Hillfields is an Early Excellence Centre. This report has both the OFSTED and Coventry Social Services Registration & Inspection Unit inspections.

© Crown Copyright 2000. This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the Centre. Under the School Inspections Act 1996, the Centre must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Further (single) copies of the report can be obtained from the OFSTED Publications Centre (020 7510 0180). The report is also on the OFSTED website (www.ofsted.gov.uk).

Hillfields Early Years Centre provides integrated care and education. It is open between 8.00 a.m. and 5.00 p.m. for 50 weeks a year. Most children attend between 9.00a.m. and 3.45p.m.. It caters for over 200 children aged from birth to rising 5 as well as their families. The Centre is located in a multi-ethnic, inner city area of Coventry. Approximately 55 per cent of the children are of white UK heritage, ten per cent Pakistani, nine per cent Indian, nine per cent African-Caribbean and 13 per cent are of mixed heritage. Many children have low or very low levels of language skills on entry. A significant proportion have a range of other special needs. The services are designed to respond flexibly to families' needs and include adult education as well as creche, parent and toddler groups, toy library, speech therapy, medical support, nursery education and links with community facilities and local schools.

The Centre was designated by the Department for Education and Employment (DfEE) as one of the first seven Early Excellence Centres (EEC) in December 1997. As an EEC it has a dissemination role locally, regionally and nationally. A range of in-service training is provided for other local settings as well as nationally. It receives a large number of visitors from the UK and abroad. The Centre is funded from many sources. Just under half of the funding comes from the Local Education Authority.

Hillfields organises its work with children under five in three main age-related areas; two nursery classes (Woodlands and Treetops) and day care provision (Rainbow) mainly used by younger children. Teams are led by co-ordinators and the team members have a key person role supporting identified children. Wherever possible, staff are linked with the same children throughout their time in the Centre. In addition, bilingual staff work in all three areas. The Centre has 54 staff, 34 of whom work part-time. They are appropriately qualified and are drawn from a variety of disciplines, including teachers, nursery officers, a health practitioner, under 3s special needs workers, language support workers, parent home visitors, toy library workers and a portage worker, as well as administrative and support staff. The Centre has a Management Committee made up of representatives from the local authority, the community and the Centre staff.

The aims of the Centre are to meet the needs of the Hillfields community through its commitment to integrated services for children and their families, combining issues of health, education and social services. The stated aims also seek to ensure that:

 

• its equal opportunities policy is visible in all its practice;

   

   

• integrated quality provision for children and their families will enhance each child's educational achievement and extend their future opportunities;

   

   

• young children learn best in an environment that encourages them to have positive attitudes to learning, where they are able to make choices and take responsibility.

   

These aims are set in the context of the Centre valuing and supporting all adults and providing continuing professional development for its staff, as well as disseminating good practice.

The Centre's development plan sets specific annual targets to be achieved each year. The evaluation of its work as part of the national EEC programme sets out detailed tasks, time scales and success criteria related to ten identified targets. These include extending good quality services for families to meet expressed needs, contributing to Coventry's early years strategy to develop more provision for children 0-3 years, raising standards and individual children's achievement at Hillfields, particularly in mathematics and literacy, and liaising with other agencies, including community education and family support, to promote inter-agency working.

This report covers all aspects of the work of the Centre and seeks to reflect the integrated nature of the Centre's activities. Its contribution to the community locally and across Coventry is recorded, and its wider dissemination and training role is noted and where possible evaluated. The annual social services Children Act inspection took place at the same time as the OFSTED inspection, with the meeting for parents, team meetings during the inspection and the feedback to the Management Committee being shared by both inspection teams. The two reports are available separately and bound jointly.

The majority of the children achieve at least satisfactory standards in relation to national expectations: their achievement represents very good progress. A high proportion of the budget comes from non-LEA sources and the fixed term nature of much of this funding has imposed significant additional burdens on the senior management which has handled them well. It is to the credit of the Centre that the standards of attainment have been raised and its core aims of developing learning and confidence in children and adults have been achieved at a time of expansion. It is an effective Centre which provides good value for money.

 

• the Centre promotes excellent behaviour in children;

   

   

• the children make very good progress during their time in the Centre;

   

   

• the children's educational development is good and their personal, social and emotional needs are very well met;

   

   

• excellent interpersonal relationships are developed between all of the adults in the Centre, parents and staff, and between these adults and the children;

   

   

• the Centre effectively promotes positive attitudes towards learning in both children and adults, which leads to significant developments in confidence and self esteem;

   

   

• children with special educational needs are very well supported and appropriately included in the Centre's work, as are their parents and carers;

   

   

• the Centre operates very effectively to provide integrated care and education for children and their families; well-targeted support underpins future development and learning and promotes the independence of children and adults;

   

   

• the quality of leadership and management is very good.

   

 

• the assignments and job descriptions of senior staff and the administrator do not reflect the full range of their current roles and responsibilities;

   

   

• the long term planning for some activities funded for fixed periods requires review: this particularly affects work with adults;

   

   

• early identification of possible difficulties affecting adults who attend the childminding pre-registration sessions and similar courses is not sufficiently undertaken;

   

   

• more structured support for some staff is required when they are working outside the Centre;

   

   

• there is insufficient direct monitoring and evaluation of the quality of teaching;

   

   

• more able children are not always challenged sufficiently in aspects of mathematics;

   

   

• absences are not properly recorded on the registers.

   

When the Centre was inspected last in May 1996, it was found to provide children with a sound start to their education. Their spiritual, moral, social and cultural development was very good. Since then the Centre has continued to improve in most areas. Planning and assessment have been very well developed and the increased emphasis given to ensuring progression in language and literacy and most aspects of mathematics has raised standards. The action points from the last inspection have been addressed appropriately.

The standards achieved by children in relation to the Desirable Learning Outcomes for five year olds:

Teaching of children aged up to five years: 87% of sessions seen were good or very good.

No unsatisfactory teaching was seen.

The teaching was particularly good in relation to personal and social development and in aspects of language and literacy and mathematics. It was firmly based on a good knowledge and understanding of the Desirable Learning Outcomes and the needs of the children, and in most instances sought to extend the children's learning appropriately. Where teaching was less than good, it did not challenge the children sufficiently. All children learn well, including those with special educational needs and with English as an additional language. Social development is particularly well developed and children are able to concentrate effectively.

The Centre works very well with parents and carers: its adult education work is of high quality and forms a central part of the Centre's work. There is a good range of opportunities available for parents, and the take-up of these is good.

The management of the Centre is a particular strength. It is well staffed and the accommodation has been substantially improved by recent building work. The provision of learning resources is good.

The parents have a clear and positive view of the Centre. Their close involvement in the Centre's work provides them with detailed evidence of its work, and their views are well considered in planning future activities.

In both of the nursery classes (Woodlands mainly for under three year olds, and Treetops mainly for over threes), the children make good progress. When they leave the Centre to go to a reception class, they are well on course to achieve the Desirable Learning Outcomes in all areas of the curriculum by the time they are five years of age. When they enter the nursery many of the children have poorly developed speech and communication skills, and have little awareness of social conventions.

The good contact the staff have with each child's parent or carer both before the children come to the nursery, and during their time there, means that staff can quickly identify and assess the children's knowledge, capabilities and their particular needs. Children with special educational needs (SEN) make very good progress in meeting the targets in their individual education plans. In both nursery classes those children who are learning English as an additional language (EAL) make good progress. In the class with the younger children, the presence of a bilingual member of staff is particularly helpful. The small group of high attainers make good progress overall, but there are times, particularly with the older children, when the teaching does not challenge them sufficiently.

The last inspection, in 1996, identified weaknesses in some aspects of language and literacy, mathematics and creative development, especially in the provision for music and dance. The Centre has worked hard to remedy these weaknesses and this is reflected in the improved levels of achievement the children now reach, particularly in language and literacy and in their creative art work. This is due to the effective teaching which takes account of the children's levels of understanding and what they need to be taught next. Some aspects of literacy and mathematics, however, need a greater emphasis: for example there should be more opportunities for children to learn about words and the different parts of a book, and to apply their knowledge of numbers. Dance and music are now provided, and the children make some progress in these areas. The Centre is aware of the need to continue to develop this provision.

In personal and social development, the majority of the children are likely to meet the Desirable Learning Outcomes by the time they are five years old. Throughout the Centre, children behave extremely well and respond positively to adults and other children. They know how to take their turn and share with others, they co-operate well and treat others with kindness. They handle equipment, materials and toys with care, are able to select their own resources, and make decisions about what they will do. The Centre's aims of promoting positive attitudes to learning and developing the ability to make choices and take responsibility, are clearly evident in the children's own self-esteem and confidence.

In language and literacy, the children are well on target to meet the Desirable Learning Outcomes. They listen attentively, are keen to look at books, and use crayons and pencils to experiment with mark making and writing. Most children in the older class recognise their own names, and some are able to write them. Speaking and listening is given a high priority by staff; they work hard to develop pupils' speech and vocabulary by discussing the activities in which the children are engaged. This enables the children, especially those with English as an additional language (EAL) and special educational needs (SEN), to benefit and learn how to communicate with others.

In mathematics, most children should meet the Desirable Learning Outcomes. When they start in the nursery many have limited experience of everyday mathematical language. The activities and teaching enable them to sort, recognise and match patterns and shapes, solve simple problems and count. Most children can count to ten. Some children can count beyond this, but they are not always challenged to do more.

In their knowledge and understanding of the world children are well on course to meet the Desirable Learning Outcomes. Their computer skills are well developed for their age and they make good progress especially in handling the mouse. They enjoy and learn from a wide range of interesting first-hand experiences and visits. They are curious and keen to experiment. They observe what happens, for example, in the water tray, and use their imagination and knowledge of the world well in their painting and model making.

In the physical area of learning the majority of the children should attain the Desirable Learning Outcomes by the age of five. They move confidently and are developing skills in physical control, for example, when climbing, using wheeled toys or hitting a ball with a bat. They have a good awareness of space and are skilful in using such tools as scissors, brushes, hammers and crayons.

In the creative area of learning children make good progress. They explore and make good use of their imagination by using a variety of materials such as dough, paints, glue and collage. They learn how to observe and paint. They are developing their skills of singing, dancing and using percussion instruments. They memorise the words and tunes of a number of songs.

Children's attitudes to learning and their behaviour are excellent. There are clear policies for promoting acceptable behaviour and how to deal with challenging or unacceptable behaviour. All staff understand these policies and were observed applying them consistently. Coupled with this is an underlying respect for children. There is a commitment to teaching and supporting them in a positive way, so that the children know how to behave and conduct themselves well.

Children show a keenness to be involved in their work and can often sustain concentration for long periods of time. The majority of children show an interest in the activities and persevere well with quite difficult tasks, for instance, when trying to make their own envelopes in which to put their 'letters', or when using plastic tubing to make bubbles in the water tray. Children with SEN, or those whose behaviour makes it difficult for them to participate, are helped to do so through the good support provided by the staff.

The children's response to the activities is good and often excellent, particularly that of the younger children. They use the resources with care, replacing and tidying them up well at the end of sessions. They understand the need for rules and have a growing understanding of the consequences of their actions on others. They respond well to praise, and when needed, censure. Relationships are excellent between adults and children, and between the children themselves. The respect shown by adults for children is conducive to children's learning and to their co-operation with others. Potential conflicts are quickly resolved by the children themselves, as well as by adults.

The quality of the teaching seen during the inspection was good. In 78 per cent of the observations the teaching was good, very good or excellent. None of the teaching was unsatisfactory. This is a significant improvement on the last inspection and reflects the Centre's work with staff to improve their knowledge of the Desirable Learning Outcomes.

The identification of a key person for each child and their parent or carer when they start in the nursery works very effectively. This makes the children feel secure so they settle more easily and become increasingly confident and independent. For those children with limited spoken language, the presence of a known and trusted adult enables them to communicate their needs and participate well. Both children with SEN and those for whom English is an additional language make good progress.

In the under threes' class the fostering of children's well-being is excellent and is rightly given the highest priority. For example, great care was taken to help those children who found it difficult to cope when their key person was not there. In both classes the teaching of children with behavioural difficulties and SEN was also excellent, as was the support given to children for whom English is an additional language. Many instances were seen where staff made sure that individual children were given the attention they needed and that the tasks or the equipment were adjusted to meet their particular needs. In both classes the teaching was particularly good in relation to children's personal and social development. The staff use every opportunity to teach the children how to behave and work.

The staff are very good at teaching children to speak and to listen. They do this by skilful questioning and by introducing new words linked to what the children are doing. They listen carefully to what the children say and give full responses. The staff show the children how to use books properly and how to listen to stories. Many children were observed enjoying books and knew by heart their favourite or recent stories. However, some opportunities were missed, particularly in group times, when children's attention could have been drawn to individual words and the different sounds of letters.

In mathematics the teaching was sound and at times it was good. Effective teaching about shape, size, comparisons and patterns was seen. But in other aspects, such as number, the teaching and the activities did not always involve the children sufficiently. For example, the task of putting the correct number of pegs into wooden numbers did not require the children to make further effort or extend their learning. More focused teaching to explore and develop children's understanding about numbers is needed, particularly for able children.

The teaching in knowledge and understanding or the world was very good. Staff set the children challenging tasks and intervene at opportune points in ways that help the children make explicit what they have found out. In physical development the teaching was good. Staff provide a good range of activities and equipment and skills are effectively taught. The children are confident and willing to accept new challenges. The teaching in the area of creative development was good in art and craft, woodwork and dance. In music it was satisfactory, although this aspect needs further development.

The staff work very effectively as a team and have a good knowledge and understanding of the needs of the children. They manage the children particularly well and are skilled at observing children in order to plan their work appropriately. Features of good teaching included an effective balance of direct teaching with children individually and in small groups. When a good range of strategies were used to hold the children's attention, staff engaged the children in discussion, valuing their efforts, and building on what they already knew. Where the teaching was particularly effective, the adult made good use of every opportunity to develop the children's learning and understanding. For example, with a group of three and four year olds making a fruit salad, the adult described carefully the different fruits, and helped the children remember which they knew and had tasted. She showed them how to cut up their different fruits, and talked about ways of cutting them, such as in halves or into small pieces. The recipe was read by the teacher and checked with the children; one child spotted they had not put in the orange juice. This led to each child learning how to pour in a small amount of juice.

On a few occasions, the content of the task was not sufficiently demanding and did not extend or challenge the children. This happened particularly when the teaching was restricted to that which had been planned, whilst the children's responses indicated their readiness for something more demanding. In these instances the adult sometimes did too much for the children or did not stretch them enough.

Detailed and high quality planning underpins the teaching. There are clear targets for groups, for specific activities, and for the observation of particular children. Daily evaluation is made and the information gained from this is shared between staff, and with parents as they bring and collect their children. It is put into the child's record of achievement, and used by staff to decide what further support is needed. This good use of assessment ensures all the children, including those with EAL and SEN, make very good progress.

The curriculum covers all the areas of learning that young children should experience. The opportunities for learning are carefully planned to take account of children's intellectual, emotional, social and physical development. The Centre is particularly good at developing children's emotional well-being and their acquisition of social and language skills. In both classes the curriculum is planned under the same areas of learning. In Treetops the planning effectively incorporates the Desirable Learning Outcomes, and priority is given to the areas of personal and social development, language and literacy and mathematics. The particular needs of children with EAL or with SEN are carefully considered to ensure they receive appropriate learning experiences. A wide range of educational visits is made, such as to the nearby city farm, to Coombe Park, or to local shops. These broaden and enrich the children's learning. The curriculum has a strong emphasis on providing children with practical first-hand experiences and on enabling children, even the youngest, to initiate activities and make their own decisions, for example, about what materials they will choose to make a collage, or what story they would like to hear.

The Centre has successfully addressed the weaknesses identified in the last inspection. There are now very clear policies and guidelines for all the areas of learning. These provide a very effective base for all staff to use in their planning, and ensure that the learning achieved in Woodlands is built on when the children progress to the next class.

The Centre's aim of promoting children's spiritual, moral, social and cultural development is met very successfully. The provision made for children's spiritual development is good. Staff provide opportunities for children to reflect quietly at several times in the day. Music is played softly in some areas as children work, and planning for individual and group times with a key worker enhances their spiritual understanding as they share important feelings and learn to talk together.

There are carefully planned opportunities for children to show wonder, as well as spontaneous ones which are linked to children's responses to different experiences. For example, one child was amazed when the bubblewrap popped, and another when the jelly crystals melted in hot water.

There are clear policies to promote good behaviour and self discipline. All the adults set a very appropriate example by creating a climate in which children's moral development is fostered naturally and consistently. Recent revision of the curriculum for this area has successfully included ways of developing the children's awareness of simple rules for behaviour and of showing the difference between right and wrong.

The provision for children's social development is one of the strengths of the Centre. Careful attention is given to providing good role models and to teaching children social skills such as sharing toys and equipment, and helping others. Children were observed on a number of occasions spontaneously finding and returning other children's belongings.

The curriculum extends children's awareness and knowledge of their own culture and that of others very well. Respect for, and valuing of, other cultures is introduced through the celebration of festivals, different foods, stories, music, and through the children's own languages. The bilingual staff encourage the children to use their home language linked to the varied activities provided without isolating them from other children.

The Centre makes good arrangements for pupils' welfare, health and safety. The care which the Centre provides for its children is a strength. The staff often work in partnership with other agencies to meet the requirements of social care plans.

The key person system operated in the Woodlands and Treetops rooms provides well for the assessment and monitoring of the children's progress, personal development and attendance. Staff are given time each week to maintain children's Records of Achievement. Their views on identified educational needs are fed into the weekly plans where all staff are alerted to the particular needs of individual children, who in turn are the focus of attention for specific areas of learning which are noted in the plans. Team meetings at the start and end of each day, and observation sheets completed during sessions, supplement this rigorous and comprehensive monitoring and assessment. Recently appointed learning support assistants have begun to contribute effectively to the work of their identified children with the guidance and support of more established staff.

Although attendance is not compulsory because the children are below the statutory age for education, it is generally satisfactory. Where attendance is irregular, home visits are made by the child's key person, a parent home visitor or other staff, and these are reported as being generally effective in raising attendance rates. The parent home visitors have been particularly successful in this work. Attendance is accurately recorded, although absences are not totalled. A consistent, sessionally-based practice needs to be developed for registering absences.

The high priority given to personal, social and emotional development is a major feature of the Centre and is strongly supported by the parents. Children respond very well to the consistent encouragement to share and show consideration to others. All Centre staff employ good procedures to promote social skills and behaviour. For example, the site supervisor plays a significant support role, as when reading a story to some three and four year olds and in talking to younger children and joining in a dough play activity with them.

There are 34 children on the register for special educational needs, with a range of physical, learning and behaviour needs. Of these children, 28 are in the Woodlands and Treetops rooms, the remainder are aged under two. They are well supported by specialist staff and other Centre staff. However, staff are not always fully trained where medication and drugs are to be administered to children. The good adult/child ratios enable children to receive individual and small group support which promotes detailed monitoring of progress. Many parents spoke very positively of their children's progress and achievement, as well as of the support which they have personally received from Centre staff and visiting professionals.

A speech therapist spends two half days a week in the Centre, working mainly with identified three and four year olds, several of whom were at the pre-verbal stage when first assessed. This is very useful provision. The Centre gives considerable attention to children's language development, particularly where this is delayed, as well as to the related personal and social development of the children. Significant success is achieved. However, the nature of the children's needs and the large number of such children, pose ongoing issues of staff training and resourcing.

This is a major strength of the Centre. A wide variety of opportunities for meetings and discussions is provided and forms the core of the Centre's integrated approach.

Initial contacts with families are often by home visits or when health visitors and social workers encourage mothers to join a parent and baby group. Parents are given detailed information on activities at the Centre and its work with children. Good use is made of opportunities at the beginning and end of sessions for parents to talk to staff, generally but not exclusively their child's key person. The arrangements for settling children into the routines of the Centre are effective.

Staff work closely with parents, as well as with their children. They find many opportunities to talk to parents, and discuss with them how they relate to their children, and how they might influence their children's behaviour in a positive way. For example, parents are invited to join their child for a school meal and so are able to see at first-hand how staff talk to children, and the way that they deal with any problems.

Parents spoke highly of their children's learning and the good progress they were making, emphasising the appropriately high expectations held by the staff who, parents reported, also ensure that the children enjoy their time in the nursery. The Centre's expectations about children's behaviour are seen as consistent across the Centre and are shared with parents and carers. Parents are very well aware of the range of their children's learning, particularly referring to work on personal, social and emotional development. The Centre has recently produced a useful booklet on this area of learning as the first of a series of curriculum publications disseminating its work as an EEC. The Centre takes good account of parents' interests and concerns. Recently these included issues of mixed heritage children and ethnic identity. Parents, children and staff discussed these matters and worked effectively together to develop positive self-awareness. The results have been used by Centre staff for in-service training for other providers.

Weekly meetings of health professionals, including a community medical officer and health visitors, are held at the Centre, as well as monthly clinics for medical consultations. Parents are able to use these times for discussions on health issues and find it most helpful to have concerns dealt with quickly and informally.

Parents' involvement in the Centre is also through adult education activities. They spoke highly of these as developing their own knowledge and skills, and identified confidence building as a key outcome. For some this has led to employment, for others potential work as childminders, and for others entry to further and higher education. Where necessary and possible, children's attendance at the Centre has matched parents' needs.

For many families, Hillfields plays a central part in their lives, sensitively meeting the developing needs of both the children and the adults. The emphasis given by staff to being approachable, supportive and valuing individuals is rightly seen by parents as a central element in its success. The Centre forms part of a network of local support services, linking with specialist agencies including the National Children's Homes (NCH) Action for Children Cornerstones project. This provides family support and parent counselling, complementing that done in the Centre by staff, health visitors and the community medical officer. Taken together, the two Centres provide a very comprehensive range of assessment, therapy and support services. Where needed, Centre staff accompany parents to their doctor and provide childcare whilst parents receive advice from other professionals. The Centre provides facilities for access visits for parents living apart from their children.

The Centre benefits from its close involvement in a variety of local community regeneration initiatives, including an internet project, one of whose bases is to be located at the Centre. It operates a holiday caravan rental scheme for local residents. As an EEC, it seeks to disseminate its work by linking with, and supporting, community work.

The Head of Centre provides strong and effective leadership. She is well supported by a senior management team of three deputies who, respectively, have responsibility for training and curriculum, family support, and for pastoral work. The Centre is very well organised. The deputies have an overview of their areas of responsibility and the ways in which these contribute to the integrated operation of the Centre. However, their job descriptions do not identify fully the extent of their current roles and responsibilities. The variety of projects and initiatives presents complex management problems, which are generally dealt with successfully. However, the Early Excellence programme's aim of linking the Centre's work to other initiatives which are not yet fully developed locally, such as family literacy or the New Deal for Employment, emphasises a continuing need to constantly review objectives and tasks.

The senior management team has a clear view of what constitutes high quality in work with children and their families. This is shared with the multi-disciplinary staff teams. It not only ensures and sustains their commitment to high quality work, but also supports the promotion of good standards as well as effective teaching and learning across the Centre's work.

The Centre management committee has a support function which is satisfactorily executed. It does not have the legal status of a governing body. Coventry City Council receives regular reports on aspects of the Centre's work, particularly its development as an EEC. Regular reports have been made by officers from the education and social services directorates to elected members who consider the Centre's activities as well as funding issues. The Centre head has recently assumed responsibility for some of the reports. These procedures are generally effective.

The Centre uses several means to monitor and evaluate its performance. Daily and weekly staff meetings in teams and as a whole staff form the basis of self-evaluation. The evaluation process is regularly reviewed and its outcomes inform planning. The Centre has an independent evaluator funded by the DfEE as a part of the EEC programme's national evaluation strategy. This work is firmly in place and the Centre contributed to a report published by the DfEE in February 2000 on the impact of its integrated work with children and their families. The EEC evaluation uses a wide range of measures to assess all aspects of the Centre's work, including its curriculum, the work with adults, the overall pattern of activities, and its impact on the children, their families, the community and other early years practitioners. Annual staff appraisal is up to date, but formal observation of teaching is not undertaken. The regular team meetings allow for some informal review of the work of individual staff, but more structured direct observation linked to feedback to staff on their work is now needed.

The Centre provides good value for money. It obtains funding from a wide variety of sources. In the present year, 48 per cent of the revenue funding comes from the local education authority (LEA), part of this budget being transferred from social services. The remaining 52 per cent comes mainly from eight other sources such as Standards Fund, European Social Fund and DfEE Childcare Development funding. These funds have been allocated for fixed periods. In addition, successful bids have been made for capital funds totalling £292,000 over the period 1997 to 2001, drawing on four major sources. The bids have been carefully planned in terms of the identified needs of the children and their families. Parents commented on the success of the developments in meeting their own needs and those of their children. They also appreciated the consultations held with them on developments both past and future. Very good use is made of the resources: care is taken to ensure that decisions are closely related to specific educational priorities and that the budget management lines are clearly identified. The LEA audit conducted in January 2000 found that financial procedures were well controlled and represented good practice. In order to provide regular independent assessment of the Centre's financial management, an annual audit is now planned. This is a useful and appropriate measure.

The complex budget and related bidding processes require skilled management and are very time consuming. The LEA provides good accounting support and, when required, training. Induction provided by the Community Education Service was usefully related to Further Education Funding Council administration systems and audit requirements. The budget development and day to day administration fall largely to the Head of Centre and the administrator who manage this well. However, as the LEA audit noted, the range of work undertaken by the Administrator at times leads to distractions and inefficiencies. The audit's recommendation that the level, structure and responsibilities of administrative staff be reviewed is appropriate and the LEA should consider this as a matter of urgency.

The large number of staff and the widely differing hours worked by part-time staff are effectively managed. The identification of team members as 'key people' working with a specific group of children for part of each session is well linked to the monitoring of children's progress and the planning of their future work. There is a generally effective staff induction system and all staff's views are taken into account in developing organisational, planning and assessment systems as a part of the Centre's self-evaluation process.

The LEA and the Centre should note that following the development of a wide range of integrated services and significant extensions to the premises, it is timely to review aspects of the organisation and future work of the Centre. In particular:

 

• assignments and job descriptions of the deputy heads and the administrator should be reviewed and updated (paragraphs 56 and 61);

   

   

• much of the current funding is time limited. Evaluations and prioritisation should be made of how each area of work is to be sustained when the present funding ends. This particularly affects the work with adults (paragraphs 60 and 98);

   

   

• where adults are attending child care courses with a view to becoming childminders, issues affecting their possible registration should be identified at an early stage to enable them to achieve their aim (paragraph 96);

   

   

• more planned, structured support for outreach workers should be provided when they are working outside the Centre (paragraph 97);

   

   

• the more able children should be provided with more challenging work in aspects of mathematics (paragraph 30);

   

   

• absences should be properly recorded on the registers (paragraph 44).

   

   

• The Centre should seek to implement a programme of observing sessions and providing feedback on the strengths and weaknesses of the teaching.

   

The work of the Rainbow team is pivotal in identifying parents' needs and aspirations and in exploring ways in which suggestions can be translated into organised sessions. The provision in the Rainbow room is mainly for children aged from birth to the time when many move to the Woodlands room, after their second birthday. Several children continue to attend the Rainbow provision for sessions when they are not in the nursery classes. Shared care is available, along with a variety of social, educational and health activities for parents, as well as education and care for their children. The Centre staff have excellent relationships with the parents and carers. They provide carefully considered support and encourage the development of confidence and self esteem. The quality of the provision is at least good and includes parent and toddler groups, a parent and baby group, creches for children whose parents are attending courses, informal sessions for adults, some accredited adult education courses and limited early morning care provision for children. Hillfields' toy library has outreach bases in a community playgroup and at the nearby NCH Action for Children Cornerstones project. There is also a childminder development project and a volunteer home visitor scheme.

Rainbow services are central to the work of Hillfields. When parents and children first make contact with the Centre, and while attending one of the groups, an initial assessment of family need is made. Most parents and children are invited to use other Centre services according to their particular needs. Staff work very well with parents and children, and many parents spoke highly of the supportive, friendly and encouraging way in which their needs are met.

The aims of each service are clear and materials explaining the choices available are well presented, some being translated into Urdu. Policies governing the services, including equal opportunities and child protection, are displayed in the Centre, although sometimes these are at the children's height and not the parents'. Parents, children and staff are valued, respected and well supported, and there is a relaxed and welcoming atmosphere in all groups. The particular needs of grandparents and foster parents are sensitively met.

There is a high ratio of staff to Centre users and all staff are appropriately qualified. Support staff provide bilingual assistance, language support teaching and health practitioner input. Staff from other agencies also regularly contribute to Rainbow activities, including health visitors, social workers, and a speech therapist. Overall, this is good provision.

Parent and toddler groups and parent and baby groups: sessions for parents and toddlers are run every morning and two afternoons a week, and the parent and baby group meets twice a week. The toddler groups are very well attended, although sometimes crowded. This issue should be addressed: at present there is no limit on numbers. The organisation of the room is complicated as it has to cater for children's play activities, provide comfortable seating for parents, many of whom are breast feeding their children, and suitable space for toddlers and babies who need to be active and to rest at different times. Despite daily cleaning, the furniture, flooring and some equipment is in poor condition and use of the cot needs reconsidering.

Parents have responsibility for their children in the groups and, appropriately, make decisions about their own and their children's activities. The well planned routine is carefully followed and all parents are encouraged to join their children for the activities. The children's activities are regularly reviewed and the programme is well balanced. It addresses all appropriate areas of learning at levels well matched to the children's needs and capabilities. Where required, individual work is also undertaken with children prior to them having contact visits with their family members. These are useful activities which provide a good basis for much of the other work of the Centre.

Many of the parents attending have experienced difficult times with children who have special needs, with other family members or have had personal physical and mental health difficulties and relationship problems. The Centre provides them with sensitive support with a view to developing their self-confidence and capacity to deal with the issues affecting them. This aim is generally successfully achieved.

Parents are from a variety of cultural backgrounds; there are five Asian languages spoken in the homes of Centre users. Most parents speak English, but occasionally refugee parents from Europe join the groups. It is much more difficult to find language support for them. Successful efforts have been made to make the Centre a safe place for women to attend. Many children attending Rainbow services have physical disabilities and special learning needs. The staff seek to identify these needs and plan appropriate programmes to meet them, liaising closely with other professionals within and outside the Centre.

Parents speak highly of the parent and toddler and the parent and baby groups. They particularly value the work of the staff who have raised parents' self-confidence and self-esteem as well as helping them through difficult personal and family times. Friendships are formed in the groups, reducing personal isolation, and good practical advice and help is given about caring for the children.

The creche is held in the Centre daily. It is run by two members of staff who are appropriately qualified. Numbers attending vary from two or three children, up to ten if the children are older. The numbers and ages of the children are carefully monitored to ensure compliance with the Children Act regulations. Attendance is controlled to enable parents to attend courses, and occasionally special provision is made, for example, where children are living with foster parents or temporarily living with grandparents. Once a week parents can leave their children and return later for a family play session.

The Centre has established its own standards of accommodation, care and education as the creche is not required to be registered under the Children Act 1989. Coventry's Guidance Standards on this Act indicate that the creche is working appropriately. Planning is related to that of the Rainbow room and provides a good programme of activities. Relationships between the staff and the children are excellent and the children's behaviour is well managed.

Children's learning in the parent and toddler groups and in the creche is well organised. Most of the children are of an age where the Desirable Learning Outcomes do not apply; however, the staff are aware of these and plan to provide a variety of experiences appropriate to the children's age and which supports later learning.

Personal and social development is very well promoted and the children's behaviour, for their age, is good. They are encouraged to be sensitive and respectful to others. Generally they show good initiative and work well on their own and in small groups.

Language is promoted effectively with a good supply of books and regular story times. Many children have speech and language difficulties and receive support from a speech therapist and a bilingual assistant. They are encouraged to listen to stories and to talk about themselves. Older children make marks with pencils, crayons and paint. Their work is well displayed. Some opportunities to familiarise children with basic aspects of print are missed and better use could be made of labels to promote early language and literacy.

Early mathematics is promoted satisfactorily. There is good use made of a wide range of resources which encourage initial awareness of themes such as pattern, shape and size which will be extended when the children enter the nursery. However, some opportunities to develop ideas such as 'up and down', inside and outside' and 'big and little' are not fully taken.

Children are encouraged to talk about past and present experiences and to anticipate future events. There are good opportunities to observe plant life and to use technical equipment such as large cogs. Children are challenged to question why some things happen, such as why it is difficult to ride the tricycle up a slope. Physical development is promoted well, with a variety of climbing and other equipment as well as items such as crayons to encourage fine manipulative skills. Children are involved in cooking healthy food; this work forms part of healthy eating themes.

The children enjoy painting with brushes, their fingers and their hands. They enjoy musical books and sing songs and rhymes at group time. Interesting textures are provided for the children such as playdough, flour and water, and natural materials. When playing with water children are encouraged to express sensations such as 'wet' or 'cold'. Many opportunities are provided for children to talk about their thoughts and feelings.

Activities are well planned and the outcomes of children's learning are noted. Children who have special learning needs and physical disabilities benefit from being well integrated, as are children for whom English is not their home language. Good use is made of resources. These are readily accessible and appropriate for the ages of the children.

The toy library is well stocked and is used mainly by parents, although it is also available to other members of the community. It is particularly valued when families are in temporary accommodation. The toys are catalogued and the lending system uses a card index. Some safety equipment, such as car seats and stair gates, is also available. This loan scheme forms a useful part of the Centre's services.

Portage work is concentrated on families where children have learning difficulties. An Urban European Social Fund grant supports the part-time worker whose role is to encourage parents as teachers of their own children. This is a useful service. The worker is well supported by the Centre staff, and resources for the project are drawn from the Centre's existing materials. The scheme covers all areas of learning, but is weak in mathematics.

Family assessment work is undertaken by Centre staff. This involves careful observation, analysis and written contributions to Social Services assessments. The Centre is used for access visits for children who are living apart from their parents, and members of staff often supervise these visits. Staff sometimes present reports in Court, such as at custody hearings: this requires high levels of competence and confidence. The parents involved spoke highly of the non-stigmatising approach that the Centre and its facilities have for them. This is a valued aspect of the Centre's work.

Standards are usually good across courses and activities for adults and are never less than satisfactory. Provision includes accredited programmes and training. The emphasis in all aspects of the work is on support for families. There is a shared understanding across the Centre that by developing parents' confidence and self esteem, and enabling them to reassess and respond to their own learning needs, their children's achievement will also be enhanced and sustained.

Informal courses are attended by many parents, often leading to more advanced work. The informal sessions often link with health education topics. Weekly courses include adult cookery and cooking for babies. Parents spoke with appreciation about the self-development courses 'What about Me?' and 'Step-Between'. These are accredited by the Open College Network. For many the acquisition of a course certificate is their first such award and is a great achievement. Besides extending the adults' knowledge and skills, the courses all seek to promote self-confidence in a friendly, supportive setting. They form valuable provision. There is some evidence that parents would appreciate access to a wider variety of community education courses. Particular interest was expressed in computer education.

In the structured courses, students are developing their skills as independent learners in an impressive way: negotiating their programmes, evaluating their own progress week by week, and tackling with enthusiasm subjects and processes which are new to them. In the taught sessions, which underpin the National Vocational Qualifications (NVQ) Child Care and Education training provision, students demonstrated a sound understanding of the relationship between theory and practice, drawing on a variety of relevant experiences in their workplaces to support their contributions to the group discussions. They are highly committed to their work; their relationships both with staff and fellow students are uniformly good, with the more experienced students spontaneously welcoming and supporting newcomers.

Teaching is always sound and at times it is good. Well-planned and appropriately pitched sessions take account of students' differing abilities and preferences, particularly in the practical work in art. Here students worked carefully on a range of projects centring on mosaics, developing a good sense of colour and design. The teaching, by a professional artist, effectively supports their creativity and encourages experimentation and risk-taking.

Course documentation is clear and basic record keeping is good, although the full range of student achievement should be assessed, and not just that which is validated for external accreditation. All staff involved are experienced in teaching adults, although some have no professional teaching qualifications. Staff should seek to develop further their capacity to identify the opportunities for learning in informal social situations.

The curriculum on offer has, until recently, been constrained by limitations of space. The new accommodation provides opportunities for development. Recent strengthening of links with the Community Education Service has resulted in a ten week Family Numeracy course of high quality. This successfully involves children from the Treetops room in collaborative activity with their parents in ways which can be followed up at home. It would now be timely to develop similar work in language and literacy, and to explore ways of linking work with adults more directly with the full range of the Centre's nursery curriculum. The closer working with the Community Education Service should also enable staff to develop their awareness of national developments in adult learning by tapping into in-service training and local networks in readiness for the establishment of the Learning Skills Council.

Those adults who have made use, over time, of the available opportunities are actively encouraged to move on to paid employment or further education elsewhere. One such student, who began five years ago as a tentative participant in the parent and toddler group, has moved through a variety of courses to working first voluntarily and now as a full-time member of staff at Hillfields. She has also just submitted her completed portfolio for NVQ level 3 assessment in child care and education.

There remains, however, more work to be done on ensuring that adults are given up-to-date information and advice about the range of further learning opportunities available beyond the Centre. The recently established work with staff from the Hillfields Employment Link should increasingly provide information, guidance and counselling on educational and training matters. The information centre in the recently built foyer and the opportunity for parents to access the area team IT network should extend this, alongside work with the Community Education Service.

The Centre also provides a range of in-service training for other providers, including the private and voluntary sector, as part of its remit as an Early Excellence Centre. Courses are both Centre-initiated and developed in conjunction with other local training agencies. A group of pre-school workers, nursery officers and childminders spoke highly of the work which they had developed during a course run by the Centre and validated by a national organisation. Their planning, assessment and awareness of curriculum issues had been significantly enhanced and they considered that their professional skills had been extended. Another group, working on outdoor play as part of a City training initiative, was able to use the Centre's facilities to apply and extend their awareness. These are appropriate and useful ways of disseminating the Centre's good practice.

The NVQ programme, which is in its first year, has got off to a very good start, and it provides an effective training opportunity for both staff at the Centre and for those working in a variety of other nursery and early years settings. The ethnic diversity of the candidates made the sessions on language development and cultural aspects of communication particularly lively. Candidates for assessment within the Centre spoke warmly of the support received from their assessors and emphasised how gathering evidence for their portfolios over a period had sharpened their practice and encouraged them to evaluate their learning critically on a regular basis.

The childminder development project is being supported by the European Regeneration Development Fund. This will provide staff and accommodation for training and support for a childminder network, linked to the Centre's work as an EEC. Parents who have followed self-development courses and who are keen to extend their childcare and education training have followed a basic childcare course which has been useful. It is to be followed by a pre-registration course run by Coventry Social Services leading to possible childminder registration. Although there has been a high drop-out from the original number expressing an interest, the remaining mothers intend to seek registration. Consideration should be given to identifying any possible problems or obstacles at an earlier stage of their training and recruitment. This is particularly desirable as there is very little full day care in the area, whilst there is a demand for affordable, good quality and reliable provision.

Six volunteer home visitors have been recruited in the last six months. They have received initial training which will be developed further. The home visitors are well supported within the Centre, and so far the system is working well. The volunteers have responded well to some difficult visits where, on occasion, they have had to take immediate action to protect children. Despite this, they have maintained supportive non-threatening relationships with the families. Management systems have yet to be developed to undertake regular volunteer group evaluation and review. The Centre should consider as a matter of urgency ways of ensuring that the home visitors have more clearly planned and structured support outside the Centre, especially where they are working with vulnerable families.

Much of the Centre's work with adults initially developed in an ad hoc way, responding to parents' need. Such is its complexity and its capacity for expansion that it now needs a central strategic steer. This should bring together its diverse strands without limiting its ability to remain innovative, flexible and responsive.

Number of sessions observed: 39

Number of discussions with staff, governors, other adults and children: 17

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

In addition, the Centre also employs a creche worker, a portage teacher, parent home visitors, a health practitioner, and administrative and support staff.

*full-time equivalent.

**includes nursery officers, bilingual assistants, learning support assistants and an education assistant.

This is an area of learning at which the Centre excels. It is the one which staff recognise as underpinning children's ability to learn in all other areas, and therefore, the teaching and development of skills in this area are seen as a high priority. Most of the children enter with low levels of awareness and skills, but due to the very good teaching they make rapid progress. They quickly learn the daily routines and grow in confidence. This progress is continued through the nursery so that by the time they are five they should meet or exceed the Desirable Learning Outcomes. The children with special educational needs make good progress helped by the staff's high expectations and effective support. The progress of those children with English as an additional language is carefully monitored, and assistance in their home language is given when needed to help aid their understanding, and help them interact with others.

The staff ensure that the youngest, and the more vulnerable, children feel secure by making the child's key person available when needed to comfort, reassure and celebrate their achievements with them. Adults constantly reinforce good work habits and manners. Children are encouraged to be helpful to each other, for example, assisting each other to get changed after a dance session. They share and co-operate readily with adults, and with other children, for example when using the wheeled toys outside or when painting or gluing.

Children behave particularly well. They listen carefully to staff instructions and participate enthusiastically in the thoughtfully prepared activities. They are able to select an activity for themselves and they use the equipment and resources with great care. They persevere and concentrate with tasks, at times becoming totally absorbed in them.

Staff are particularly good at showing the children how to become independent. For example, a small group were shown how to get water, soap and towels to bath the baby doll in the home corner, and how to wash it, drawing on the children's knowledge of washing themselves or the baby in their family.

Individually, and in small groups, children are becoming aware of others' feelings and how their own actions affect others. They are able to sit quietly at group times and listen to each other and take turns. For example, they knew that when a timer went, someone else should use the woodwork tools.

There is a clear underlying respect for everyone demonstrated throughout the Centre, and the question of differences between children is viewed positively. For example, the children looked closely at their skin colour when making paintings of themselves and others. This led to an understanding that people's faces are different colours.

Language and literacy are given a high priority across all the planned areas of learning. Although many children come to the nursery with poor linguistic skills the majority make good progress and are likely to meet the Desirable Learning Outcomes by the time they are five years old. Children who are learning English as an additional language make good progress, and they are helped by staff both in their own language, where possible, as well as in English. For example, longer instructions were given in Punjabi and reinforced in simpler English. Those with SEN or poorly developed speech are well supported by staff who use every opportunity to model language for them.

In both classes the children gain confidence in speaking and listening. There is a small group of very articulate children: they act as interpreters and role models for other children, talking confidently and clearly to adults about what they are doing and what they think. At times these children could benefit from more specific attention, as their skills are not always sufficiently extended.

A number of the children have poorly developed speech and have communication difficulties, although most will attempt to use language to express their needs. Staff throughout the nursery seek to use every opportunity to feed in relevant language. They give commentaries about what they, or the children, are doing. For example, as the children used the cornflour and water mixture the adult said, 'It's very stiff', 'it drips: drip, drip, drip', and the children repeated the words to themselves, 'drip, drip, drip'.

There are many opportunities throughout the day for children individually, or in small groups, to look at books, or have stories read to them. They enjoy books and are familiar with them, turning the pages and paying attention to the pictures. They retell some known stories and listen to them attentively. Staff use puppets and their voices well to catch the children's interest. However, there are not always enough planned opportunities to talk about authors and the different parts of a book, as well as individual words, and the sounds letters make.

More able children have a good knowledge of letters and can read and write their names and a few words. Other children include letters in their own writing, for example as they 'write' postcards and letters to others in the writing area.

The children have positive attitudes to literacy. They often choose to 'write' or look at books or use the computer to follow, for example, the story of the Three Bears. They use the role play area to act out stories and everyday events, though this area would benefit from including more opportunities for reading and writing.

Occasionally the stories chosen by adults, or the questions they ask, are at the wrong level for the children's understanding or experience, and when this happens children are not as interested or able to make as much progress. Overall, though, the teaching is good. Staff are particularly good at questioning children, skilled at introducing new words, and reinforcing language linked to first-hand experiences. In these instances children make very good progress.

When children leave the nursery, most of them are on course to meet the Desirable Learning Outcomes by the time they are five. When they enter the nursery their use of mathematical language is limited. However, all children make progress over the time that they are in the nursery. Their early work is appropriately focused on shape, space, pattern, sorting, comparisons and early number.

The older children are able to count reliably to five and the more able children to ten and beyond. Most children recognise and can name simple shapes such as circle and square, and can understand and use comparative language such as 'bigger', 'smaller', 'full' and 'empty'. When using dough they make different size balls and take care to count each one. They can match pegs to large wooden numbers, and some know the sequence of days of the week. Children use sand and water to compare the containers they have filled and whether they are full or not. They can sort by colour and size, and older children can match, for example, socks by colour and pattern, and compare the size and pattern of the necklaces they make. The children enjoy mathematics and this has a positive effect on their learning.

Staff plan the development of specific mathematical vocabulary and work with children individually or in small groups, and also incidentally when they link mathematics to other activities, such as role play in the home area. Some good teaching was seen with making patterns and looking at patterns in the environment. In these situations children respond well and their achievement is good. However, occasionally there is a lack of challenge in the teaching of mathematical concepts and this slows children's progress, particularly the able children. The teaching overall is sound, and at times it is good. Most of the staff have a clear understanding of mathematics. They are specific in their planning about what they want the children to learn and they assess what they have learnt. Good use is made of resources, including IT. The staff question and encourage children to solve problems for themselves, and intervene well with the correct vocabulary. They draw children's attention to mathematical learning, but there are times when opportunities are missed; for example, in small group times. Greater use of number rhymes and songs throughout both nursery classes, and more focused times to explore numbers and other mathematical concepts with staff, are needed.

In this area of learning most children are likely to meet the Desirable Learning Outcomes by the time they are five. Their skills in using the computer are well developed for their age.

Many opportunities are provided for the children to investigate and explore living things, patterns and how things work. For example, the children used magnifying glasses when visiting the park, mirrors to paint portraits of themselves, and handled and talked about an interesting collection of natural objects. Children learning English as an additional language and those with SEN are able to join in these activities as they are well supported by other adults, and they make good gains in their learning.

A wide range of construction materials is used to make, for example, towers, railway tracks, and houses. As a result of the good teaching, the majority of the children from an early age have very good control of tools such as scissors, paint brushes, hammers and the mouse on the computer. They learn about the local area from visits, and about the immediate past by talking about what they did as babies, and recalling what they did yesterday, as well as beginning to predict what might happen next.

The children's attitudes are very good. They show curiosity and interest in the activities and confidence in using the resources provided. They sustain concentration and persevere with jigsaws, using a screwdriver or hand-drill, making a hole-puncher work, or carefully pouring and filling different containers with sand or water.

The teaching overall is very good; staff know the children well, and plan and meet their learning needs with a range of teaching approaches. They encourage and guide children when they make their choices and remind them what to look for, or do. Where the teaching was very good, the adult intervened at the most opportune moments in ways that helped the children to make explicit what they had learnt and found out, and to use the correct vocabulary. Questions by staff such as, 'How can we make it happen again?' or 'How do you know this will fit?' extended the children's thinking.

All children are encouraged to talk about their discoveries and are eager to do so. This is an improvement since the last inspection, when some children were underachieving in this area.

Children generally achieve in line with, or above, national expectations. They are able to move confidently, indoors and out, showing increasing control, co-ordination and awareness of space. They can use a variety of equipment, such as wheeled toys, hoops, balls and bean bags with increasing skill and concentration. The regular use of climbing equipment and of tools, for example to dig in the landscaped garden, provides children with good opportunities for developing physical skills and control. The children make good progress in this area of learning.

Teaching which promotes physical development is often good, characterised by positive support and encouragement from the staff. Outdoor play, especially for the older children, is well organised with good provision of both group and individual activities. The children co-operate well with one another, sharing equipment and taking turns, as well as showing persistence. Other physical skills, such as cutting and sticking are well developed across a range of activities. Resourcing is good for both indoor and outdoor work.

The younger children are well supported by staff and other adults who provide appropriate encouragement and support. This has a significant effect in developing their skills and in their willingness to accept new challenges. They are confident and yet careful in what they do. This is due to the consistent and positive support given by the adults.

There is an appropriate policy for physical development which supports a broad and well-balanced range of worthwhile opportunities. The younger children have their physical needs and capabilities assessed and their work is well-matched to these on an individual and group basis. This is developed as they grow older, with more co-operative and shared activities, as well as the introduction of new skills. The variety of outdoor activities encourages the children to take responsibility and show initiative, as when climbing or exploring, to repeat and initiate activities such as going on a 'bear hunt', and to join in more organised games like 'ring-a-roses'.

Children's attainment in this area of learning is satisfactory and sometimes it is good. In 2D and 3D art, imaginative play, woodwork and dance, attainment is at or above national expectations. For example, careful paintings of catkins were accompanied by extended discussion with the staff on their shape, colour and texture. Some younger children concentrated for long periods when manipulating a mixture of cornflour, water and colouring. Dance work is developing well, with the children responding to varied sounds, rhythms and forms of movement, using percussion instruments effectively. It is well taught by the staff. Throughout their creative work, the children show considerable interest, enthusiasm and concentration.

There is a good range of art and craft media available to the children. They mix paint, use dough and other materials and are appropriately encouraged to discuss their work. The children's cultural traditions are valued, for example, when discussing the designs and patterns they have made.

The staff organise the curriculum effectively. Careful discussion between staff and children as they draw, paint or dance develops confidence and values individuals' skills and capabilities. In dance, attention was drawn to rhythm as well as to body shapes and movements, with the children being successfully encouraged to develop their responses. Links are made with other areas of learning such as with mathematical patterns when making necklaces and headbands.

The older children are encouraged to plan and predict the outcomes of their drawings and modelling. This leads to good levels of more abstract thinking and discussion. The younger children are appropriately challenged by the use of carefully chosen vocabulary to develop their awareness of texture and form. Most opportunities for creative learning are well organised and of good quality. At present music is rightly acknowledged by the Centre as an area for development. The Centre should identify a range of songs, games and other items to extend its present repertoire.

The inspection of the Centre this year was a joint undertaking between the Social Services Registration & Inspection Unit & OFSTED, Office For Standards In Education.

This was the first joint inspection of such a facility, in the Country and was a pilot for further inspections in the future.

2 separate reports will be made public from the inspection.

Hillfields Early Years Centre is joint funded by Education & Social Services Departments in the City.

A total of 54 staff are employed by the Centre, on both full and part-time contracts.

The Centre has many close links with other local organisations and professionals, a GP regularly attends the Centre as do Speech Therapists.

The Centre offers a variety of care, education & support to families living in the local area, it's hours of operation are from 8.00am - 5.00pm, Monday to Friday.

The Centre has 3 rooms, which offer a range of day care for the children; Acorns for children aged under 2 years, Woodlands for children aged 2 - 3 years, Treetops for children aged 3 years and above.

Some children access the Centre from 8.00am and are cared for in Rainbow room, until 9.00am, toast is available for these early children.

There are also a number of other facilities offered by the Centre in parent & toddler groups and crèches, some in support of training.

The Centre offers training to a variety of people and organisations in Coventry & Warwickshire.

2 Inspectors from the Social Services Department worked alongside HMI Inspectors and a Registered Ofsted Inspector at the Centre, all areas offering day care to children were included in the Social Services, Children Act 1989 Inspection.

• Children's names, addresses and contact numbers should be kept in the register: Actioned.
• Risk Assessments in accordance with Health & Safety Legislation should be undertaken for all areas of the centre: Not actioned. See the Health & Safety, and Requirements sections of this report.

The Centre is purpose built for childcare and there has been extensive building work to the original site, which now includes; training rooms, crèche facilities, entrance hall and offices.

Building work is due to continue with, a new area to support local childminders planned for the near future.

The building is in some need of care and attention specifically the areas used by the children, toilets are in need of redecoration and some plasterwork has been damaged.

A vinyl floor has become badly worn in Rainbow room.

The children have extensive outdoor play areas that are safely accessed via the playrooms.

1 outdoor area has a cover, which enables the children to play outdoors in inclement weather.

The Centre has a Site Services Officer, who is responsible for the day to day upkeep of the premises.

The Centre has very good security measures in place. The entrance has a security-coded door and all visitors are required to sign in at reception, and they are screened prior to entry.

The outdoor area is well maintained and secure.

Coventry City Council on 3/12/99 inspected the portable electrical equipment and no issues were noted on the register.

Since the last inspection, the Fire Alarm system has been extended to incorporate the areas that have recently been built. The Centre has emergency lighting.

All fire exits are clearly marked and detailed evacuation procedures are displayed in all area of the Centre.

The following concerns were highlighted and it is most important that the Head of Centre ensures that they receive urgent attention:

• As discussed in the Review of Action Plan section of this report, Risk Assessments in accordance with Management of Health and Safety at Work Regulations 1992 are required.
• The Head of Centre informed the inspector's that the Education Department has been informed of this requirement. No progress has been made in this area. Urgent action must, therefore be taken to comply with this legislation.
• The last recorded fire drill took place on 24/9/98. Drills must be to the frequency laid down by the Fire Service.
• The Fire extinguishers located in the kitchen and Family Room were last inspected in May 1998.
• A written Policy and Procedures relating to the emergency administration of Rectal Diazepam must be in place. Only appropriately trained staff should undertake this task. To assist the Centre with this issue, the Inspector agreed to forward a copy of the Social Services Department's Policy And Procedural Guidelines, which is contained in The Use of Medicinal Preparations Document.
• The vinyl floor in Rainbow room needs repairing, and the carpet and soft furnished chairs need to be thoroughly cleaned or replaced.
• The water boiler in the Family Room is located on the work surface and poses a significant health and safety risk to the children.
• Walls should be easy to clean, some areas of paint work and plaster need repair in Treetops / Rainbow and Woodland / Acorn bathrooms.
• Written cleaning schedules were displayed in the bathroom areas, in line with the requirements of the Day Care Standards for Children Under Eight, however, the standard of cleanliness of the toilet partitions in Rainbow bathroom was not satisfactory. The standard of cleanliness of the highchairs in the Family Room was not satisfactory, cleaning schedules should be developed. It is essential that systems be put into place to monitor and review the effectiveness of the schedules throughout the building.
• The changing mat and work surface in the bathroom between Woodlands & Acorn rooms must be thoroughly cleaned.

The Inspectors looked at the policies available at the Centre prior to and during the inspection.

Some of the policies are displayed around the Centre for information.

The Centre has information in respect of Child Protection procedures, staff are very clear of the procedures they need to follow if they have concerns and evidence was found to support this way of working.

Information is displayed for parents/carers about this procedure.

The Centre has an Equal Opportunities policy, which is widely displayed around the Centre and staff are clear about their responsibilities to ensure that the policy is effectively used.

The Centre has a Control and Discipline policy, which includes Handling Children's Behaviour policy into practice, this gives details of how children will be handled at the centre. It also includes details of how challenging behaviour will be dealt with.

There are 2 formal procedures offered to parents/carers in respect of complaints; The School Curriculum and Related Matters & Social Services, Comments* Compliments * Complaints procedure, information is available on both.

From responses received from parents/carers, it is evident that they are aware of these procedures.

A complaints record is maintained by the Centre, there have been no complaints logged since the last inspection.

The Centre has Health & Safety information which is accessible in the Head of Centres' office.

The Inspectors did not see the Centres' Professional Abuse policy, a copy of this must be sent to the Registration & Inspection Unit within 28 days of the date of this report.

The Centre also has a Special Education Needs policy.

This makes reference to the Education Act 1996 & the Code of Practice on the Identification & Assessment of Special Education Needs, the Centre has a Special Education Needs Co-Ordinator (S.E.N.C.O) with responsibility to enable & support staff who have Keyperson responsibility for children who have Special Education Needs.

All the rooms have records of prescribed medication administered to the children, accident & incident records.

The parent/carer, upon collection of their child/children must sign all records.

Any children with specialist medical treatments must be dealt with appropriately to protect the health & welfare of the child. See Health & Safety section; point 4 of this report.

Administration and record keeping for the Centre is very complex due to the broad range of activities that take place.

All required records are maintained by the Centre and they were available for inspection. The following points were noted:

Systems are in place to record the presence / attendance of the children and their parents / carers, either by a room register or session attendance sheet. Registers are also maintained for individuals who attend training courses and there is a book at the reception area for visitors to sign as they enter and leave the building.

There is a register for permanent staff, but supply staff are registered on the visitors signing in book.

Registers for Woodlands and Treetops are completed each morning and afternoon by staff in the rooms, they are then returned to the reception. Because the children arrive and leave at differing times throughout the day, the current registration system may not give the level of accuracy of information needed in the event of an emergency evacuation. Registration systems should be reviewed to ensure that the register reflects the compliment of children who are present, as this varies throughout the day.

Records for the administration of prescribed medication and accidents are in place but on many occasions they have not been signed by parents. For easy reference it would be of benefit for these records to be collated in alphabetical order, rather that at random as they are currently.

Systems for the recording of Fire Drills are satisfactory, but as noted in the Health and Safety section of this report, they are not being conducted to the minimum required standard. It is the understanding of the Inspectors that the Education Department requires a minimum of one drill per term.

The Centre has a large team of staff with a range of Childcare qualifications. They also benefit from a range of supp