Peter Pan Playgroup

Peter Pan Playgroup Inspection report for early years provision

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226288 Unique Reference Number 03 October 2007 Inspection date Kate Bryan Inspector

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The Community Centre, 41 High Street, Sileby, Loughborough, Leicestershire, LE12 7RX

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E-mail

Judith Jelley 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?

Peter Pan Playgroup was established in 1972 and is run by a committee. It operates from two rooms in a community centre situated in the centre of Sileby in Leicestershire. The playgroup serves the local community and surrounding villages. The group has access to a kitchen, reception area, toilets, sports hall and enclosed outside area.

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WHAT SORT OF SETTING IS IT?

The playgroup is registered to provide 44 places for children aged between two and five years old. There are currently 75 children on roll and this includes 40 funded children. Children attend a variety of sessions each week. The group can also offer support to children with learning difficulties and/or disabilities and to children for whom English is an additional language. The playgroup opens five mornings a week during school term times. Sessions are from 9:00 until 11:30.

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WHAT SORT OF SETTING IS IT?

There are eight staff who work with the children, two are currently training for a relevant qualification and five are qualified. The setting receives support from the local education 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 cared for in a clean and well-maintained environment where their good health is promoted through a range of policies. For example, sick children are asked not to attend the group so that the health of all children is maintained. Children are in well-established routines such as washing their hands with wipes before snacks and the use of liquid soap and paper towels in the toilet area reduces cross-contamination effectively. However, children use the same water to wash their hands after messy play, which does not promote hygiene as effectively as possible. Nappy changing is hygienic as staff use a changing mat and wear gloves and aprons. They also ensure the mat is wiped down with anti-bacterial spray.

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Helping children to be healthy

Children have opportunities for physical play through planned activities within the enclosed outdoor area or hall. Children enjoy using equipment such as ride-on toys, climbing frames and obstacle courses, which ensures they have a suitable range of opportunities to develop their large body skills. They are beginning to recognise the changes that take place in their bodies as they run and learn to negotiate space, carefully avoiding each other. Children are developing good small hand skills as they use equipment such as a mouse, rolling pins and cutters and enjoy activities such as cutting and gluing.

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Helping children to be healthy

Children develop an awareness of the importance of healthy eating as they enjoy a suitable variety of snacks which include fruit. Some children bring their own drinks of water which they can access during the day and all children have drinks at snack time. Children are beginning to learn about healthy options as they enjoy activities such as cooking where they use wholesome ingredients, for example, when they make fruit kebabs. Snack times are relaxed, social occasions when children and staff sit together. Children have their health and dietary needs met well because staff ensure all relevant details are taken at admission.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are warmly welcomed to the group and are cared for in two rooms according to their ages. Their art work is displayed around the group which makes the environment attractive and gives children a sense of belonging. All children have access to a good range of safe and developmentally appropriate play materials which support their learning in the 'Birth to three matters' framework and the Foundation Stage. These are attractively set out for them so they can make choices in free play, which encourages their independence.

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Protecting children from harm or neglect and helping them stay safe

Children's safety is well promoted because staff identify and minimise hazards by carrying out daily checks on equipment and areas used by the children. Effective procedures are in place to ensure the premises are secure and to monitor children’s arrival and departure. Children learn to take responsibility for keeping themselves safe through routines such as practising fire drills and staff clearly explain safe practices. For example, children are reminded not to play under tables as they may hurt themselves. A useful risk assessment is in place which covers indoors, outdoors and outings, so children's safety is maintained at all times. Staff have a good understanding and knowledge of the child protection procedures and some staff have attended training in this area. A policy is in place which states that the safety and well-being of children is paramount and parents are made aware of this as it is contained in the operational plan.

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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 are interested and engaged in their play and enjoy their time at the setting. They are able to make choices from a wide range of well-organised and stimulating resources which enhance their development and are easily accessible. Positive relationships with staff and other children develop children's confidence and self-esteem. All children can join in with the good range of activities because staff know them as individuals and promote an inclusive environment. Good levels of adult support also ensure that staff have time to join in activities with children. For example, staff helped children to make a meal for the dolls. Good quality interactions promote children's language skills and staff use questions to encourage children to think further and enjoy language. For example, when counting at circle time. Children make progress because staff plan a range of useful activities and opportunities. The 'Birth to three matters’ framework

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Helping children achieve well and enjoy what they do

is used effectively to plan activities for children and meaningful observations and assessments show the progress children are making.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children are making good progress towards the early learning goals. They are engaged in a wide range of activities which sustain their interest and there is a good balance of free time and adult-led options. Children are learning about the needs of others as they take part in sponsored activities and are actively involved in recycling to save the planet. Their independence is also promoted as they help to pour drinks at snack time. Children are confident communicators and are happy to talk in the larger group. They can also listen well in activities such as talking about the colour of the week and the letter this begins with. Children are making good progress in sounding out letters and can draw these in the air. They also independently practise writing and are skilled in writing their names whilst some children can also write other words such as 'mummy'. Children also recognise their full

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Helping children achieve well and enjoy what they do

names as they use cards to register daily. Knowledge and understanding of the world is developing well. Children have been invited to plant a flower display in the town which shows them how things grow whilst making them aware of their place in the community. They are confident to use the laptop and favourite programs, which enhances their awareness of information technology. Children are skilful painters and have created paintings using a wide variety of techniques such as blowing paint and using marbles and string. They are learning how their bodies respond to exercise as they enjoy a range of activities such as running. Children are competent in the use of numbers and use these routinely in activities such as counting beakers. They also practise basic addition and subtraction as they use a good repertoire of rhymes and stories.

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Helping children achieve well and enjoy what they do

Children's progress is carefully recorded on a regular basis to ensure they are helped to move on to their next stage of learning. Planning is thorough and staff make effective use of focused observations of children to ensure that they progress well in all areas of learning. Assessments are meaningful and clearly show what children have learnt and need to learn next. Staff have a good awareness of the Foundation Stage of learning and use a good range of questions to extend children's learning. For example, when asking them to predict how many bears are in a box. Children enjoy learning and staff provide a relaxed atmosphere in which they can progress.

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Helping children make a positive contribution

The provision is good. Staff work closely with parents to ensure the needs of all children are met. A key worker system is in place so parents always have a contact point to talk about their child's progress and staff are always available to be spoken with. Children also proudly take home work they have

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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 completed so parents can share in their achievements. Parents receive a good range of information about the group through a prospectus and regular letters. The policies and procedures of the group are also always available and these are discussed with parents when they visit so they have a good understanding of how their child will be cared for.

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Helping children make a positive contribution

Children with learning difficulties and/or disabilities receive an appropriate service because staff ensure they work closely with parents and other agencies to ensure their individual needs are met. Staff have used Makaton signs to ensure all children can make choices and to promote inclusion.

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Helping children make a positive contribution

Staff manage behaviour well and children respond to clear expectations. For example, they know to listen when staff hold a listening picture up. Children are aware of the rules of the group such as sharing and staff remind them of these so that they are able to work together cooperatively. For example, children wear a sash and wait for their turn on the laptop. Effective use of lots of praise and a reward system of stickers encourages children to view themselves positively and they are encouraged to help in the routines of the group by tidying away toys and equipment.

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Helping children make a positive contribution

The group makes each child feel welcome by celebrating a good range of festivals such as Chinese New Year. They also take trips into the community which enables them to develop positive attitudes towards others and an appreciation of the local area. Children's social, moral, spiritual and cultural development is fostered. Staff introduce children to their own and other cultures appropriately, they support children in behaving well and are beginning to promote children's personal, social and emotional skills effectively.

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Helping children make a positive contribution

The partnership with parents and carers is good. Parents are kept well informed about their child’s learning by the provision of individual meetings to discuss the Foundation Stage. Planning is also displayed so parents know what their child is learning. However, a baseline assessment is not completed for children which means staff cannot build upon their existing skills and interests. Parents are invited to be involved in their child's learning by topic work such as 'recycling' and by visiting the group to share anything of interest.

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Organisation

The organisation is good. The children's varying needs are met due to the good organisation of space, time and daily routines, which enables them to feel secure. Children are looked after by staff who have been vetted but recruitment procedures are not sufficiently robust, which means children's safety may be compromised. Sound induction procedures ensure that policies and procedures are shared by all staff so they can all contribute to the welfare, care and learning of children. A useful operational plan ensures that parents have a clear understanding of how the group operates and cares for children. Training is given a high priority at the group which means children benefit from staff who are knowledgeable and most staff have a childcare qualification.

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Organisation

Leadership and management of the nursery education is good. The leader and deputy have a clear vision of how they wish the service to progress and have completed a development plan in order to facilitate this. Staff's performance is monitored as the leader works alongside them and observes how nursery education is delivered to children. However, the lack of staff appraisals means there are no formal systems in place to ensure they are monitored consistently. Overall, the provision meets the needs of the range of children for whom it provides.

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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

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Improvements since the last inspection

At the last inspection the provider agreed to ensure: that all staff are aware of their responsibilities with regard to child protection issues; that they are fully aware of and understand the policy in place; and that when recording accidents staff countersign in order to follow appropriate procedures.

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Improvements since the last inspection

Children's safety is enhanced as all staff are now aware of their responsibilities in child protection issues and follow procedures for recording accidents.

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Improvements since the last inspection

At the last nursery education inspection the provider agreed to: ensure that further opportunities exist in order for more able children to recognise their names on a more regular basis and are able to practise their mark making skills freely within this; ensure that children's next steps are evaluated effectively for all age groups, and are used to inform planning, and that when completing the curriculum for the less able or younger child, the stepping stones are used effectively; and provide more regular opportunities for children to experiment with a range of musical instruments and music from around the world.

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Improvements since the last inspection

Planning and assessment is now in place, which clearly builds on what all children have learnt and need to learn next. Children also have regular opportunities to mark-make, recognise their names and use and listen to music so their learning progresses well.

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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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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): • promote the good health of children by making sure water for hand washing is clean • make sure that adults looking after children are suitable to do so by using effective recruitment procedures

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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):

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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 • make sure that a baseline assessment is completed for children so staff can build on their strengths and interests • ensure that appraisals are in place so the delivery of nursery education is effectively monitored for all staff.

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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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