Vicarage Lodge Preschool Community Playgroup

Playgroup

Inspection report for early years provision

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Playgroup

Unique Reference Number 303489 Inspection date 11 July 2006 Inspector Chris Scully

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Playgroup

Setting Address 1A Highlands Road, Runcorn, Cheshire, WA7 4PS

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E-mail

Registered person Vicarage Lodge Community Pre-School 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 outstanding.

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WHAT SORT OF SETTING IS IT?

Vicarage Lodge Pre-school opened in 1965 and is managed by a committee. It operates from one room in a building leased from St. Michael's Church in Higher Runcorn, a residential area of Halton. Children have access to a secure outside play area. A maximum of 26 children may attend the pre-school at any one time. The pre-school is open each weekday from 09.00 until 11.30 and from 12.15 until 14.45 during term time only.

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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 59 children aged from two years and nine months to under five years old on-roll. Of these, 50 children receive funding for nursery education. The group are able to meet the needs of children with learning difficulties or disabilities, and for whom English is an additional language. The pre-school employs six staff. All staff, including the manager, hold appropriate early years qualifications. The group have Pre-school Learning Alliance Accreditation. The setting receives support from the local authority.

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Helping children to be healthy

The provision is good. Children are cared for in a healthy and hygienic environment. They thrive because staff follow effective procedures and practices, which meet the children's physical and health needs. Children are very aware of the need to wash their hands before snack and after certain activities, such as going to the bathroom and playing outdoors. Staff are positive role models to children as they too wash their hands at appropriate times. They provide gentle reminders to younger children about good hygiene practices, which successfully fosters their independence. Children are confident to see to their own personal needs. They spontaneously help themselves to tissues and dispose of them appropriately after use. All staff are trained in first aid, which means children's accidents or incidents are dealt with appropriately. Staff provide effective support and comfort to children who have injured themselves during play activities. This means their tears soon subside

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Helping children to be healthy

and they are quickly off to play. Staff are aware of the children's individual health needs and any action they may need to take in order to ensure the children's health and well-being. Advice is effectively sought from medical practitioners to ensure children's individual needs are met. The sick children policy and procedures ensures staff are alert to children who may be feeling unwell and can effectively implement all necessary arrangements. However, the policy does not include exclusion timescales for infectious illnesses, which does not minimise the risk of cross infection to other children. Children enthusiastically test, explore and develop their physical control in daily indoor and outdoor experiences. The staff's excellent understanding of each child's stage of development means even the youngest children are confident to try out new skills, such as using the slide and climbing equipment. Children's fine motor skills are

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Helping children to be healthy

developing well, they use scissors with increasing control and are gaining good pencil control. Outdoor play is effectively planned by staff and enhances all aspects of the children's development. Children recognise the changes in their bodies after exercise and confidently tell visitors that they need to have a drink and a rest. Children are skilled at pouring their own drinks and independently accessing drinking water from the dispenser to quench their thirst. They automatically collect their hats as they go outside and tell visitors that they need to wear them because 'we don't want to get too hot.'

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Helping children to be healthy

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 enjoy a selection of healthy and nutritious snacks. These include toast, fruit, milk, sugar-free juices and water. Children are developing an understanding of healthy eating through planned activities and discussions with staff. These are supported by visits from other professionals; for example, the dental hygienist who spoke to the children about 'good' and 'bad' foods. Children enjoy a warm, relaxed social occasion as they have their snack. They sit together at the table and happily converse with their peers and staff. They are confident to pour their own drinks and delight in the opportunities to undertake jobs, such as collecting the cups. Children explore different tastes and textures during food tasting sessions linked in to the current themes.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a warm, bright and welcoming environment. This means they can play and explore their surroundings in comfort. Their safety and welfare is actively promoted because they are cared for in a well-planned and organised setting. This is further supported by the effective cleaning and maintenance systems in place to maintain the building. Children's artwork is displayed with pride around the setting, which successfully fosters the children's self-esteem. Children are keen to show visitors their work and are obviously very proud of their achievements. One child informs visitors that 'this is very precious, as it is for my mum.' Children have access to an extensive range of quality resources, which effectively promote their learning and development in all areas. They have access to a wide range of resources and posters depicting diversity, which effectively promotes their

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Protecting children from harm or neglect and helping them stay safe

understanding of the wider world. Children are safe within the building as staff have effectively identified and minimised risks. Staff are vigilant at monitoring the environment, both indoors and outside. For example, the gate is locked during outdoor play and staff remain on door duty as the children arrive and depart. This effectively minimises any risk of a child leaving the premises during this time. Children are encouraged to learn about their own safety. For example, on outings staff provide reminders about how to stay safe and indoors by asking children questions, such as 'is it safe to swing on the chair?' Children's safety is enhanced by the effective use of risk assessments and the staff's secure understanding of health and safety procedures. Staff ensure visitors are fully informed of the fire evacuation procedures in case of emergency. Children's welfare is given priority by staff, who have a sound understanding of child

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Protecting children from harm or neglect and helping them stay safe

protection issues. They use information from the Local Safeguarding Children Boards to ensure suitable procedures are in place in case a referral is to be made. Children's existing injuries are recorded, which provides an effective tracking system should staff become concerned about a child's welfare. However, the child protection policy does not contain the correct information on the procedures to be taken if an allegation is made against staff.

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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 The provision is outstanding. Children thoroughly enjoy their time at the setting and show they are extremely comfortable and familiar with the routines and all members of staff. One child walks around the setting singing 'tidy up time, tidy up time.' This was for the benefit of visitors who where not at that point helping to tidy away for snack. Children achieve very well because staff are highly skilled at understanding their individual needs and meet these exceptionally well in practice. Younger children are gently introduced to the setting and their routines, which enables them to settle well. They gain confidence in their surroundings and are eager to participate in a variety of activities. Older children are excellent role models, as they confidently provide reminders on

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Helping children achieve well and enjoy what they do

where items belong, and what happens next during the session. Activities are extremely well planned and are skilfully supported by very experienced staff. This ensures each child is effectively challenged and extended. Staff build excellent relationships with the children, which enables them to feel safe and secure in their care. Children are very keen to engage staff in conversations on various topics, such as the World Cup and their recent summer fair. Children's creativity is successfully fostered as they are able to participate in a range of interesting art and craft activities. Children show high levels of concentration as they create their own masterpiece. Children of all ages are making substantial progress in all areas of their development. This is due to the exceptional way staff engage with them, encourage independence and value their individuality. Nursery education. The quality of teaching and learning is outstanding. All staff have an excellent

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Helping children achieve well and enjoy what they do

understanding of the Curriculum guidance for the Foundation Stage and how children learn. All children are making very good progress in all areas of their development. Children arrive at the setting excited, motivated and eager to learn. They are very keen to try the new experiences offered to them. Planning is exceptional and encompass all of the children's individual learning goals. These incorporate an extensive range of stimulating and interesting activities, which also play to the staff's individual skills and interests. For example, one member of staff is a keen gardener and has created a herb garden with the children. This has captured the children's imagination, with one child spending a considerable amount of time tending the plants, ensuring they had sufficient water. Children's learning is superbly supported by the comprehensive assessment and key-worker systems that are in place. This means the next steps in children's learning are effectively identified and planned for

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Helping children achieve well and enjoy what they do

by the staff. Staff are highly skilled at asking open-ended questions and consistently pitch them at the right level for each child. This means children have very good opportunities to test their thinking and problem solving skills, which successfully fosters their self-esteem and confidence. Children are very well behaved and have a secure understanding of the setting's rules and boundaries. Staff provide very good support to children to enable them to understand the consequences of the actions and the impact upon others. For example, children convincingly tell others that only two can play in the sand at any one time and 'we don't run inside as we may fall.' Staff use their ingenuity when planning activities; during a recent theme on buildings and transport the staff

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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 arranged a trip to Liverpool Museum by train. The children eagerly identified the different buildings on their journey and thoroughly enjoyed building their wall within their garden with a local builder. This encompassed many learning experiences for the children in a fun and interesting way. Children are making very good progress in their independence skills. They are able to deal with personal tasks, such as pouring their own drinks and helping themselves to snacks. Children are highly skilled at dispensing their drinks from the water fountain and are very proud of their achievements. They are enthusiastic learners who relish the challenge of new experiences, such as building with recycled materials. They are very confident to use their initiative, as shown by three children

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Helping children achieve well and enjoy what they do

who decide to play a game with the a ball indoors. All three sit in a triangle to pass the ball to one another. They are quickly joined by several other children and effectively negotiate were they will all sit. Here children build many complex towers and watch in awe as they fall down in the wind. Children show concern for others as they console children who have had an accident. They reassuringly tell visitors that 'the staff will make them better, 'but I've drawn a picture for them so they will be ok.' Children are very competent at recognising letters, words and linking sounds to letters. For example, they enthusiastically find their name at registration and snack times, and confidently tell staff, which letter they are standing on in the garden as they line up to come indoors. Children enjoy a vibrant, print-rich environment, which significantly contributes to their understanding that print carries meaning, They are

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Helping children achieve well and enjoy what they do

confident to mark their own work and eagerly tell visitors 'that's my name.' Children are very confident speakers in both small and large groups and relish the opportunities to tell others their exciting news at circle time. They listen well to others and are eager to describe their objects for 'show and tell' sessions. They handle books exceptionally well and will often sit and read to other children. They listen intently to stories and thoroughly enjoy the opportunities to participate, for example, finding the objects for Mrs Honey's hat. They are confident to sing a range of songs and their favourites, such as Tommy Thumb with gusto. Children enjoy a wide range of activities to promote their mathematical learning. They are skilled at counting themselves and others at registration and when sat at the snack table. They enthusiastically use mathematical language in everyday conversations to describe what they can see. For example, they shout gleefully to

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Helping children achieve well and enjoy what they do

their friends 'look my tower is huge!' A high percentage of children can count to 10 and some beyond. They have excellent opportunities to learn about addition and subtraction through practical activities with the staff. For example, at snack time staff question the children as to how many pieces of toast they need. The children correctly identify nine, but inform her we only have four slices of toast. Staff use highly effective questioning skills, to enable the children to solve the problem as they divide the slices of toast. When they have finished, the children proudly announce that they all have a piece, but there are three left over. Staff use creative methods to introduce new ideas to children; for example, one child comments upon a necklace that a member of staff is wearing; this results in a lively discussion about the stones and the magnetic properties of the necklace. The children are entranced that this is held together by magnets and can be changed into

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Helping children achieve well and enjoy what they do

a variety of designs and lengths. Children build many complex shapes and designs

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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 with recycled materials; this includes using cylinders, planks of wood and boxes of various sizes. They confidently explore, investigate and make discoveries, for example, using magnifying glasses to look at various objects and mini beasts. They talk animatedly about their forthcoming holidays and tell staff they are 'going on a big, big ship, which is a cruise.' All children have excellent opportunities to become engaged in an extensive range of activities, which are rich, varied and imaginative. This means children are making outstanding progress in all aspects of their learning.

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Helping children make a positive contribution

The provision is good. All children are welcomed and have access to all of the activities offered. Highly effective and comprehensive record systems ensure children's individual needs and circumstances are known and are met well in practice. Children show good levels of respect for one another as they take turns and wait patiently to speak at circle times. The children's spiritual, moral, social, cultural development is fostered. Children learn about the wider world and diversity through a range of interesting planned activities, which actively engage their interests, such as festivals and the World Cup. They have very good opportunities to access a range of resources depicting diversity. This means children have a very positive attitude to others. Children are very well behaved. They have a secure understanding of the setting's routines and rules as they confidently provide reminders to younger children on how

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Helping children make a positive contribution

to behave. They take responsibility for their actions and actively contribute to daily routines, such as helping to tidy up. Staff effectively and consistently manage any incidents of poor behaviour. They provide comfort and support to both parties and come to an agreed outcome with the children. This effectively resolves the issues and enables the children to become engaged in other activities. The care of children with special educational needs is exemplary. Highly effective planning systems completed by qualified, experienced and dedicated staff means children's needs are met well in all areas of their development. Effective key-worker meetings linked to the planning meetings, means children's needs are known and acted upon by all staff, who work consistently with the children to ensure they are fully included and achieve their individual goals. The partnership with parents is outstanding. Children greatly benefit from the superb

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Helping children make a positive contribution

partnership between staff, parents and external agencies to ensure children's individual needs are met so well. For example, children with special educational needs or particular needs have their care significantly enhanced by the excellent links with other professionals. Parents are kept well informed of the current topics through newsletters and the weekly plans, which are prominently displayed within the entrance hall. Regular exchanges of information with the staff and parents' evenings means parents are very well informed of their child's progress. This sharing of information is highly valued by the staff who make alternative arrangements to talk to parents should they be unable to attend a meeting. Parents are familiar with the daily routines, they assist their child to self-register and ensure they take their busy box

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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 home at the end of the session. Parents enthusiastically comment upon the setting, they praise the staff's dedication, professionalism and the excellent care the children receive. Parent state their children are very happy and thoroughly enjoy coming to the setting.

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Organisation

The organisation is good. Children are very happy and settled in the well organised environment, which is set up into many welcoming work areas. Consequently, children enter eagerly, are very quickly off to play and become engaged in self-chosen activities. Qualified, dedicated and experienced staff effectively support children's learning and development. They are highly skilled practitioners who have a secure understanding of how children learn. All legally required documentation, which contributes to the health, safety and well-being of the children is in place and is effectively maintained. However, there are some omissions within the child protection policy with regards to allegations against staff, the sick children policy in relation to exclusion timescales, and the complaints policy regarding the actual procedure to be followed should a complaint be made. All consents are in place, which means children are cared for in line with their parents'

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Organisation

wishes. Staff meetings, appraisals and induction systems are used effectively to ensure staff are kept up to date with policies, procedures and changes in the regulation and childcare initiatives. The leadership and management of the setting is outstanding. The setting is lead by an enthusiastic and dedicated team of staff who are highly committed to the ongoing improvement of the care and education provided to all children. Highly effective systems are in place, which ensure the children's personal needs and next steps in their learning is catered for. A substantial amount of time is provided for staff to complete observations, assessments records and to plan the next steps in the children's learning. This is effectively supported by the weekly key-worker and planning meetings. Staff have excellent opportunities to attend additional training courses to enhance their individual skills and knowledge and to aid them in improving

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Organisation

upon the high quality care and education provided. Overall, the provision meets the needs of the range of the children for whom it provides.

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Improvements since the last inspection

Following the last inspection one recommendation was raised regarding the recording of accidents, the tracking systems of any possible child protection issues and to improve confidentiality. The systems for recording accidents has been revised, each child now has an individual sheet for accidents and all existing injuries are recorded by staff. Following the nursery education inspection two points for consideration were raised. One related to improving the staff's confidence in presenting scientific concepts. The whole staff team have undertaken a science

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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 course through Halton Early Years and found this to be a very valuable experience. Staff have adapted the planning to incorporate more scientific activities and children have free access to a range of investigative resources. The second was to develop the resources and the focussed activities offered outside. Staff have revised the planning of outdoor activities to ensure children can access a wide range of activities that cover all areas of their development. In addressing these issues the setting has improved upon the safety, well-being and learning opportunities for all children.

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Complaints since the last inspection

There are no complaints to report. 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 outstanding.

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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): • revise the child protection policy to include current information regarding allegations against staff, the complaints policy in line with current guidance and the sick children policy to include exclusion timescales for infectious illnesses.

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The quality and standards of the nursery education

No recommendations for improvement are made because the quality and standards of nursery education are outstanding.

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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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