Sutton Bonington Pre-School Playgroup

Sutton Bonington Playgroup

Inspection report for early years provision

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Sutton Bonington Playgroup

Unique Reference Number 253433 Inspection date 04 July 2006 Inspector Judith Chinnery

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Sutton Bonington Playgroup

Setting Address The Old School Rooms, Bucks Lane, Sutton Bonington, Leicestershire, LE12 5PB Telephone number 01509 670746

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E-mail

Registered person Sutton Bonington Playgroup 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 good.

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WHAT SORT OF SETTING IS IT?

Sutton Bonington Playgroup opened in 1968. It operates from the old school rooms in the village of Sutton Bonington, in Nottinghamshire. The group is led by a management committee of volunteers. The group have access to a large hall, toilets and an enclosed outdoor play area. Opening times are Monday to Friday 09:00 to 11:45, with lunch club 11:45 to 12:45, and an additional session for four-year-olds on Thursday afternoons from 13:15 to 15:45.

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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 There are currently 48 children aged two to five years on roll. Of these, 37 children receive funding for nursery education. Children attend mainly from the local area and surrounding villages. The playgroup supports children with learning difficulties and disabilities. There are nine children who speak English as an additional language. The playgroup is managed by a committee who employ four staff. All staff are qualified have early years qualifications. The setting receives support from the Nottinghamshire Early Years Development and Childcare Partnership.

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Helping children to be healthy

The provision is good. The good health and well being of children is promoted well in this setting. The children readily wash their hands before snack and staff ensure that tables and food preparation surfaces are kept clean to prevent the spread of infection. The care of children who may become ill or have an accident is good. There are detailed records in place and a written policy supports staff effectively in meeting children's needs. Children enjoy daily opportunities to be physically active. They can come in and out as they please during the session and can access a variety of climbing and balancing equipment as well as ride on toys which encourage them to develop good large body skills. Children are becoming increasingly confident in running, jumping and climbing and are adept at avoiding each other and obstacles. Staff also plan a good range of music and movement activities which enable children to experiment and move in

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Helping children to be healthy

different ways. Fresh fruit and other healthy foods are provided for children's snacks enabling children to grow healthily. There is a constant supply of juice and water throughout the day to ensure that children are unlikely to become thirsty. Children are beginning to learn about the necessity of good hygiene and exercise because there are well established routines in place and staff sometimes use opportunities, for example during snack time, to engage children in discussions about why we do these things.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Good policies and records support staff well in keeping children safe in this setting. Accident records are regularly reviewed to enable staff to adjust their practice to prevent the likelihood of similar accidents reoccurring. Areas used by the children are free from hazards such as trailing wires and external exits are kept secure so that unwanted visitors cannot gain access to the setting or present a risk to the children. Staff follow local child protection guidelines. They are well aware of the signs of abuse and to whom to report any concerns to ensure the safeguarding and protection of the children in their care.

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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 access a wide range of safe, good quality and developmentally appropriate resources. Low tables and chairs and other suitable equipment ensures that children can eat, sit and play safely. Children confidently use scissors and cutlery safely because staff give clear explanations to the children about how to use equipment appropriately. Kindly reminders from staff and some discussions with the children are beginning to enable children to take some responsibility for managing their own safety.

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Helping children achieve well and enjoy what they do

The provision is good. Opportunities for children's learning and play are varied and interesting. Children share good relationships with the staff and are happy and well settled in the setting. Children are keen to become involved in the days activities as soon as they arrive and persevere in completing tasks such as constructing models and completing puzzles. Young children are beginning to explore and become involved in the setting. They are enthusiastic in creating their own pictures with different materials such as using peat to resemble a wormery. Staff support them well as they tentatively try out new experiences such as balancing on the seesaw. Their vocabulary is growing since the staff listen to them, read stories and introduce new words such as 'photographer' to them. The 'Birth to three matters' framework is being implemented in the setting. The staff have found it invaluable in enabling them to provide a wide range of more

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Helping children achieve well and enjoy what they do

appropriate activities and resources for the children now attending the setting aged under three years. While staff chart children's progress through the framework, this is not always based on sound evidence drawn from direct observations. Staff do not yet set targets for children's learning so the activities planned for are not always built on children's interests and what they need to do next. Despite this children are making some progress in their development largely because activities are appropriate for their age and stage. Each session has a timetable of events and tasks for children to move on to which often interrupts children's play and learning, although most children cope admirably well with this. Nursery education Teaching and learning for funded children is good. Children are confident in the setting and are familiar with its provision and resources. They help themselves to items to play with on the carpet area and request other resources to extend their

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Helping children achieve well and enjoy what they do

play. Staff have extensive experience and knowledge of the Foundation Stage and all its aspects and put this to good use in questioning and challenging the children appropriately. They work alongside the children encouraging them to stay to complete activities but also know when to allow a child to experiment and explore for themselves. Children love to do things for themselves such as spreading their own butter on toast and pouring their own drinks becoming increasingly independent. The

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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 setting is well resourced and supported by the staff to support children's play and learning. However, children's concentration and learning is sometimes interrupted by the frequently changing timetable. Records show that children are making good progress through the early learning goals mainly because the activities planned and provided are stimulating and worthwhile and cover all aspects for the stepping stones. While staff are recording some observations of what children can do these are not yet completed consistently and regularly for all children and are not used as a basis for charting their progress through the early learning goals. The identification of targets of what children need to do next is limited so consequently activities are not always based on children's

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Helping children achieve well and enjoy what they do

interests and what they need to do next. Children are confident speakers and are eager to share their news about home and other events in their lives. Staff facilitate discussions which enable children to use language to think and make connections such as in a conversation about boats when the children were able to recall boats which they had seen or been on. An inviting book corner entices children in to look at books. They know how to handle them appropriately and enjoy re-telling a story from the pictures as well as listening well to stories read by adults both planned and spontaneous. Many of the older children are adept at writing their names and all enjoy the many and varied opportunities to make marks in a variety of situations such as making lists and adding titles to their pictures. A well planned and equipped mathematics area enables children to develop good skills in counting, sorting and solving simple problems. Children also enjoy the

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Helping children achieve well and enjoy what they do

challenge of trying to solve simple problems presented in every day situations such as finding the right number of cups for snack time. Children are fascinated by the natural world and showed delight in watching butterflies hatch from chrysalis and finding where the worms had gone in the wormery. Children have developing knowledge of other cultures and beliefs since they have participated in projects sharing food, language and national dress with the children and their families from other countries such as Mexico and Indonesia. Children are adept at building models with some older children copying from a picture as well as creating from their own ideas. They use tools such as the small hammers deftly and safely to fix the mosaic shapes in place. Children move around the setting easily, avoiding each other and furniture skilfully. They are confident climbers and like to test their skills in jumping from the climbing frame.

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Helping children achieve well and enjoy what they do

Children's creative development is promoted well. They are knowledgeable about colour and love to create their own art work, many of them now reproducing recognisable images of themselves and their families. They know a growing repertoire of songs and rhymes and really enjoy listening to different styles of music. They decide what the music sounds like such as rushing water and move their bodies in time to the beat and style. Following a visit from the photographer, the children enjoyed recreating the scenario for themselves and used their imaginations well to take each others photographs and re-enact what they saw.

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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 The provision is good. Staff develop good relationships with parents and ensure that share information about each child's care so that their individual needs are met. Children are able to join in and make a positive contribution in the setting because staff include all children in activities, adapting them as needed. Staff knowledge of equal opportunities is good, children are developing an interest in other cultures and are learning about differences when they celebrate festivals and take part in activities involving tasting different foods. The use of key words in a child's home language as well as the use of signs and symbols supports children well in learning English. Children who may have learning difficulties or disabilities are effectively supported in this setting. Staff are well trained, maintain good records and work closely with

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Helping children make a positive contribution

parents and other professionals to ensure that all children are included in the life of the provision. Staff set appropriate boundaries and offer clear explanations to children which enables them to behave well. Most accept the intervention of adults in any disputes and some older children are now able to resolve their minor squabbles particularly over sharing and turn taking. Children respond well to the kindly reminders and praise from the staff. Children's social, moral, spiritual and cultural development is fostered. Children behave well, have a growing interest in the natural world and are beginning to appreciate and respect themselves and others. Partnership with parents and carers for nursery education is good. A well worded prospectus and regular newsletters keep parents informed of the educational provision. Children's progress is shared with parents on a termly basis and parents are invited to make their own comments regarding this. Staff often pass on ideas

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Helping children make a positive contribution

both in newsletters and in conversation giving parents ideas of things they can do with their children at home. Parents are beginning to become involved in their own child's learning, supporting them in continuing to make good progress. While all parents are informed about the settings complaints procedure should they wish to make a complaint, no record is kept of this which compromises the settings ability to ensure that everything to do with children's care is transparent to all.

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Organisation

The organisation is good. This setting is well organised. It is led by a management committee of volunteers who ably support an experienced and well-established staff team. Recruitment procedures are generally appropriate in ensuring that new staff are suitable to work with children, although the committee has yet to develop systems for checking the ongoing suitability of staff. Training for staff is a regular feature in the setting with staff willingly taking up courses in order to keep their knowledge up to date.

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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 Children's care and learning is effectively supported because staff are deployed appropriately around the room and its activities. They have a good knowledge of the settings policies and procedures which promote children's health, safety, enjoyment and achievement and ability to make a positive contribution well. The setting meets the needs of the children for whom it provides. Leadership and management for nursery education is good. The leader and her staff are knowledgeable about the Foundation Stage and are committed to ongoing training to keep their skills up to date. The development of staff appraisals are beginning to help managers identify individual strengths and weaknesses and enable the manager to deploy her staff most appropriately. As yet the setting have no

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Organisation

systems in place for monitoring and evaluating its educational provision as a whole, relying instead on inspection and the support of the mentor teacher to continue to develop their provision for children.

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Improvements since the last inspection

At the last care inspection in September 2003 the setting was asked to make its complaints procedure available to parents. Since the last inspection the provision ensures that the procedure is included with its information about the setting so that all parents are informed should they wish to make a complaint. At the last nursery education inspection in November 2004 the setting was asked to improve its long term planning for the Foundation Stage and to continue to develop staff appraisal systems. Since the last inspection the staff have developed effective long term plans which show how they plan and provide activities covering the stepping stones and all their aspects for all children over the course of a year. This ensures that children access activities across the whole of the six areas of learning. Staff appraisals are now being implemented and are effective in identifying staff's strengths and training needs, ensuring that staff are skilled in meeting children's

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Complaints since the last inspection

There have been no complaints made to Ofsted since 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

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 The quality and standards of the nursery education are good.

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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): • maintain a record of any complaints made by parents • develop systems to check the ongoing suitability of staff.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • continue to develop the assessment of children's progress across the curriculum to ensure that observations of what children can do are collected regularly and consistently; ensure that the next steps that children need to take are clearly identified and used to plan activities which are built on children's interests and what they need to do next ( this also applies to care) • develop more opportunities for children to play and learn uninterrupted by frequent changes in the time table (this also applies to care) • continue to develop systems to monitor and evaluate the educational provision overall so that children can continue to make progress.

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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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