Skendleby Playgroup

Skendleby Scamps

Inspection report for early years provision

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Skendleby Scamps

Unique Reference Number 253590 Inspection date 19 May 2006 Inspector Hazel Taylor

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Skendleby Scamps

Setting Address The Old School, Main Road,Skendleby, Nr Spilsby, Lincs, PE23 4QE Telephone number 07732 264891

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E-mail

Registered person Skendleby Playgroup Committee Type of inspection Integrated Type of care Sessional care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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WHAT SORT OF SETTING IS IT?

Skendleby Playgroup was established 31years ago and is committee run. It operates from the village hall in the centre of this small rural village in Lincolnshire. There is one main hall, a kitchen and appropriate toilet facilities. Children have access to a fully enclosed playground and grassed area for outdoor play. The playgroup serves the local community and surrounding villages. The playgroup is registered to care for no more than 16 children from two to under

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 five years at any one time. There are currently eight children on roll and, of these, five children receive funding for nursery education. Children attend for a variety of sessions. The playgroup has systems in place to support children who have learning difficulties and/ or disabilities and also children who speak English as an additional language. The playgroup opens each Monday, Wednesday and Friday, from 09:30 to 13:15, during school term times. Children not staying for lunch leave at 12:00. There are five staff who work with the children on both a full and part time basis. Half of the staff hold appropriate early years qualifications. One member of staff is currently working towards a recognised early years qualification.

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Helping children to be healthy

The provision is good. Staff promote children's good health and well-being effectively as they are proactive in recognising and reducing possible risks of infection and illness. Their procedures for managing accidents, administering medication and caring for any child who becomes ill are good and ensure that children are well cared for and that their individual needs are met. Children are developing their own understanding and awareness of good health and hygiene through helpful explanations and daily routines, such as regular hand-washing, which reinforce good practice and act as helpful reminders to encourage their independence. Children show a good understanding and willingness to keep themselves healthy and safe from infection. Children enjoy a variety of nutritious snacks and can independently access drinking water throughout the session. They talk positively about how eating fruit and drinking

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Helping children to be healthy

milk makes them healthy. Whenever possible, staff encourage children to actively contribute to the development of healthy eating and positive food choices by sharing responsibility for decisions about their drinks and snacks. Children's health and dietary needs are met effectively by staff and parents sharing information. Children have daily opportunities to enjoy a wide range of purposeful and developmentally appropriate activities which contribute to their good health and well-being. They enjoy physical exercise, are gaining control of their bodies, and learn about the importance of activity in maintaining a healthy lifestyle as they join in free-play and planned activities, both inside and outside. Staff develop meaningful relationships with the children which fosters their emotional well-being and ensures that they feel confident and secure as they explore their play environment.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are secure and parents are welcome in this setting. Staff organise indoor and outdoor space effectively, creating a child-friendly environment which enables

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 children to explore and take risks while being appropriately supervised. Good procedures and consistent risk assessment by staff ensures that all areas accessed by children are safe and any hazards are minimised. Children begin to take responsibility for themselves and are encouraged to make safe decisions about their play and learning as they choose from a broad range of good quality toys and play materials both indoors and outdoors. Children enjoy accessing developmentally appropriate resources and can move around safely and confidently to use them imaginatively. Children learn how to keep themselves safe on outings with the encouragement and guidance of staff. Children are cared for by qualified and experienced staff and thorough clearance procedures ensure they are suitably checked and vetted. An appropriate range of

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Protecting children from harm or neglect and helping them stay safe

policies and procedures are in place to safeguard and promote children's welfare, for example there are detailed procedures for the collection and non-collection of children. Children benefit from the knowledgeable practice of the staff who ensure that parents are aware of any steps they will take to maintain children's safety and deal with any accidents that may occur, including applying first aid. Children are kept safe because staff have a secure understanding of their responsibilities regarding child protection procedures and the signs and symptoms that may indicate that a child is being abused.

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Helping children achieve well and enjoy what they do

The provision is good. Children enjoy their time at the playgroup and explore their surroundings with enthusiasm, confidence and growing independence. They benefit from the care and encouragement of committed staff in a harmonious learning environment. Children relate well to each other and socialise with others as they play in groups participating in a range of interesting activities. Children are becoming good communicators, they chat confidently between themselves, and the staff make good use of conversations to extend children's thinking and play. Children are beginning to use their imaginations well as they take part in well resourced role-play activities. They develop their physical skills regularly, both indoors and outside. Children under three are cared for in the same room as older children and staff are beginning to evaluate the organisation of resources in order to ensure that they are developmentally

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Helping children achieve well and enjoy what they do

appropriate and provide a range of experiences which increase children's learning. Children's needs are met through generally effective organisation and planning for the progress of children from two to five years. However, the staff have not fully implemented a formal developmental system for the younger children such as the 'Birth to three matters' framework. Nursery Education The quality of teaching and learning is satisfactory. Staff have a sound understanding of the foundation stage and work well together to provide a broad range of interesting activities to help children to learn. They use effective questioning to promote children's thinking and their enthusiasm and approach provide a happy environment in which children can enjoy learning. Planning and assessment systems are

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 benefiting from current review, there have been some significant developments and they generally provide a suitable framework to help children make sound progress towards the early learning goals. These systems, however, are not consistently used effectively to ensure some activities will be sufficiently adapted or extended to fully support differing abilities. Children's individual progress is observed, although information gained from these assessments is not used to plan the next stages of their development, which impacts on the challenges provided and the individual progress children make. Therefore the older and more able children are not always challenged sufficiently in all areas of learning. Children count confidently and are beginning to compare numbers in everyday

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Helping children achieve well and enjoy what they do

activities and daily routines. They begin to make sense of the world around them as they explore and investigate a variety of materials and learn about their local environment through planned topic work. They are aware of their own bodies and their ability to use their senses. They are confident and skilled speakers and use words effectively to convey their experiences both real and imaginary. They are able to sit and listen to stories and also offer answers to questions. Children are making sound progress in both mark making and writing and some are skilled at writing their own names. They are also able to treat books with respect and use these for pleasure as they are aware that they contain stories which they enjoy. Children have good imaginations which are encouraged in activities such as role play. Their physical skills develop and improve through a wide variety of experiences, including movement to music. Children are developing good concentration skills and can

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Helping children achieve well and enjoy what they do

persevere with more challenging tasks, although they currently have more limited independent opportunities to use the full range of creative resources to meet challenges in art and design technology.

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Helping children make a positive contribution

The provision is good. Children are warmly welcomed into the group and a good range of resources encourages children to be aware of their own and other cultures. These positive images of the wider community enable children to develop self-esteem and a sense of their own worth. The playgroup has effective arrangements in place to care for children with learning difficulties and/or disabilities. Children are very well behaved and are able to share and show consideration for others. They respond well to reminders to care for resources and each other and staff have high expectations of their behaviour. Children's spiritual, moral, social and cultural development is fostered. Strong relationships between staff and parents means that information regarding children's individual care needs is shared and used effectively and this contributes significantly to the children's feelings of security and well-being. Currently written

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Helping children make a positive contribution

information for parents regarding the way in which the playgroup works and details of the curriculum implementation is being updated to take account of recent changes. Consequently, parents are becoming more informed and able to reflect on care practices and the provision made for their children's education.

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Partnership with parents for nursery education is satisfactory. Staff regularly talk to parents about what their children have been doing in the session and their current achievements. Key workers ensure that parents receive regular verbal information about how their child is developing and progressing. Parents' views are actively sought prior to their children beginning at the group so that staff are aware of some of the children's developmental needs and interests. However, as yet, there are few systematic arrangements for staff and parents to share their observations and assessments of children's progress towards the early learning goals, within the Foundation Stage, or to plan for the next steps in children's learning. Because of this, parents are not consistently enabled to become more meaningfully involved with their

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Helping children make a positive contribution

children's learning, to fully contribute all they know, and therefore, to effectively help their children make best progress. Children benefit from their parents' involvement in topic work which enables them to follow through the children's learning at home and contributes to their development and progress.

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Organisation

The organisation is satisfactory. The management team have made a number of changes to practice to improve the care and well being of the children in their care. They have developed sound aims and values for the provision and have a clear vision for continuing the improvements for children's care and education. They have begun to establish good training opportunities to enhance the quality of care given to children and an action plan is already in place to further develop staff's knowledge and understanding of the needs and outcomes for the very youngest children. The organisation within the playgroup generally meets the needs of the children well. There is a good balance of indoor and outdoor activities to extend play and learning opportunities for the range of children attending the setting. Staff organise time to allow the children to be cared for in small and mixed age groups which ensures that they receive suitable levels of care appropriate to their developmental stages. The

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Organisation

good ratios of staff to children ensure that children receive a lot of individual attention which promotes their sense of belonging and self-worth. All legally required documentation which contributes to children's health, safety and well being is in place and is currently being reviewed. To support this the management team is committed to further developing the written operational plan, which underpins the efficient and successful management of the provision, so that it can be shared more fully by all. This is in order to further facilitate the understanding of how the setting runs, how the resources are used to meet the needs of the children, inform self-evaluation and the identification of areas for development. Leadership and management of the nursery education is satisfactory. Children's care and learning are supported through the sound organisation of the setting and the ability of a committed staff team. Staff development, committee meetings and regular

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Organisation

staff meetings contribute to the smooth running of the playgroup. There are appropriate recruitment and induction procedures in place. The management team is well aware of the weaknesses for children's education and what needs to be done to improve. The reviewed planning and assessment systems, whilst sound, are too

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 newly implemented to have yet had an impact on comprehensively improving children's nursery education. The monitoring and evaluating of children's learning has not been fully implemented. Staff are beginning to regularly evaluate the provision, however, further methodical review and refinement of the monitoring system will enhance planning so that it builds on what all children need to do next to secure progression in all areas of their learning. Overall the provision meets the needs of the range of children for whom it provides.

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Improvements since the last inspection

At the last care inspection the provider was asked to develop staff's knowledge and understanding of equal opportunities issues as well as to ensure that children have an appropriate range of activities and resources that promote equality of opportunity and anti-discriminatory practice. They were also asked to review their behaviour management policy and to devise an operational plan. Since then the playgroup has provided a broader range of toys, books and equipment which reflect positive images of diversity and are readily accessible to children. Staff have accessed training, follow curriculum guidance and plan activities which help children to understand and appreciate others and their differences, thereby nurturing an environment which promotes equal opportunities. Behaviour management training has been accessed and the playgroup has developed a clear and positive statement which supports staff in establishing consistent expectations for children's behaviour taking account of their

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Improvements since the last inspection

level of maturity. There is a calm atmosphere in which children show confidence in their dealings with staff and peers and where older children begin to understand turn-taking and the rules needed for simple games. The playgroup has begun to devise an operational plan so that they confirm working practices which ensure efficient and successful management of the provision, support appropriate staff training and promote best outcomes for children. The operation plan is still rudimentary and it's further development is identified as a recommendation of this inspection. At the last nursery education inspection the setting was asked to develop their planning and assessment systems to ensure that activities build on children's previous learning and are consistently adapted so that all children are able to gain the most from the learning opportunity. They were also asked to develop their monitoring systems to ensure that they are effective in identifying gaps in planning

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Improvements since the last inspection

and resources needed particularly for aspects of mathematical development, physical development and knowledge and understanding of the world. Since then the staff have reviewed their use of space and resources in order to extend the identified programmes of activities and the purposeful learning opportunities offered to children. Children have increased opportunities to take part in a suitable range of stimulating activities that contribute to them making sound progress in these areas of their learning. Children enjoy the activities and are developing appropriate understanding and a broad range of skills. Discussion with staff and consideration of documents indicates that planning and assessment systems have been reviewed and staff have developed their practice in the light of various training and support opportunities. The system for planning is still

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Improvements since the last inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 being developed to relate more closely to the stepping stones and link meaningfully with assessment. This will ensure a broad-based curriculum that links suitable themes with practical play activities and which helps children of all abilities make good developmental progress towards the early learning goals in all areas of their learning. However, further refinement of the monitoring and evaluation systems is also still ongoing with reference to current guidance. The playgroup intends that their evaluative judgements are used with increasing effectiveness to enhance future planning and secure best progression for all individuals. These aspects of their development will continue as recommendations of this inspection.

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Complaints since the last inspection

There have been no complaints made to Ofsted since 1 April 2004. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • further develop the operational plan, which underpins the efficient and safe management of the provision, so that it can be shared by all. This is in order to further facilitate the understanding of how the setting runs, how the resources are used to meet the needs of the children and promote best outcomes, inform self-evaluation and the identification of areas for development. • consolidate and formalise staff's knowledge and understanding of the needs and outcomes for children from birth to three by using an approach in line with 'Birth to three matters'.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 person should take account of the following recommendation(s): • continue to develop assessment and planning systems, based on children's interests and what they need to do next, so that activities are consistently adapted to enable children of all abilities to gain the most from the activity and the learning materials, and to ensure that all children can achieve appropriately in all areas of their learning • develop a more systematic approach to providing parents with information about the educational provision and their child's progress, so that they are able to share fully what they know about their child and are able to be involved in their learning • further develop the monitoring systems so that evidence and evaluative judgements, which take account of how children are responding to planned

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The quality and standards of the nursery education

provision are used more methodically, and with increasing effectiveness, to inform future planning and assure all children of best progression in their learning.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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