Broad Street Playgroup

Broad Street Playgroup Inspection report for early years provision

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226256 Unique Reference Number 18 October 2007 Inspection date Judith Chinnery Inspector

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Catholic Church Hall, Broad Street, Syston, Leicester, Leicestershire, LE7 1GH

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E-mail

Carol Proud 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?

Broad Street Playgroup is a privately run group which opened in 1980. It operates from the main and annexe rooms at the Catholic Church in Broad Street, Syston which is situated in the north of Leicestershire. The playgroup serves the local community and surrounding areas and is registered to care for children aged two to five years.

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WHAT SORT OF SETTING IS IT?

There are currently 51 children on roll, which includes 29 children who receive funding for their nursery education. Children attend for a variety of sessions. The setting currently supports two children with learning difficulties and/or disabilities and two children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The group opens weekdays during school term-times. Sessions are from 09:15 until 11:45 Monday to Friday and 12:45 until 15:15 on Wednesday and Thursday.

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WHAT SORT OF SETTING IS IT?

There are two full-time and four part-time staff who work with the children. Three staff members have early years qualifications. The setting receives support a mentor teacher and the Area Special Educational Needs mentor.

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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's good health and a healthy lifestyle is well promoted in this setting. Children love to be active and delight in running freely in the outside area. They are developing their large body skills really well because staff provide a range of opportunities for them to practise and try out new skills such as riding bicycles, using the climbing frame and chasing bubbles.

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Helping children to be healthy

Children readily go to wash their hands before snack time and are beginning to learn about good hygiene. This is because these routines are well established and supported by staff who gently remind them about why this is a good thing to do. Staff also maintain good hygiene standards throughout the setting and as they prepare snacks. This all contributes effectively to minimising the possibility of cross-infection amongst the children. Accident and medication records are kept accurately and up-to-date which helps staff to meet children's health needs.

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Helping children to be healthy

Children are well nourished and learning about healthy eating. This is because staff provide healthier choices for snack time including apples, grapes and bananas. Children also learn about healthy foods through discussions and projects led by the staff. Children's needs such as likes, dislikes and allergies are noted by the staff through close liaison with their parents. Children are offered milk or water at snack time and can ask for a drink at any other time, but fresh drinking water is not always available for children which means they could become thirsty while at the setting.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are safe and well protected in the setting. Staff have organised the areas used by the children so that they are safe and welcoming to them. Children are protected from unwanted visitors and are secure in the setting because staff are vigilant about their safety and ensure that external exits are kept locked. Detailed risk assessments are effective in helping staff reduce hazards to children. For example, staff have made good use of the risk assessment to help them make a safe outdoor area for the children. Children are also beginning to learn about taking responsibility for their own safety because staff give clear explanations and practise events such as fire drills regularly.

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Protecting children from harm or neglect and helping them stay safe

Children have access to a wide range of stimulating and well chosen toys and resources. Children are able to help themselves to many of them because staff have stored them safely at the children's level on low shelves or in boxes on the floor. Children are able to sit, eat and play safely because equipment such as low tables and chairs are appropriate for their age and needs.

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Protecting children from harm or neglect and helping them stay safe

Children are protected and safeguarded in the setting. A comprehensive policy and set of procedures give staff clear guidance on what to do if they are concerned about a child. Most staff are knowledgeable about safeguarding children issues. They recognise the main signs of abuse such as changes to behaviour and unusual injuries. Staff are also clear about the need to record and report their concerns which ensures that children are well protected.

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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

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Helping children achieve well and enjoy what they do

The provision is good. Children really enjoy being in this setting. They make good progress in their learning and play. Children form close relationships with each other and the staff because adults take time to work along side them and get to know them. Each child is allocated to a particular member of staff. This is effective in ensuring that their care, learning and play is well co-ordinated.

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Helping children achieve well and enjoy what they do

Young children really enjoy being able to explore the paint, carefully making lines and circles and adding different colours to their pictures. They love to have a go on the computer and persevere in making the mouse work the different programmes. They benefit from being able to access a wide variety of activities for themselves such as creating a train track or investigating the sand to fill and empty the containers.

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Helping children achieve well and enjoy what they do

The staff use effective systems to record observations of what the children are doing and chart their progress through the latter stages of the 'Birth to three matters' framework. While staff plan and provide a wide range of stimulating activities they do not always make use of information from assessments to inform this. Children's interests and needs are not therefore, always as well planned for.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning for nursery education is good. Children are eager to become involved in activities such as making the play dough or helping to get the supplies ready for snack time. They are developing good concentration skills and stay to complete increasingly complicated puzzles and craft and activities. The children's independence skills are beginning to grow since the staff encourage them to use the bathroom by themselves and make decisions such as whether they want to play outside or not.

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Helping children achieve well and enjoy what they do

Most staff have a growing understanding and knowledge of the Foundation Stage, which they are using to good effect to plan a wide range of suitable activities. They are developing their systems for recording observations of what the children can do and use these to chart their progress through the early learning goals. Again whilst good systems exist for planning staff do not always make effective links between the two systems. This means that older and more able children are not always effectively challenged to make progress to their fullest potential.

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Helping children achieve well and enjoy what they do

The staff take time to listen to the children and respond to their ideas. Consequently children are keen to speak and express clear ideas and thoughts using words and sentences such as, making up new names for animals and figures. They enjoy listening to stories and like to help themselves to books because staff read to them and help them talk about the pictures and what is happening. Staff provide a number of opportunities for children to make marks such as in the home corner as well as though art and craft. This has enabled the children to draw recognisable images and some older children can form some letters particularly those in their names.

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Helping children achieve well and enjoy what they do

Children ably count beyond 10 by rote, such as when counting each other during the register. They are using some size language in their play such as longer and shorter when comparing and fixing up the washing lines. Staff patiently encourage children to sort and recognise numerals and peg them in the right order. Children are also beginning to solve some simple problems such as working out whether they have enough of something. Staff's ability to use open ended questions supports children effectively in solving problems and thinking for themselves.

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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's knowledge and understanding of the world is developing well because staff provide a range of activities which they can explore and investigate for themselves. For example children enjoy experimenting with the sand trying to build sandcastles. They are interested in watching the changes as they add water and colouring to the ingredients to make dough. Most children have a growing understanding of differences and diversity amongst themselves because they celebrate a variety of festivals such as Diwali and Christmas.

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Helping children achieve well and enjoy what they do

Children are developing good large body and fine hands skills because the staff plan for a good range of experiences. they run around outside, adroitly avoiding each other. They can jump easily from the step and love to practise their balancing skills on different bikes. Children's hand skills are developing well because the staff provide many opportunities for them to use scissors, manipulate dough and handle pencils and crayons.

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Helping children achieve well and enjoy what they do

Staff facilitate children's creativity well. They have many opportunities to create their own art work making decisions about what materials and colours to use. Children love to dress up and take different roles in the home corner and shop. They know a wide repertoire of songs and experience different styles of music because staff plan activities with percussion instruments and opportunities to hear different styles such as classical music. Children's learning and development is well supported by a good range of useful resources. Staff also work well together to support children across the six areas of learning.

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Helping children make a positive contribution

The provision is good. Children can actively join in and participate in this setting. Equality of opportunity is promoted well across the setting because staff recognise that children are individuals and develop and make progress differently. Children are learning to respect themselves and each other as they talk about and use resources with staff which reflect diversity and positive images. Children with learning difficulties and/or disabilities are well supported by the staff. They work closely with parents and other professionals to adapt activities to meet their needs and ensure they are included in the life of the setting. Children really enjoy using and learning some signs and symbols so they can communicate with each other.

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Helping children make a positive contribution

Children behave really well in the setting. Staff make good use of pictures and explanations to help the children understand and learn about acceptable behaviour. Children respond readily to praise and encouragement from the staff and can share and take turns with little support.

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Helping children make a positive contribution

Staff form good relationships with parents. They keep them well informed about the provision and about their child such as what they have done and how they have been during a session. Information provided on notice boards and in the newsletter also help keep parents up-to-date with events in the setting.

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Helping children make a positive contribution

Partnership with parents for nursery education is good. Parents receive good information about the foundation stage and its early learning goals both through the prospectus and notices to parents. Staff have effective arrangements for keeping parents informed about their child's progress. They offer ideas and lend resources so that parents can do activities at home with their child. However, parent's ability to share what they know about their child and to become meaningfully involved in their learning is sometimes impeded because the staff do not have consistent systems in place to gather and use this information.

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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 Children's social, moral, spiritual and cultural development is fostered children's good behaviour and developing understanding of diversity contributes to this well. Staff also support this as they encourage children to be independent, make decisions and use their initiative.

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Organisation

The organisation is good. Outcomes for children in this setting are good because the provision is well led by a committed owner/manager and well-established staff team. The manager ensures that staff take up relevant training so that essential skills such as first aid are kept up-to-date. Children's care is also further enhanced because staff take up regular training in children's care and learning. The provision meets the needs of the range of children for whom it provides.

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Organisation

The provision is well staffed. The manager has good systems in place and plans well to ensure that there are sufficient staff to support children well at each session. Comprehensive policies and procedures are available and support staff in promoting children's ability to be healthy, stay safe, enjoy and achieve and make a positive contribution in most areas. However, many of the policies have recently been reviewed and updated; consequently, some are less well known and used by the staff, particularly students and volunteers.

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Organisation

Leadership and management for nursery education is good. The manager's growing confidence and knowledge of the Foundation Stage is enabling her to lead the staff team effectively and act as a good role model. They work effectively with the local authority mentor teacher to effect significant improvements across many of the areas of learning such as introducing daily outdoor play. The staff and manager are now monitoring and evaluating the educational provision for children usefully. This means that they are able to identify their own strengths and weaknesses and put in place good development and action plans which lead to real improvements in children's learning and progress.

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Improvements since the last inspection

At the last care inspection in July 2004 the setting was asked to improve the qualifications of the staff and ensure that child protection policies were compliant with local authority guidelines and included procedures to be followed in the event of allegation being made against members of staff.

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Improvements since the last inspection

Since that inspection the staff have improved their qualifications so that half of the staff working with the children are appropriately qualified. They have updated the child protection policy and procedures so that they take account of safeguarding children and include appropriate procedures for dealing with allegations against the staff. This helps to ensure that children are well protected and cared for in this setting.

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Improvements since the last inspection

At the last nursery education inspection in December 2004 the setting was asked to improve staff's knowledge of the stepping stones, develop assessment and planning systems and ensure that children are sufficiently challenged and supported in their learning.

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Improvements since the last inspection

Since that inspection the staff have taken up training and used the support of the local authority mentor teacher to improve their knowledge and understanding of the foundation stage. This has ensured that children's learning is better supported. Staff are now more able to challenge older children and support those who may be less able. They have also developed and improved

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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 their assessment and planning systems, although there continues to be some minor weaknesses in these areas.

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Complaints since the last inspection

Since April 2004 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 any 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): • ensure that children have access to fresh drinking water at all times • ensure that new policies and procedures are known and understood by all the staff working in the setting including students and volunteers.

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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 improve the assessment of what children can do to identify what the children need to do next. Ensure that this is more actively used to provide appropriate activities for children in particular to ensure that older and more able children are continually challenged • develop more effective systems for sharing information about children's progress and involving them in their child's learning in more meaningful ways.

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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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