St Pirans Playschool

St Piran's Playschool Inspection report for early years provision

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EY337574 Unique Reference Number 07 March 2007 Inspection date Valerie Button Inspector

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King George's Playing Fields, Delabole High Street, Delabole, Cornwall, PL33 9AA

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E-mail

St Piran's Playschool 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 good.

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WHAT SORT OF SETTING IS IT?

St Piran's Playgroup has been registered since 2006 and operates from rooms in a purpose built facility in the park, in the village of Delabole. The group have the use of one main play room and associated toileting facilities, a kitchen and office. Sometimes the adjoining Surestart areas of the building are available to the group. The setting is open from 09.00 to 12.45 each week day during the term times. The sessions run from 09.00 to 11.30 and a lunch club is offered to extend the care for children until 12.45. It is planned to offer some afternoon sessions, which will run from 13.00 to 15.00. The setting is registered to care for up to 16 children, aged from two to five years old. There are 21 children currently on roll. Eight of the children receive funding for their nursery education. There are no children currently attending who have learning difficulties or disabilities. However, the group has supported such children in the past. A staff

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WHAT SORT OF SETTING IS IT?

team of six of supports the provision, of whom two work at every session and others work at varying numbers of sessions. There are three staff present at every session. Two members of staff are qualified to level three. All other members of staff are either in training or ready to begin training. There are additional staff available to work at the setting if necessary. The group receives the support of the Local Authority.

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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

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Helping children to be healthy

The provision is good. Children are encouraged to become independent with self-help skills, for example, washing their hands after visiting the toilet or engaging in messy play activities. They are taught the reasons why this is important. The good, new, facilities support children in attending to their own needs. Children's health is safeguarded by staff who hold current first aid certificates, complete accurate accident records and carefully note information about children's health and dietary needs. It has never been necessary to give medication to any child attending sessions. A medication book is available to record any medicine given. Staff are aware of the mandatory procedures which must be followed when administering medication, in order to ensure children's safety. However, the written guidance is too brief and lacks sufficient detail to support all staff in carrying out these procedures safely for children. Meticulous attention is given to recording

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Helping children to be healthy

any accidents that happen, and informing children's parents of these, so that children's welfare is supported. However, occasional incidents that occur, for example, when one child hits another, are not always recorded, with the parents of both parties involved receiving information about the event.

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Helping children to be healthy

Children enjoy their healthy snacks. Snack times are social occasions, when good emphasis is placed on encouraging children to be independent and to learn good table manners. Staff enthusiastically encourage children to try new tastes, such as oranges, and children respond well to this. They enjoy discussing the sources of food, such as milk from cows. Children are encouraged to eat healthily when eating their packed lunches. Excellent attention is given to encouraging children to drink plenty of water. The system of a chilled water dispenser and named children's mugs on hooks close by, enables children to make good, regular use of this facility.

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Helping children to be healthy

Children benefit from plenty of robust physical exercise, for example, in the good spaces available indoors, or by walking to areas of the adjoining park. Although the grassed area of the outdoor play space is not yet ready for use, a very strong emphasis is placed on ensuring that children benefit from fresh air and exercise at every session, for example, by playing outside on the area of wooden decking. Children use equipment in sand and water trays to support the development of their small movement skills. They are often skilled at manipulating jigsaw puzzle pieces or construction materials.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children's safety is supported by well-implemented procedures. Risk assessments are comprehensive and identify any areas of concern regarding the fabric of the building. Children enjoy a safe, secure environment in new, purpose-built premises. Their safety and security are both fostered, for example, by touch pad security systems for opening doors and meticulous attention given to recording children and adults present.

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Protecting children from harm or neglect and helping them stay safe

Children enjoy using a very good range of safe, well-organised resources and equipment. Resources are readily available to children, so that they are able to access them safely and independently.

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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's risk of accidental injury is minimised by the diligent supervision of the staff. Necessary safety measures are carefully explained to them. The accident record is meticulously maintained and additional care is taken in recording any head injuries. Policies indicate that staff may use cars to take children to receive medical help, if necessary. However, there is no record maintained to demonstrate that vehicles to be used are properly maintained, conform to legal requirements and that drivers have a valid licence and appropriate insurance, in this way ensuring that children are safe if transported by car.

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Protecting children from harm or neglect and helping them stay safe

Very good attention has been given to practising emergency evacuation from the premises, in order to ensure that children and staff are familiar with procedures and that they are feasible. Good records are kept of practices and two members of staff have received training to be 'Fire Marshalls' for the building.

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Protecting children from harm or neglect and helping them stay safe

Children's safety is supported by staff's sound understanding of the child protection procedure. They have attended training, are aware of their responsibilities and supported by sound guidance, policies and procedures.

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Helping children achieve well and enjoy what they do

The provision is good. Children are mostly happy and content. Children who find it harder to part from their carer receive good levels of attention from staff, on a one-to-one basis, following careful discussions with parents. Children are helped to settle to purposeful activity by staff who are very caring and aware of children's individual needs. They enjoy warm relationships with staff who offer consistent care and interest in their development. Activities are planned using guidance, such as 'Birth to three matters'. Records of progress, for children under three years old, are also based on this guidance. In this way, it is easy to track children's progress from the time they first begin to attend. Children benefit from their use of a well-planned learning environment, with resources readily available to them.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Staff demonstrate good understanding of the Foundation Stage Curriculum. Good teaching strategies are used to gain children's attention, for example, a musical instrument, a triangle, is sounded and all children know they must stop what they are doing and listen when they hear this sound. Whole group sessions, such as story times, are often extremely well-led and engage children's interest. They respond eagerly, for example, suggesting what may happen next in the story. Children also benefit from being part of a whole group when enjoying large physical activities. They enjoy 'hands-on' investigations, for example, learning about the properties of a daisy, and many can confidently name different flowers and flower parts. Sometimes, for example, when children are asked to listen and learn about phonics, teaching is less successful. The children grouped together for this demonstrate

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Helping children achieve well and enjoy what they do

varying levels of knowledge and understanding about letters and sounds, with some children finding it difficult to concentrate and benefit from the teaching input. Children enjoy the good learning programme planned and provided to foster their development. This is based on the six areas of learning. However, there is sometimes a lack of emphasis given to fostering the development children's early 'mark-making' skills during sessions. Record keeping comments on children's achievements in this area, but there is little evidence kept of their work and displays of work do not always reflect the children's own imaginative efforts in drawing and painting. The new premises offer a high quality learning environment for children and a wide range of resources for children to use to foster the development of their skills. Resources to

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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 foster children's skills in using information and communication technology are particularly well-used; for example, children enjoy using a small, programmable, 'bee', discovering how to make it move over shapes; they enjoy using a laptop computer. Staff are skilled at interacting with children when they use these items or are engaged in playing with sand and water. However, these useful resources are tidied away approximately halfway through the session. Whilst the remainder of the session offers children some good opportunities for learning, for example, during snack time routines, whole group story sessions and whole group large physical activities, the way that sessions are currently organised can limit the time available for skilled members of staff to interact with small groups of children and individuals, in order to extend their learning.

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Helping children achieve well and enjoy what they do

Children's efforts are valued and encouraged. They respond well to the staff's calm, interested approach. There is plenty of fun in learning. Children benefit from the warm, secure and nurturing environment provided for them. Staff monitor their progress regularly, accurately and effectively and delight in their achievements.

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Helping children make a positive contribution

The provision is good. All children are welcomed and their company is greatly enjoyed by adults who offer good role models to children, through their relationships with each other. Staff know the children in their care very well. Good premises and good record-keeping of children's progress both support the care of all children, including those with learning difficulties or disabilities who may attend in the future. Children respond well to good behaviour management and plenty of praise and encouragement. Children are given clear explanations, for example, on why certain rules must be followed when walking in the park. They are encouraged to consider the needs of others and apologise for misdemeanours. They are encouraged to care for their toys and equipment and also for plants and animals, for example, being reminded to leave the flowers in the park for all to enjoy, rather than picking them; or feeding the birds. They show wonder and fascination

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Helping children make a positive contribution

when looking at flowers and buds. They learn about their own and other cultures, for example, celebrating St Piran's Day, their playschool being named after this Cornish saint. In all these ways children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

The partnership with parents and carers is satisfactory. Children benefit from the warm welcome that their parents receive and information is shared efficiently regarding children's day-to-day care, for example, at the beginning and end of every session. This means that children are cared for in accordance with their parent's wishes and that their individual care needs are well-met. Parents support the group well, in very many ways, including helping at sessions, on a rota basis, and serving on the management committee. Parents receive information on the curriculum followed, for example, plans are displayed for them to see and there are regular 'open days' to inform them about the playschool. Children may borrow books from the playschool to enjoy at home. However, parent's involvement with their children's education is not yet sufficiently developed, for example, by the establishment of systems to enable all parents to regularly share

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Helping children make a positive contribution

their children's records of progress; or by suggesting ways in which parents may support their children's learning at home.

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Organisation

The organisation is good. The setting meets the needs of the range of children for whom it provides. Children's welfare and education are supported by staff who are suitable, experienced, qualified and developing their practice by attending relevant training. The staff team works together very well. They

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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 provide good, consistent role models for children to follow. Children benefit from consistent care from adults that are well-known and familiar to them. They enjoy using well-organised resources in a well-managed learning environment. The staff team is well-prepared, arriving in good time to ensure that all is ready for sessions, so that they run smoothly. All legally required documentation to support the children's care and welfare is in place, and efficiently and confidentially stored. There is some lack of clarity in the procedure to administer medication to children and the procedure for recording incidents during sessions. There is a lack of information about the use of cars by staff. These shortcomings compromise the children's welfare in the event of an emergency. The system to register the attendance of children, staff

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Organisation

and visitors is particularly well-managed and supports the children's safety very effectively.

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Organisation

Leadership and management of the nursery education is good. The staff team are all very enthusiastic and committed in their approach. The team is very well-led, by an experienced manager, and the group is supported by a strong committee of volunteers. Evaluation of the effectiveness of the provision made for young children's care and learning is carried out in a variety of ways. Monitoring of the ways in which the setting meets the National Standards and provides the Foundation Stage Curriculum is good and shows very good understanding of requirements. Monitoring visits and suggestions from Local Authority staff are heeded. This means that children learn and develop whilst being cared for by thoughtful, reflective practitioners.

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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.

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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 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): • clarify procedures for administering medication at the setting; ensure that incidents are appropriately recorded and information on them is shared with parents

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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 • maintain a record of the vehicles to be used for transporting children in an emergency; ensure that any vehicles used are properly maintained, conform to legal requirements and that drivers have a valid licence and appropriate insurance.

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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): • re-evaluate the effectiveness of the current session routine in maximising time available for teaching and learning; give further attention to varying tasks and the ways in which the children are grouped for teaching and learning activities, such as phonics; give increased attention to fostering the development of children's early mark-making skills • identify ways of developing the ways in which parents are given information about their children's educational progress; increase attention given to identifying activities that can be undertaken at home to support children's 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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