learn and what part the characteristics of effective learning play in their own learning style for example, Would you like to have a go? Sometimes we have to keep trying, have another go This is linked to activities planned such as outside provision if this is the preferred environment. Children are encouraged to explore and use their accessible resources that promote learning inside and outside. Imagination in a stimulating, safe environment with child accessible resources. Observations are linked to the characteristics of effective learning and this detail is thread though all future planned activities. Transition is a strength time in the reception class, reception class teacher comes in to the setting to see children in their own environment, play leaders visit children in the reception class once started to aid transition. Visual time tables are used and visits to the lunch hall and the toilets. Strong skills of the keyworkers ensure all children are prepared emotionally for the next stages of their learning within the setting/school Adaption is made to the provision depending on the ages/genders types. Page 14 of 18 EYL409

Your priorities for improvement Home visits if required offered to current or new children Photos friends/family display Increased range and sections of information / story books Increased pictorial instructions and pictorial instructions to the structure of the day for example lunch time, planning for the day ahead and reflecting on the preferred play choices, using visual images for selfselection by younger less able children. More hygiene signs blow your nose, wash hands Introduce increased range of information on other cultures, foods, celebrations and festivals. My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Section 5. The leadership and management of the early years provision This section is about the effectiveness of your leadership and management; or if you are a child-minder how well you organise your service. It covers: meeting the requirements of the Early Years Foundation Stage self-evaluation and improvement planning performance management and professional development safeguarding partnership working. You should refer to: Early years self-evaluation form guidance, page 9. Evaluation schedule for inspections of registered early years provision, pages 14 18. Page 15 of 18 EYL409

Evaluation System in place for ratio/room size Face to face contact with all parents every day, knowledge of all families and children Comprehensive induction process Supervision and appraisal process linked to CPD and setting action plans Annual setting audit looking at all areas including, communication, environment, provision No-blame culture adopted of reflection and constant evaluation, which the staff feel free to contribute to. Actions plans contain feedback from staff, parents and committee members. Training needs are assessed and cascaded to all staff. We use SMART targets and review every half term. Staff training evening, where staff can share details on children such as transition evenings. Staff reflect and discuss children s cultures and needs. Manageable observation and planning cycle where all key workers plan and assess individual children and set targets linked to development matters /next steps and the characteristics effective learning. High standards are shared and reciprocated, how children learn and pedagogy is discussed/shared and cascaded during staff meetings. Astute, targeting programme of peer observations, supervisions and personal CPD ensures staff are always reflecting and improving practice. Children s needs are identified and quickly met, through verbal and written communications with other settings and parents, external agencies and professionals. Staff are included in writing and reviewing policies and oversee audits to the learning environment including communication and inclusion. Staff are involved in observation, improvement plans and development meetings. Including quizzes on current practice, how children learn and pedagogy, the setting promotes a whole setting inclusive cultures which is positive and rich in learning opportunities, promoting equality and Page 16 of 18 EYL409

diverse learning opportunities. Ideas are offered to parents of how to extend the child s learning at home. A training matrix ensures statutory requirements are met. Social events with parents and committee members are organised Committee requirements and views are heard and acted upon. Provision is evaluated regularly and all key workers plan for their own individual children s development as well as contributing to the setting s continuous development. Open door policy Communicate with other settings regularly Your priorities for improvement Involve committee more in action plans. Parents voice to be heard more in children s learning and the action plans. Cascade training by individual staff members linked to action plans in staff meetings and feed in to CPD My practice (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Page 17 of 18 EYL409

Section 6. The overall quality and standards of the early years provision This section brings together the evaluation of all aspects of your practice, your identified priorities for improvement and the grades you have awarded yourself. You should refer to: Early years self-evaluation form guidance, page 9 Evaluation schedule for inspections of registered early years provision, pages 18 19. The overall quality and standards of my early years provision (is): Outstanding: my practice is exemplary Good: my practice is strong Requires improvement: my practice is not good enough and I know it needs to improve Inadequate: my practice requires significant improvement Any further comments you wish to include Childs voice William said I love seeing Sandy, she is my friend and we have fun. Ermington Pre-School has a comprehensive observation /assessment based on children s own needs and wellbeing and personal learning style from on entry to formal education transition. Their wellbeing, development and happiness is a pleasure to staff and it is reflected in the positive atmosphere. The setting is welcoming to parents and grandparents. Page 18 of 18 EYL409