Integrated Inspection by the Care Commission and HM Inspectorate of Education of Tillicoultry Primary School Nursery Class
Clackmannanshire Council

9 March 2005

Tillicoultry Primary School Nursery Class
Firpark
Tillicoultry
FK13 6PL

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 headteacher, staff and the education authority. 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 2005
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 Tillicoultry Primary School Nursery Class Clackmannanshire Council

Introduction

Tillicoultry Primary School Nursery Class was inspected in November 2004 as part of the integrated inspection programme by the Care Commission and HM Inspectorate of Education. The nursery catered for pre-school children aged three to five years. At the time of the inspection the roll was 50.

The environment

Standard 2

The nursery class was situated within the main building of the primary school. The premises were well maintained and the indoor accommodation was safe, secure and smoke free.

Staff had provided a stimulating environment with displays of photographs and children’s work. The layout of the playroom gave children opportunities to work independently or as part of a group.

All play equipment was clean and well maintained. Appropriate measures were in place to prevent the spread of infection.

Outdoor play space was available. Children had weekly opportunity for energetic play in the school gym. However, the outdoor area needed to be more secure as the fence was unsuitable and there was no gate to stop public access.

Quality of children’s experience

Standard 4 & 5

Staff had developed good relationships with children. They used praise and encouragement to build self esteem and confidence. However, staff needed to focus more on the use of questions and interactions with children to extend and challenge their learning.

There were ample resources to support children in their play.

Planning focused on themes and related activities. Staff needed to focus more on what they wanted children to learn, how this would be assessed and planning for their next steps. They needed to take more account of the needs of individuals to ensure they were appropriately challenged. Staff used observations to record children’s development in their profiles.

There was a good balance of free and more structured activities but staff needed to ensure an appropriate pace when moving children from free to more structured activities.

Features of the programmes for children included the following.

• The programme for emotional, personal and social development was good. Staff had created a welcoming environment where children were safe and secure. Children were becoming independent in personal tasks and familiar with daily routines. However, they needed to have more opportunity to be challenged, show initiative and persevere in activities.
• The programme for communication and language was very good. Staff offered a wide range of opportunities to develop early reading and writing skills. Children used the computer and listening post for storytelling. They listened to stories well and used books independently in the book corner. Staff had made up books of photographs giving examples of activities enjoyed by the children. Children took part in short and more extended conversations and listened well to information and instructions from adults. They enjoyed making up stories in role-play. They were developing early writing skills using a variety of tools.
• The programme for knowledge and understanding of the world was good. Children were developing science skills through sand and water play. They were developing an understanding of early mathematics through play. Staff had provided a very good range of resources to develop children’s knowledge of technology. Children were finding out about how things worked. Opportunities to learn about growth and seasonal change were more limited due to a lack of a garden area. Staff should consider using more visits out and visitors into the nursery to develop children’s understanding of the local environment.
• The programme for expressive and aesthetic development was good. Staff had provided a good range of art and craft activities to encourage children to express ideas. However, they needed more freedom to experiment with a range of techniques and materials. Children knew a good range of traditional and modern songs and enjoyed using percussion instruments rhythmically. Staff had provided opportunity for role-play in the technology shop. However, there needed to be more opportunities for dressing-up and role-play in a variety of contexts.
• The programme for physical development and movement was good overall. Staff took children to the school gym weekly where the P.E. specialist worked with the children to develop a range of skills. There was no opportunity for energetic play or for climbing within the playroom due to lack of space. Children took part in brain gym daily. Staff regularly gave children access to the outdoor area but resources were very limited and the area was not sufficiently secure. Children were developing good hand and finger control using various tools including construction materials, scissors, brushes and computer keyboard and mouse.

Support for children and families

Standard 6

Staff had provided a good range of information for parents in the entrance cloakroom. Parents were informed of their children’s progress through the annual meeting and report. Some parents responding to the pre-inspection questionnaire felt they did not get enough information about the work of the nursery. Staff planned to consult with parents and develop opportunities for parents to be more involved in the life of the nursery. Arrangements for transition to primary one were well organised and supportive.

Children with additional needs were very well supported within the nursery. Other professionals were actively involved.

Individualised educational programmes had been developed in consultation with parents. Reviews were regularly held.

Management

Standard 14

The headteacher carried out her leadership role well. She demonstrated commitment to supporting children, staff and parents in developing the service. She was dedicated to the inclusion of the nursery as part of the whole school. She demonstrated openness and sensitivity in communication. She promoted very effective working relationships amongst staff, parents and children.

Records, plans and policies had been compiled in accordance with local and national guidelines. They were useful in guiding staff and helped keep parents informed.

Staff were continuing to develop procedures for consultation and evaluation involving parents and children. They carried out self-evaluation. The headteacher monitored the work of the nursery both formally and informally. She now needed to build on formal monitoring procedures to focus on the quality of provision.

Staff development and review was regularly carried out and staff had access to appropriate training suited to their needs and those of the nursery.

Staff were not yet aware of the Scottish Social Services Council Codes of Practice.

Child protection procedures were known and followed by staff.

Key strengths

• The effective and motivating influence of the headteacher in developing the service as part of the whole school.
• The committed and hard working nursery staff team.
• The very good programme in communication and language.
• The high quality support for children with special needs.

Recommendations for improvement

• Staff should further develop planning to focus more on learning outcomes for individual children and appropriately challenge and support learning.
• The headteacher should build on formal, monitoring procedures to focus on the quality of provision.
• In consultation with the local authority, the outside area should be made more secure and developed to improve the full curriculum, especially knowledge and understanding of the world and physical development and movement.
• In consultation with parents, staff should improve and implement ways in which parents are able to contribute more fully to the work of the nursery.

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.