Integrated Inspection by the Care Commission and HM Inspectorate of Education of Glenwood Nursery School
East Renfrewshire Council

5 May 2004

The Regulation of Care (Scotland) Act, 2001, requires that the Care Commission inspect all care services covered by the Act every year to monitor the quality of care provided. In accordance with the Act, the Care Commission and HM Inspectorate of Education carry out integrated inspections of the quality of care and education. In doing this, inspection teams take account of National Care Standards, Early Education and Childcare up to the age of 16, and The Child at the Centre. The following standards and related quality indicators were used in the recent inspection.

Evaluations made using HMIE quality indicators use the following scale, and these words are used in the report to describe the team’s judgements:

Very good : major strengths

Good : strengths outweigh weaknesses

Fair : some important weaknesses

Unsatisfactory : major weaknesses

Reports contain Recommendations which are intended to support improvements in the quality of service.

Any Requirements refer to actions which must be taken by service providers to ensure that regulations are met and there is compliance with relevant legislation. In these cases the regulation(s) to which requirements refer will be noted clearly and timescales given.

HOW TO CONTACT US

Copies of this report have been sent to the head of service, staff and the Director of Education. Copies are also available on the Care Commission website: www.carecommission.com and HMIE website: www.hmie.gov.uk.

Should you wish to comment on or make a complaint about any aspect of the inspection or about this report you should write either to the Care Commission or to HM Inspectorate of Education at the address below. If you are still dissatisfied with our services, you can contact your member of the Scottish Parliament (or, if you prefer, any other MSP). You can also contact the Scottish Parliamentary Ombudsman. The Ombudsman is fully independent and has powers to investigate complaints about Government departments and Agencies.

Crown Copyright 2004
Care Commission
HM Inspectorate of Education

This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.

Integrated Inspection by the Care Commission and HM Inspectorate of Education of Glenwood Nursery School

Introduction

Glenwood Nursery School was inspected in January 2004 as part of the integrated inspection programme by the Care Commission and HM Inspectorate of Education. The nursery catered for children from age three to five years. At the time of the inspection the roll was 167.

The environment

The nursery school, together with the provision for children with special educational needs, was located in purpose built premises. An extended day service was also available. There were appropriate access and security arrangements to meet the needs of all children.

Staff had created a stimulating environment for children. The layout of the playrooms allowed children to work and play independently as well as in small and larger groups.

Resources and equipment were clean and well maintained and appropriate procedures were in place to control the spread of infection.

An outdoor play area was available, as well as the gym in the nearby primary school, for children to enjoy energetic play. Children had regular outings to places of interest within the community. Procedures were in place for carrying out risk assessments prior to these outings taking place.

Quality of children’s experience

Staff were very responsive to the needs of children. They demonstrated a strong understanding of children’s development and learning. Staff made very effective use of questioning to support and extend learning. Almost all staff interventions were very well judged. The nursery should continue to build on existing good practice and provide appropriate training for staff where required. Staff had developed very good arrangements for planning, assessment and reporting. Detailed observations were made and information used to ensure the needs of individuals and groups were met. Commendably, the nursery had effective procedures in place to support more able children. Children were regularly involved in planning and selecting items for inclusion in their profiles. Staff worked together very effectively as a team to provide a broad range of learning experiences in the key aspects of children’s development and learning.

• The programme for emotional personal and social development was very good. Children were happy, confident and gaining independence. They took responsibility for simple tasks such as dressing to go outside and for tidying away toys. Staff regularly praised children to acknowledge achievement and to promote self esteem. Staff and children had developed a strong culture of citizenship. Staff encouraged children to respect the needs of each other and of other adults. Children took part in the Pupil Council and helped to make decisions about resources and activities.
• The programme for communication and language was very good. Staff provided a wide range of stimulating experiences for children to develop early skills in reading and writing. They made very effective use of books in play areas, labels on pictures and print in other languages. Children responded positively to storytelling sessions and they listened attentively. Children could recognise their name in print and most could write it. Some children had begun to use reference skills to locate information in books. Staff had introduced French language through a series of games and rhymes.
• The programme for knowledge and understanding of the world was very good. Staff provided a variety of opportunities for children to learn about technology. Children were confident in the use of torches, computers, digital cameras and other electronic equipment which they used to explore, experiment and investigate. They enjoyed planting and growing activities and were developing skills in understanding quantity and size through baking activities. Children had a very good knowledge and understanding of colours and early numbers.
• The programme for expressive and aesthetic development was very good. Children enjoyed taking part in singing, making music and movement activities. They demonstrated good concentration during role-play. Staff encouraged children’s creative skills through regular art and craft activities using a range of innovative techniques and materials. Children had been learning the technique of weaving. Staff had created attractive displays of children’s work.
• The programme for physical development and movement was very good. Children took part regularly in energetic play in the school gym and in the large outdoor play area. Younger children were developing an awareness of space. Children were highly motivated during play sessions and co-operated well with each other in physical play and games. Staff ensured children had frequent opportunities to use a range of tools and small construction toys. Children were developing very good control of their fingers and hands.

Support for children and families

Staff had very good relationships with children and their families and were sensitive to their individual needs and circumstances. They knew children well. Strong staff teamwork was a major factor in the quality of support for children. Staff planned a programme of parents meetings and curriculum evenings. Parents of new children also had the support of a home visit from senior staff. Regular information was shared informally with all parents. Children transferring to primary school, and their parents, took part in a programme of visits to associated primary schools. Transition reports were prepared and shared with parents and the receiving P1 teacher. Parents who responded to the pre-inspection questionnaire were satisfied with most aspects of the nursery.

Staff had a sound understanding of the procedures for supporting children with additional needs. Staff prepared individual educational programmes for children who required them, in consultation with parents and support agencies. Regular review meetings were held with a range of specialists and other professionals to discuss the needs of individual children, when required.

Management

The headteacher provided very good leadership. She was strongly committed to the nursery and shared her vision for its future development effectively with staff and parents. She valued highly the commitment of staff who worked well together as a team. She regularly sought the views of the parents’ committee.

A range of policies and procedures was available for staff and service users. These were reviewed on a planned basis in line with local authority and school priorities.

The nursery had good systems for staff review and development. Staff attended courses which were well matched to their needs and those of the nursery. Staff were aware of local authority child protection guidelines and had received relevant training on how to implement them.

All staff were recruited in line with the local authority procedures and held qualifications in education and childcare.

The headteacher and staff had implemented systematic procedures for evaluating the quality of the nursery. The headteacher provided informal and formal feedback to staff on their work in the playroom. They had used the information gathered to further improve the quality of the curriculum and children’s development and learning.

Key strengths

• The stimulating and attractive environment.
• The very good procedures in place to identify and meet the needs of all children including programmes for more able children.
• The very good procedures for planning, assessment and reporting.
• The very good programmes in each of the five key aspects of children’s development and learning.
• The effectiveness of support for children and families with additional support needs.
• The very good leadership of the headteacher and the teamwork of staff.
• The nursery should continue to ensure high quality provision for children.

Recommendations for improvement

Care Commission Officers and HM Inspectors have asked the pre-school centre and Education Authority to prepare an action plan indicating how they will address the main findings of the report. Where requirements are made, the action plan should include timescales to deal with these. The plan will be available to parents and carers. In liaison with the pre-school centre and Education Authority, Care Commission Officers and HM Inspectors will monitor progress to ensure improvements are in line with the main findings of the report.