St. George's Pre-School Playgroup

St. George's Pre-School

Inspection report for early years provision

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St. George's Pre-School

307180 Unique Reference Number 15 November 2006 Inspection date Zoe Smith Inspector

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St. George's Pre-School

Buxton Road, Stockport, Cheshire, SK2 6NX Setting Address

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St. George's Pre-School

0161 476 2765 or 0161 456 3035 Telephone number

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E-mail

St. George`s Playgroup Registered person Integrated Type of inspection Sessional care Type of 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

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The key inspection judgements and what they mean

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 satisfactory. 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?

St. George's Pre-School has been registered since 1982. It is based in the parish centre of St. George's School in the Heaviley district of Stockport. The group is open from 09.00 to 11.30 and 12.30 until 15.00 every weekday during school term times. They have sole use of the playgroup room during hours of operation. Rooms used comprise of two large halls, kitchen and toilet facilities. The group use the school playground for physical and outdoor play activities.

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WHAT SORT OF SETTING IS IT?

The group is registered to provide Sessional Day Care for a maximum of 20 children aged between two and five years. Nursery education is provided for three and four-year-olds. There are currently 38 children on roll, of these 30 are in receipt of funding for nursery education. The group is able to support children with learning difficulties and disabilities and who speak English as an additional language.

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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 The group is owned by a management committee. The committee employ a manager to run the group on a day to day basis. The manager holds a recognised childcare qualification, she is assisted by a team of eight staff, most of whom are appropriately qualified. The setting receives support from an early years development worker and an advisory teacher.

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Helping children to be healthy

The provision is good. Children enjoy daily opportunities for physical play activities indoors and outdoors. They energetically run round, kick and catch balls and eagerly join in with action songs. Children are beginning to recognise and talk about the changes in their bodies as they exercise, such as how it makes them feel warm. Climbing the ladder of the climbing frame and then sliding down the slide is a favourite of all the children. These activities ensure children make good progress in their physical development and provide them with plenty of fresh air and exercise.

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Helping children to be healthy

Children are well protected from becoming ill. They are cared for in a warm and clean environment, where effective hygiene routines are implemented by staff. The appropriate permissions and records are in place regarding accidents and the administration of medication to children. Several members of staff have up to date training in administering first aid. Staff show and help children to wash their hands properly. Children know they must wash their hands before eating and after using the toilet.

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Helping children to be healthy

Children enjoy a nutritious and balanced diet. They have fresh fruit and a biscuit for snack, milk or water to drink. Their preferences and special dietary needs are well catered for. Fresh drinking water is readily available for children to quench their thirst throughout a session. Children are learning about the importance of healthy eating. The dentist visits regularly to talk to them about looking after their teeth and to show them the correct way to clean them. Children talk about foods that are good for their bodies and enjoy participating in baking activities.

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Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children are cared for in a safe and well maintained environment. Posters and examples of the children’s art work are displayed on the walls to make the environment child friendly and stimulating. Daily safety checks are conducted to identify risks and the necessary precautions are taken to minimise them. Children are not allowed in the kitchen, impact absorbing mats are placed under and next to climbing apparatus, exposed plug sockets are covered and the premises are kept secure. Effective fire precautions and procedures are in place. Fire fighting equipment is provided and appropriately maintained, and regular practice fire drills are conducted. Appropriate procedures are in place to keep children safe on outings. They know to hold hands and walk sensibly; staff position themselves at the front, middle and back of the crocodile so they can see all the children.

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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 are beginning to learn about what is dangerous and how to keep themselves safe. The fire service and road safety officer regularly visit to talk to the children. They practise how to cross the road safely and colour in road safety pictures. Children choose what to play with from a range of safe, good quality resources that are appropriate to their age and stage of development. The safety and protection of children is of importance to staff, they are well deployed and vigilant in their supervision. However, child protection procedures are not in line with current guidance and staff do not have a clear understanding of what to do if they have concerns about a child’s well-being.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. Play and activities are planned using a thematic approach. The 'Birth to three matters' framework is considered when planning activities for younger children. A session is appropriately structured to stimulate the children’s interest and development. They explore and freely choose from a variety of age appropriate activities, toys and equipment. Children have opportunities to develop their imaginations through make believe and role play. Children are engrossed when they play in the office, making telephone calls, using the till and typing on the keyboard, when it is time for a break they make a pot of tea and sit together chatting. They enjoy playing with the train sets, happily taking the trains on journeys round the tracks, up hills and over bridges. Children particularly enjoy messy and creative play activities. They enthusiastically rake and dig in the sand then fill buckets and moulds up, they concentrate carefully as they try to catch toy fish

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Helping children achieve well and enjoy what they do

from the water play using fishing rods. Children enjoy completing simple jigsaw and inset puzzles, carefully matching and manipulating pieces into place.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Staff use guidance on the early learning goals and stepping stones to plan a varied programme of activities across the six areas of learning. Children are kept busy, interested and enjoy their play. However, older and more able children are not always sufficiently challenged by the available activities. Development records are in place to record observations of children's learning, achievements and progress. However, they are not regularly maintained, with some not being updated for several months. This results in insufficient emphasis being placed on planning for the children’s next steps. Therefore, teaching does not always build on what children already know.

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Helping children achieve well and enjoy what they do

Children have positive relationships with their peers and staff. They take turns, negotiate and cooperate with each other whilst playing with the farm and tractors, and when building fences to keep the farm animals in. They have some opportunities to develop self-help skills when they attend to their own personal care and by putting their cup away after snack. However, staff serve them snack and put children’s coats on for them before they go on outings. Therefore, some opportunities for children to practise and develop their independence and self-help skills are missed.

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Helping children achieve well and enjoy what they do

Children’s spoken language is developing well and they are becoming confident speakers. They initiate conversations, join in singing sessions and contribute to show and tell time. Children have an understanding that print carries meaning. They make marks, write and act as writers

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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 in the group’s appropriately stocked writing area. In the role play area they make notes and appointments in diaries. They are beginning to learn the alphabet and recognise letter sounds through planned activities for the letter of the week.

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Helping children achieve well and enjoy what they do

Children show an awareness of and take an interest in number. They enthusiastically sing counting rhymes and songs. Children match, compare and sort the farm animals into groups. They use a range of resources, such as peg boards and threading beads to sequence and follow patterns. They have opportunities to use and recognise numerals in everyday situations. Plastic numerals are available in the writing area for children to handle and number and counting posters are displayed for them to see.

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Helping children achieve well and enjoy what they do

Children have planned access to information and communication technology equipment, such as computers and electronic toys. They look forward to their turn on the computer, skilfully manoeuvring the mouse as they play an educational game. In the role play area telephones, keyboards and cameras are provided to support their learning. Children use a range of construction toys, tools and resources to design and make objects. Children are showing an increasing awareness of change. They use magnifying glasses to look at things more closely and watch intently to see what happens when ice melts.

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Helping children achieve well and enjoy what they do

A wide range of activities, equipment and regular opportunities to play outside is supporting the children’s development of physical skills. Children have good control and coordination over their bodies. They express themselves by using a variety of media, such as 3D construction, imaginative resources, creative materials and musical instruments. They enjoy painting pictures at the easel and making models with the dough using a variety of tools.

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Helping children make a positive contribution

The provision is satisfactory. Children have access to a range of resources that provide positive images of diversity, such as books, jigsaws and imaginative play equipment. The children's spiritual, moral, social and cultural development is fostered. They participate in a range of activities that help them learn about their own and the customs, religious and cultural beliefs of others. For example, they attend the ‘praise and play’ session at the neighbouring church every week and at Chinese New Year they made paper dragons and Chinese hats. This helps children to learn about the wider world and to respect and value differences.

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Helping children make a positive contribution

Staff skilfully manage challenging and promote good behaviour. They calmly support and encourage children to play fairly, share and take turns. Children are responsive to the meaningful praise they receive and behave well. With lots of encouragement they wait patiently for their turn on the climbing frame and sit quietly at show and tell time.

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Helping children make a positive contribution

The partnership with parents is good. Parents are greeted in a friendly, warm and welcoming manner. Questionnaires are used to regularly ascertain parents' views on the care provided; their opinions are considered by the committee and used to develop the service provided. Daily discussions keep parents up to date about their child's day, progress and any issues. Regular parents’ evenings provide opportunities for more detailed discussions on children’s development and progress. Newsletters, displays, the playgroup brochure and open evenings are also used

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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 to effectively inform parents about the care provided and the nursery curriculum. A complaints procedure is in place and is readily available to parents. The group has systems to investigate complaints, however, they do not have a log to record the summary of any complaints received.

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Organisation

The organisation is satisfactory. Children are happy and settled in the appropriately organised environment. They freely explore and choose what they want to do from a variety of easily accessible play and learning activities. Staff are well deployed; they ensure all children receive appropriate amounts of attention. The group has a commitment to staff training and development. Attendance on short courses enables them to enhance their skills in specific subjects, such as communication, language and literacy and special educational needs. The manager and the large majority of staff hold early years qualifications, those not yet relevantly qualified are training to become so. The nursery works closely with an early years development worker and advisory teacher to help them continually improve the standard of care and education provided.

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Organisation

The leadership and management are satisfactory. The group is currently going through a period of change. Therefore, the new management and staffing structure is still in a formative stage. Regular team and committee meetings ensure staff work together, review and evaluate practice. All records and documentation are in place, appropriately maintained and retained for inspection. Written policies and procedures are used to underpin staff practice and the care provided. Recruitment and selection procedures are in place to assess the suitability of prospective staff. However, vetting procedures are not sufficiently robust, new staff are not always subject to the correct level of criminal record check.

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Improvements since the last inspection

At the last inspection one recommendation was agreed to improve the quality of care. Fresh drinking water is now readily available. This enables children to quench their thirst during a session.

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Improvements since the last inspection

Two keys issues for action were raised at the last nursery education inspection. The range of malleable materials available to children has been increased, thus, extending opportunities for creative play. Children now have more opportunities to use computers and electronic toys. This is encouraging their competency in the use of technology.

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Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards. 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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Complaints 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

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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 satisfactory. 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): • update child protection procedures to ensure they are in accordance with Local Safeguarding Children Board's procedures and develop staff awareness of their responsibilities with regard to the reporting of concerns • extend opportunities for children to develop self-help skills and to become independent (also applies to nursery education) • provide a log to record the summary of any complaints received and make it readily available to parents • ensure that all staff are subject to Enhanced Criminal Record checks.

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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): • further develop assessment, planning and teaching to provide a broad and balanced range of stimulating activities to challenge children and encourage the next steps in their learning.

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) 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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