Integrated Inspection by the
Care Commission and
HM Inspectorate of Education of
Machanhill Primary School Nursery Class
South Lanarkshire Council
1 December 2004
Machanhill Primary School Nursery Class
Machanhill
Larkhall
ML3 9NL
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.
National Care Standard
Child at the Centre Quality Indicator
Standard 2 – A Safe Environment
Resources
Standard 4 – Engaging with Children
Development and learning through play
Standard 5 – Quality of Experience
Curriculum
Children’s development and learning
Support for children and families
Standard 6 – Support and Development
Standard 14 – Well-managed Service
Management, Leadership and Quality
Assurance
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
Good
Fair
Unsatisfactory
:
:
:
:
major strengths
strengths outweigh weaknesses
some important weaknesses
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.
Complaints Co-ordinator
Headquarters
Care Commission
Compass House
Riverside Drive
Dundee
DD1 4NY
Hazel Dewart
HM Inspectorate of Education
Saughton House
Broomhouse Drive
EDINBURGH
EH11 3XD
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
Machanhill Primary School
Nursery Class
South Lanarkshire Council
Introduction
Machanhill Primary School Nursery Class was inspected in
September 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 those not yet
attending primary school. At the time of the inspection the roll
was 76.
The environment
Standard 2
The nursery was based in a portacabin within the grounds of the
school. The premises had a secure entry system and an
automatic fire detection system within the building. The
accommodation consisted of two playrooms and an outdoor play
area which was accessed from the main entrance.
The playrooms were interesting, bright and welcoming and were
arranged to provide opportunities for children to play
independently or in small groups. Children’s work and
photographs of outings and activities were attractively displayed.
The nursery had a good range of well-maintained resources to
support children’s development and learning. The safe and
secure outdoor play area provided interesting and stimulating play
opportunities.
Staff had carried out a series of risk assessments. They had
appropriate systems in place to prevent the spread of infection
and to manage the maintenance of equipment. Staff should now
formally record this information.
Appropriate fire safety procedures were in place. However, the
nursery should display a fire escape plan and include the
identified assembly point in the emergency evacuation procedure.
Food handling training had not been provided for all staff who
were involved in the preparation of snacks.
Quality of children’s experience
Standard 4 & 5
Staff had developed good relationships with children. They were
caring and used praise effectively to promote children’s
confidence and self esteem. They interacted effectively with them
but needed to make more use of questions to stimulate
discussion and extend children’s learning. Children were
generally motivated and most concentrated well on their chosen
activity.
1
Staff had recently introduced new systems for planning children’s
experiences and for observing, assessing and recording their
progress. Although staff were at an early stage in using this
format, they identified clearly what they expected children to
learn. They had begun to take good account of children’s
interests and were planning next steps in children’s learning.
Parents were kept well informed about their children’s progress
through discussion and annual written reports.
The nursery provided a range of interesting activities. The
practice of moving children around the nursery within a structured
timetable restricted the opportunities for free play. Staff needed
to review this arrangement to provide a wider range of free play
opportunities, to develop children’s independence and allow them
to use their initiative. They needed to provide more challenging
opportunities for a few children.
Features of the programmes for children included the following.
2
•
The programme for emotional, personal and social
development was good. Children were happy and secure in
nursery routines. They cooperated well with one another and
with staff. Staff needed to encourage children to persevere
with more difficult tasks and provide opportunities for them to
use their initiative through independent play.
•
The programme for communication and language was good.
Children enjoyed listening to stories and made good use of
the library area. They visited the nursery section of the
school lending library on a weekly basis. Staff encouraged
children to listen attentively. However, they needed to
provide more stimulating experiences to encourage children
to talk for a purpose and to express their ideas, thoughts and
feelings.
•
In knowledge and understanding of the world, the programme
was good overall Staff provided a range of interesting
activities to help children learn about the world around them.
Children were learning about themselves, and made good
use of the computer. They were making good progress in
learning about numbers and shapes. Staff needed to provide
more opportunities for children to develop science skills and
to explore, investigate and solve simple problems.
•
The programme for expressive and aesthetic development
was good. Children made very good use of the music area
and enjoyed singing and playing a range of musical
instruments. They had good opportunities to use their
imagination in an attractive home corner. Staff provided
regular opportunities for structured art and craft activities.
They needed to provide a range of materials and encourage
children to express their ideas, thoughts and feelings in free
play.
•
The programme for physical development and movement was
very good. Children were developing good control of their
fingers and hands. Staff provided daily opportunities for
children to experience energetic physical play both indoors
and outside. Children enjoyed visiting the school gym. They
were developing skill and confidence in climbing and
balancing.
Support for children and families
Standard 6
Staff knew children very well and provided very good support for
them and their families. Parents and carers received regular
newsletters and had opportunities to become involved in the
nursery through information events and a family and friends
organisation. Almost all parents who responded to the
pre-inspection questionnaire were very satisfied with the work of
the nursery.
There was a planned programme of induction for children
transferring to primary school. Information on children’s progress
was shared with parents and the receiving P1 teacher.
The nursery provided very effective support for children who
required additional support in their learning. Staff had developed
very good working relationships with a range of support agencies
and other professionals. Individualised educational programmes
were managed effectively.
Management
Standard 14
The headteacher provided effective leadership. He was very
approachable and had developed very supportive relationships
with staff, parents and children. He demonstrated a high level of
professional competence and was committed to including the
nursery in the life of the primary school. He was effectively
supported by the depute headteacher and nursery team.
Staff members were kept fully informed through regular planning,
preparation and team meetings. An effective system of review
and continuing professional development was in place for staff.
The nursery teacher and nursery nurses had established a happy
learning environment for the children and were committed to
improving the nursery. Staff had a good understanding of
procedures relating to child protection.
A comprehensive set of policies and procedures was in place and
appropriate records were maintained for staff and children. The
nursery should now implement an appropriate recording system
for accident and incident reports.
The headteacher and staff needed to develop systematic and
rigorous procedures for monitoring and evaluating the work of the
nursery to improve the overall quality of experience for children.
Key strengths
•
The attractive, well-used outdoor area and the very good
programme in physical development and movement.
•
The very effective support for children and their families.
•
The very good support for children with additional support
needs.
•
The commitment of all staff to improving the nursery.
3
Other Issues
Response to
recommendations or to
requirements made at
previous inspection
The two recommendations and two requirements made at the last
inspection had been addressed.
Recommendations for improvement
•
The headteacher should ensure the fire escape plan and
emergency evacuation procedures are displayed.
•
Staff should review the use of the playrooms to give greater
opportunities for unrestricted free play. They should improve
opportunities for children to be independent, take initiative
and be challenged in their learning.
•
The headteacher and staff should develop systematic and
rigorous procedures for monitoring and evaluating the work of
the nursery.
•
Staff should improve recording systems for risk assessments,
control of infection, maintenance of equipment and accident
and incident reports.
•
All staff involved in the preparation of snacks should access
food handling training.
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.
Linda Hanlin
Care Commission
4
Lesley Brown
HM Inspectorate of Education