Ysgol Reoledig Llanfair D.C.

Fylingdales Pre-School Playgroup Inspection report for early years provision

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400307 Unique Reference Number 12 March 2007 Inspection date Sandra Davies Inspector

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St Stephens Church Rooms, Fylingthorpe, Whitby, North Yorkshire, YO22 4PN

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E-mail

Fylingdales 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 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?

Fylingdales Pre-School Playgroup, operating in St. Stephen's Church Rooms in Robin Hoods Bay near Whitby, is run by a voluntary management committee of parents and other interested people. The group use the ground floor room with toilets off the entrance hall. There is direct access from the back door to the enclosed outdoor area which has grass and hard standing.

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WHAT SORT OF SETTING IS IT?

Most children attending live within the two villages of Robin Hoods Bay and Fylingthorpe, but some attend from the surrounding villages. Children aged from two years to under five attend from 09:30 to 12:00, Monday to Friday. Younger children are invited to attend with a parent or carer. A parent and toddler group operates on a Thursday afternoon.

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WHAT SORT OF SETTING IS IT?

The Playgroup is registered to provide funded nursery education places for those children of eligible age. They have the support of the local authority in respect of this. There are 15 children currently on roll, and of these four are funded three-year-olds and three are funded four-year-olds. There are no children with learning difficulties or disabilities or 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 employs two members of staff to work directly with the children. Both hold appropriate early years qualifications. Occasional voluntary staff are also available to ensure staffing ratios are maintained at busier sessions.

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Helping children to be healthy

The provision is good. The playgroup environment is clean, bright and cheerful. Children are protected from illness and infection as staff follow effective hygiene routines to keep the premises clean. For example, table tops are cleaned before snack and staff wear disposable gloves as required. Children are helped to understand the importance of good hygiene practice and are moving towards independence in attending to their personal care. For example, children were observed washing their hands at appropriate times throughout the session. Arrangements for first aid and administering medication meet requirements and protect children.

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Helping children to be healthy

Staff consider parents' wishes so that children's individual health and dietary needs are met. Children enjoy well-balanced snacks which include a variety of nutritious foods, such as fruit and vegetables. The food provided promotes healthy eating. The snack menu complies with all individual dietary needs to ensure that parental wishes are followed and individual needs are met appropriately. Older children are developing good independence as they pour their own drinks at snack time. However, fresh drinking water is not available at all times.

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Helping children to be healthy

Children enjoy a range of physical activity outdoors, which contributes to their overall good health. They are developing coordination and control of their bodies as they negotiate the available space. They manoeuvre wheeled toys around, pedalling back and forth and stopping safely. Children move confidently and safely, indoors and out, successfully negotiating space and obstacles.

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Helping children to be healthy

Children are able to rest according to their needs. On two occasions children who were tired were able to rest on the comfortable cushions provided.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The children are able to play freely as immediate risks are identified and minimised. Children are cared for in a secure, safe indoor and outdoor environment. Vigilant staff protect children by ensuring the main door is kept locked at all times and children's arrival and collection times are well organised. Children's artwork, posters and other displays enhance the environment. This promotes children's learning and their sense of belonging.

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Protecting children from harm or neglect and helping them stay safe

Equipment and toys are of a suitable design and condition and are well maintained. The good range of play equipment covers all areas of learning and development. Children's safety is enhanced as equipment is checked regularly for breakages.

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Protecting children from harm or neglect and helping them stay safe

Children learn to keep themselves safe due to good explanations from staff. For example, they participate in fire drills regularly, and are asked not to separate the tables as they might trap their fingers. The room is well organised, enabling the children to move freely and develop independence. Children are kept safe on outings as individual risk assessments are carried out and a high ratio of adults to children is maintained.

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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 Staff are unsure of their role and responsibilities under child protection and parents are not made aware of the policy before entry to the setting. This compromises children's safety. Procedures are in place in the event of an allegation against staff.

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Helping children achieve well and enjoy what they do

The provision is good. Children are eager to participate and settle well in the playgroup environment. Caring relationships foster children's self-esteem and warm interactions enable them to explore and enjoy learning. Overall, children make sound progress and are busy and occupied. They confidently make choices about their play, independently selecting activities from the suitable range available. However, the planning and assessment tools are not used effectively enough to ensure that all areas of development are covered and that older children are sufficiently challenged.

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Helping children achieve well and enjoy what they do

Children have opportunities to learn about their community and the wider society through visitors to the setting and outings. Activities have included the Chinese New Year and resources include small world figures, jigsaws and dolls. This helps increase children's awareness of diversity and develop a positive attitude to others.

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Helping children achieve well and enjoy what they do

Younger children are learning to share and enjoy being with others, reassured by the presence of familiar adults. Staff are introducing the 'Birth to three matters' framework to help them enhance daily experiences for younger children.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory, so that children make sound progress towards the early learning goals. Children are developing good levels of confidence and are happy and settled. Children are well behaved, share and take turns well. They show interest in a range of purposeful, first hand activities and are confident to try out new experiences. However, staff have a basic knowledge of the Foundation Stage and activity planning does not cover all areas of learning rigorously enough, so that children enjoy a balanced range of experiences within the daily environment. Children are generally interested and motivated to learn. The focus of planning, both in the daily environment and group times, does not sufficiently identify intended new learning so that children are not always building effectively on what they already know and appropriate challenge is not set for individual children.

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Helping children achieve well and enjoy what they do

Children enjoy coming to the playgroup. They engage purposefully in solitary play and can play cooperatively with their peers. They communicate well and confidently share their own ideas and experiences. They enjoy stories and most are able to listen attentively. They access books freely for enjoyment, handle them correctly and have opportunities to explore their early reading skills. They have some opportunities to practise pencil skills and some children are able to write recognisable letters. Children count and use numbers but they are insufficiently challenged to use comparative size and positional language in their play.

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Helping children achieve well and enjoy what they do

Children are interested in the world around them. They have had visitors to the setting and have gone out into the community. For example, a health visitor and teacher and visits to the church, fire brigade and farm. They are able to help to grow their own vegetables in the raised beds in the garden. There are some simple programmable toys. However, children do not have access to a computer. They are beginning to develop a sense of time through circle time and through daily routines. For example, using a calendar and through tidy up and snack times.

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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 Children enjoy physical development and have regular opportunities to develop their balance and coordination. For example, when they play on the bikes, balancing beam and use balls. They realise that tools can be used for a purpose and increase their fine motor skills as they confidently use paint brushes, glue sticks and pencils. Children can make their own models and have opportunity for spontaneous expression of their own creativity. For example, during craft activities and using construction to make dinosaurs. Children explore activities, such as sand and play dough, and discover what they can do with paint.

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Helping children achieve well and enjoy what they do

Staff observe children's achievements in their play experiences. However, children are not always appropriately stimulated and challenged within the everyday environment, as staff do not consistently evaluate what they observe to help them plan the next steps in children's learning.

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Helping children make a positive contribution

The provision is satisfactory. Equal opportunities is satisfactorily promoted within the playgroup. All children are welcomed by familiar staff who have a good understanding of their individual needs. Children learn about the wider world through activities and resources which raise their awareness of other cultures. However, there is a lack of books to show diversity. Children learn about the local environment and people in it. For example, the fire brigade and the teacher. Staff work closely with parents and access information to ensure children's individual needs are met. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Staff encourage children to understand responsible behaviour, play harmoniously with others and be aware of their own needs and the needs of others. Staff are aware of their responsibilities in relation to behaviour management and consult with parents to ensure consistent methods are used.

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Helping children make a positive contribution

Partnership with parents is satisfactory. A positive relationship has been established with parents, promoting children's sense of security. Children benefit from the two way sharing of information about their needs and daily routines. Parents are verbally informed about their child's day. Some information is displayed. However, parents do not receive written information about the setting, on entry and do not receive written information about the complaints procedure. The inspection report is not made readily available to parents.

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Organisation

The organisation is good. The recruitment and vetting procedures are being developed by the new chairperson. This will ensure children are well protected. Children are cared for by staff who are qualified in childcare. However, staff lack relevant training in providing nursery education. There are some training opportunities for staff to further their knowledge and understanding of childcare. Minimum ratios of staff to children are maintained and extra support given as required. Organisation and the layout of easily accessible resources supports children's learning. The required records, policies and procedures are in place, promoting the welfare, care and learning of the children.

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Organisation

Leadership and management is satisfactory. Organisation of the planning of activities and monitoring children’s progress and achievements throughout the playgroup is not yet fully effective which leads to weaknesses in some areas of the provision. However, the staff are working together to address these issues.

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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 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

At the last inspection the provider was asked to ensure that the records of attendance show clearly the times of attendance, particularly when parents and children have not attended for the full session. This is now in place, enhancing the safety of the children.

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Improvements since the last inspection

The provider was also asked to develop the range of books and arrangements for storage, as outlined in the group's own development plan, including within the range of books, images of positive representation of culture, ethnicity, gender and disability. The books available are well presented. However, there is still a lack of books with images of positive representation.

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Improvements since the last inspection

As part of the nursery education inspection, the provider was asked to improve the planning system, so that assessment and knowledge of the individual children's abilities and level of attainment can be used effectively to fully inform planning for individual learning. A system is being developed, using the stepping stones.

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Improvements since the last inspection

The provider was also asked to improve information for parents about the six areas of learning and how these are promoted within the pre-school. Parents still only receive verbal information about nursery education and care. This inhibits the developmental opportunities for the children.

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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 action in order to meet the National Standards.

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Complaints since the last inspection

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): • ensure that fresh drinking water is available to children at all times • further develop an awareness of child protection procedures and ensure that these procedures are shared with parents before admission to day care • extend the range of books, to include images of positive representation of culture, ethnicity, gender and disability

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The quality and standards of the care

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 nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • develop the planning of activities to ensure all areas of the curriculum are sufficiently covered, particularly communication, language and literacy and mathematical development • further develop assessment and knowledge of the individual child's abilities and level of attainment so that it can be used effectively to fully inform planning for individual learning • provide parents with written information about the setting, including the educational programme and a written complaints procedure which includes the address and telephone number of the regulator (also Care). • develop a procedure to ensure that all parents, including those of new starters, have access to the inspection report (also Care).

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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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