Integrated Inspection by the
Care Commission and
HM Inspectorate of Education of
St Joseph’s RC Primary School Nursery
Falkirk Council
27 June 2007
St Joseph’s RC Primary School Nursery
Broomhill Road
Bonnybridge
FK4 2AN
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
If you would like an additional copy of this report
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 any aspect of integrated pre-school
inspections, you should write in the first instance to Kenneth Muir,
HMCI, at HM Inspectorate of Education, Denholm House,
Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first
instance to either:
Complaints Coordinator
Headquarters
Care Commission
Compass House
Riverside Drive
Dundee
DD1 4NY
Hazel Dewart
HM Inspectorate of Education
Denholm House
Almondvale Business Park
Almondvale Way
Livingston
EH54 6GA
If you are not satisfied with the action we have taken at the end of
our complaints procedure, you can raise your complaint with the
Scottish Public Services Ombudsman. The Scottish Public Services
Ombudsman is fully independent and has powers to investigate
complaints about Government departments and agencies. You
should write to The Scottish Public Services Ombudsman,
Freepost EH641, Edinburgh EH3 0BR. You can also telephone
0800 377 7330 (fax 0800 377 7331) or e-mail ask@spso.org.uk.
More information about the Ombudsman’s office can be obtained
from the website: www.spso.org.uk.
A copy of the HMIE complaints procedure is available from the HMIE
website at www.hmie.gov.uk or by telephoning 01506 600 258.
Crown Copyright 2007
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
St Joseph’s RC Primary School Nursery
Falkirk Council
Introduction
St Joseph’s RC Primary School Nursery was inspected in
March 2007 as part of the integrated inspection programme by
the Care Commission and HM Inspectorate of Education. HMIE
carried out the inspection on behalf of both organisations and
consulted the Care Commission about its findings. An inspection
of the primary school was carried out at the same time by HMIE
and is the subject of a separate report. The nursery catered for
pre-school children aged three to five years. It was registered for
20 children attending at any one session. At the time of the
inspection the total roll was 31.
The environment
Standard 2
The accommodation for children was bright and welcoming. Staff
had created an attractive, well-organised learning environment
with very good resources to support children’s development and
progress. They had made interesting low-level displays for
children to explore and investigate and children’s work was
displayed well throughout the nursery. The interesting outdoor
area could be accessed from the playroom, and staff used this
very effectively to extend children’s learning. Parents, staff and
children had created a wildlife garden that children used to
understand and appreciate the natural world.
Quality of children’s experience
Standard 4 & 5
Staff knew children very well and were responsive to their
individual needs. They were very respectful of children,
consulted with them and valued their contributions. Children
were confident and enthusiastic and were very good at making
choices and decisions. Staff made very good use of dialogue,
discussion and questions to extend children’s learning and to
encourage them to think for themselves. They used praise
appropriately to celebrate children’s efforts and achievements,
and to develop their self esteem.
Daily activities were well organised and planned. Staff were
developing their planning to make it responsive to children’s
interests and concerns. They made observations of children’s
play and noted their responses. Information was used to
evaluate children’s learning and to compile individual assessment
documents. Staff now needed to strengthen the link between
assessment information and planning to identify next steps in
learning for individual children clearly. Parents received
information about their children’s progress in informal and more
formal meetings and in written reports.
1
Features of the programmes for children included the following.
2
•
The programme for emotional, personal and social
development was very good. Children were happy and
cheerful in the nursery environment and were developing
their confidence and self esteem. They had settled well into
nursery routines and were comfortable with simple rules.
Staff involved them in making plans and decisions, and
children were able to choose activities confidently by
themselves. They were enthusiastic learners who were
developing very good skills for working together
independently and in a small group. Children demonstrated
independence and sustained their concentration well. Staff
encouraged them to take responsibility for personal tasks
such as hand washing before snack. They also took
responsibility for looking after toys and equipment and tidied
away after activities.
•
The programme for communication and language was very
good. Children were confident when talking and listening to
adults and to each other. Staff gave children time to
formulate and express their thoughts and ideas. They were
encouraged to ask questions and used language well to
describe events and experiences. Children listened to
information carefully and followed instructions during
activities in the gym hall. Staff made very good use of labels
and captions around the playroom to help children to gain an
understanding of the link between the written and spoken
word. Children used the book area independently and
enjoyed listening to stories and finding information from
books. Staff had developed ‘story sacks’ for children to take
home. The writing area was used regularly by children who
were very interested in writing. They could recognise their
own name in print and had suitable opportunities to write it.
•
The programme for knowledge and understanding of the
world was very good. Staff planned an interesting range of
topics throughout the year. They made very good use of the
wildlife garden and the local area and children were
developing their wonder and appreciation of the natural
environment. Children had effective opportunities to learn
about their own and other cultures through the celebration of
a variety of festivals. They were developing simple science
and investigative skills by using a wide range of materials
including water, sand and play dough. Staff encouraged
children to develop their observation skills both in the
playroom and outdoors. Children were developing early skills
in recognising colours, shapes and numbers. Staff provided
very good opportunities for children to understand simple
mathematical processes such as counting, sorting, matching
and measuring.
•
The programme for expressive and aesthetic development
was very good. Staff provided opportunities for children to
paint and express themselves using a range of media and
techniques. Children enjoyed drawing, painting and model
making. Children enjoyed inventing situations and using their
imagination in role-play in the home corner. They were able
to explore and investigate a variety of musical instruments
and the different sounds they made. Children enjoyed
singing familiar songs and rhymes and tapping out the beat.
Staff encouraged children’s interest in music and provided
opportunities to listen to different types of music and make
their own.
•
The programme for physical development and movement
was very good. Staff had developed a range of physical play
experiences to encourage children to explore what their
bodies were able to do. They had access to very good
equipment to extend and encourage children’s physical skills.
Children were able to run, jump, hop and skip and use a
range of wheeled toys outdoors. They were cooperative in
physical play and gaining a very good awareness of space
and safe practices in energetic physical activity. The
programme was planned by staff to ensure progression and
challenge for all children. Staff provided very good
opportunities for children to develop their hand and finger
control through the use of a range of items including scissors,
writing tools, puzzles and construction toys. Staff
encouraged children to taste a variety of healthy foods and
talked to them about how to keep themselves fit.
Support for children and families
Standard 6
The staff had created a happy, caring environment where
children and parents were very welcome. They worked
effectively with families to provide good support to children. Staff
were committed to the involvement of parents in their children’s
learning and development and in the life of the nursery. Staff
kept parents well informed through the notice board, handbook,
newsletters and photographs depicting life within the playroom.
Parents who responded to the pre-inspection questionnaire were
happy with the quality of care and education provided for their
children.
The nursery had a well-planned programme of induction for
children moving into the primary school. Information in
assessment documents was exchanged and children were
familiar with the school and P1 staff. Some links had been
established with outside agencies and assistance could be
accessed when required.
Management
Standard 14
The overall management of the nursery was good. The
headteacher was approachable, open and supportive of the
nursery as an integral part of the school. She fostered good
teamwork between the teacher and the early years practitioners.
However, the role of the principal teacher who had responsibility
for the nursery was not defined clearly. The principal teacher
needed to continue to develop further all aspects of her
responsibilities in relation the leadership and management of the
nursery class.
Child protection guidelines were followed appropriately and staff
were aware of their duties in keeping children safe. Staff were
highly motivated and committed to the further development of the
nursery. The headteacher had carried out staff development and
review meetings that helped to identify staff training needs. Staff
3
were aware of the Scottish Social Services Council Codes of
Practice and their implications.
An audit of the work of the nursery had been carried out and
priorities for improvement had been identified within the
development plan. However, monitoring of practice within the
playroom was irregular, and the information gathered was not
used effectively to support staff and evaluate the overall quality of
children’s experiences within the playroom.
Key strengths
•
The attractive learning environment in the playroom, outdoor
area and wildlife garden.
•
Children who were very enthusiastic in their learning.
•
The very good quality of staff/child interaction.
•
The five very good programmes.
•
The effective teamwork and commitment of the nursery staff.
Other Issues
Response to
recommendations or to
requirements made at
previous inspection
At the last Care Commission singleton inspection there were no
recommendations or requirements.
Recommendations for improvement
4
•
The principal teacher should further develop all aspects of
her role in relation to the nursery.
•
The headteacher should continue to develop systematic and
robust procedures for monitoring and evaluating all aspects
of 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.
Hilary Long
HM Inspectorate of Education
5