Openwoodgate Pre-School

Openwoodgate Playgroup Inspection report for early years provision

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206834 Unique Reference Number 11 March 2008 Inspection date Tara Street Inspector

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St Marks Church Hall, Openwoodgate, Belper, Derbyshire, DE56 0SD Setting Address

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Term time (01773 915 1215) 07776320753 Telephone number openwoodgate@yahoo.co.uk E-mail The Trustees of Openwoodgate Playgroup Registered person Integrated Type of inspection Sessional care Type of care

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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?

Openwoodgate Playgroup is a committee run group that opened in 1967. It operates from St Marks Church Hall in Openwoodgate, which is on the outskirts of Belper. The playgroup serves both the local and wider communities. The children access the large hall, toilets and an enclosed outdoor play area. A maximum of 24 children may attend the playgroup at any one time. The playgroup opens for five days a week, during school term times. Sessions last from 09:20 until 12:15. Children attend for a variety of sessions.

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WHAT SORT OF SETTING IS IT?

There are 32 children aged from two to under five years on roll. Of these, 23 receive funding for early education. The group is able to support children with learning difficulties and/or disabilities and for those who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The setting employs four members of staff, two of whom hold an appropriate early year's qualification and one who is training towards one. The playgroup are members of the Pre-School Learning Alliance and receive support from 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's health is well maintained. They are developing a good awareness of their own personal hygiene as they follow daily routines and are encouraged by the staff to be independent. They know it is important to wash their hands before snack time, after toileting and messy activities. Their understanding of maintaining healthy practices is supported by the staff who offer timely reminders and role model good practice. For example, staff encourage children to rub their hands together when using soap to clean their hands. Premises are clean and well maintained. Staff wipe all table tops at the start and end of each session and also prior to children eating snacks, with antibacterial solution, helping to prevent cross-infection. Children do not attend the group when they are ill as parents show respect for the advice given in the relevant policy. If medication is needed to be given to a child in the session, appropriate guidance and

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Helping children to be healthy

documentation is available. Any minor accidents to children are dealt with appropriately as all staff members have relevant knowledge of first aid. Written permission for seeking treatment in an emergency is in place and effectively supports children's welfare.

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Helping children to be healthy

Children are provided with a healthy and nutritious menu of snacks. Their individual dietary needs and requirements are well catered for as staff are pro-active in ensuring their needs are met. They record information from parents about children's dietary requirements and work with them to ensure diets are adhered to. Children sit in small family groups with staff at snack time, making this a pleasant and social occasion. They are provided with foods such as seasonal fresh fruit, crackers, pizza and occasionally participate in the preparation of foods. For example, children help to peel and wash fruit, butter their own bread and participate in baking activities, which helps to develop their understanding of healthy foods. Children are encouraged and supported to be independent at snack times. Older children confidently pour drinks from a jug and younger children's efforts are effectively supported by staff. They are encouraged to help

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Helping children to be healthy

with daily tasks such as helping to prepare tables and clearing away. Drinks of water and milk are provided at snack time and children are able to freely access drinks of fresh water throughout the session.

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Helping children to be healthy

Children are developing a good awareness of healthy lifestyles and physical fitness. The indoor area is used well to allow children opportunities to sing, dance, move to music and engage in group activities such as ring games to develop locomotion and balance skills. Children enjoy these activities which enable them to move in a variety of ways and help develop their physical skills. Outside children enjoy playing with hoops, balls, large building bricks and a range of wheeled vehicles. Staff encourage children to be active and develop their understanding of how exercise helps to keep their bodies strong through discussion and a wide range of resources. Planned activities ensure children always have a range of enjoyable experiences both indoors and outside, such as playing parachute games and using small sports equipment. Children are developing an awareness of how their own bodies move through music and movement activities

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Helping children to be healthy

and eagerly participate in action songs and rhymes such as marching to 'The Grand Old Duke of York' and naming and pointing to the various body parts when singing 'I'm being eaten by a boa-constrictor'.

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Helping children to be healthy

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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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children benefit from warm and welcoming premises where the room is decorated attractively to stimulate their learning. The provision is decorated with posters, photographs, themed displays and children's own creative work. Children have access to a wide range of appropriate toys and resources that meet their developmental needs, are clean and safe to use. Daily activities are well-organised to enable children to make individual choices about their play.

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Protecting children from harm or neglect and helping them stay safe

Children are cared for in a safe and secure environment. Children experience high levels of supervision and appropriate safety equipment is in place to ensure hazards are reduced. Staff are very well-deployed within the setting and the premises are kept secure whilst children are present. The main door to the play area is kept locked and there is an effective system for managing access to the premises. Children play without risk of harm or injury because staff have a sound knowledge and understanding of risk assessments and carry out ongoing daily checks. They are alert to potential dangers such as when playing in the sand pit or using scissors, and offer clear guidance to minimise the risk of accidents. Children are actively learning about personal safety because staff discuss potential hazards with them and the children easily recall the rules and remind each other to follow them. A clear policy and procedure is in place and

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Protecting children from harm or neglect and helping them stay safe

understood by all staff in the event of any children being lost or uncollected. Good arrangements are in place to protect children in the event of a fire. Staff are vigilant to keep all exits clear of furniture and activities. The emergency escape plan is rehearsed with the children so that they are aware of what it means and a clear record is maintained. However, emergency evacuations are not regularly carried out, potentially impacting on children's safety in an emergency.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is safeguarded as staff have a good knowledge and understanding of their responsibilities with regard to child protection procedures and have undertaken appropriate training. They are fully aware of possible signs and symptoms of children who may be at risk and of their responsibility to ensure the designated person is informed of any concerns. There is a thorough child protection statement, which meets the Local Safeguarding Children Board procedures and is made available for parents.

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Helping children achieve well and enjoy what they do

The provision is good. Children are very happy and settled within the environment. They have very warm, secure and caring relationships with the staff. The children are confident and keen to access the wide range of play activities on offer such as puzzles and board games, role-play veterinary clinic, sensory play, small world fire station and puppet theatre. Children freely move from one area to another and are spontaneous in their play and interactions with other children and adults. They enthusiastically play with the spoons and bowls in the cornflake tray, confidently commenting on the crunchy sounds the flakes make and counting how many spoonful's it takes to fill the bowls. Staff participate in children's play and learning and their comments are listened to and valued. They encourage children to be confident, independent and develop their self-esteem. For example, children confidently choose books from the well-stocked book area

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Helping children achieve well and enjoy what they do

and ask a member of staff to read it to them. Children use their imagination well and enjoy dressing up. They happily try on costumes and say 'Look at me, I'm Spiderman!', while others pretend to be power rangers and explain they are 'catching bad guys'. Staff use positive questioning and provide many opportunities for the children to express themselves. They actively promote learning well through encouraging the children to participate and support them when required. Children enthusiastically help to put away toys at tidy up time and join

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 in with group and circle time activities such as singing action songs and counting how many children are present. The setting clearly incorporates the 'Birth to three matters' framework within their planning and as a result staff have a good understanding of what younger children are expected to learn through their play. Regular assessments of children's progress are carried out and future learning identified. However, the identified next steps in learning are not currently recorded on their individual development records, potentially impacting on their learning.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. Children make good progress towards the early learning goals as staff have a very good understanding of the Foundation Stage. Planning documents cover the six areas of learning and the early learning goals well. All areas are re-visited over a period of time to ensure children’s learning is sound. Regular observations, made by the staff of children's learning, enable them to record their achievement's, identify their next steps in learning and to plan activities which offer suitable levels of challenge. However, the identified next steps are not recorded on children's individual development files, potentially impacting on children's progress through the stepping stones and differentiation is not highlighted on the planning, enabling staff to identify and adapt activities to suit individual children.

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Helping children achieve well and enjoy what they do

Children are very responsive and are able to reason, readily question and have a positive approach to new experiences. They develop their imagination, sense of curiosity and ability to concentrate at a level appropriate to their stage of development. Children are challenged by adults who use open-ended questions to develop potential effectively. They are enjoying a wide range of resources and equipment to develop their interests and play well alongside each other. They are confident and eagerly get involved in the activities on offer. Children concentrate well at individual activities such as painting egg cups, and within group activities. They listen closely during registration as staff discuss and ask questions about the day of the week, month, season and the weather outside. They behave very well throughout the session, showing a caring attitude towards others. For example, children work together at tidy up time, working in pairs

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Helping children achieve well and enjoy what they do

to carry boxes or move play mats and in larger groups to pack the sand away. Most children are confident to speak in small groups and use language to express themselves. Through finding their own picture name cards as they arrive at the setting and at group and snack time, the children are beginning to recognise their own names. However, some opportunities during daily activities to challenge children to recognise the letters in their name are missed. Children are developing their mark-making skills through a good range of resources which they have independent access to. For example, children confidently use paper clips, hole-punches and cello-tape within their creative work and eagerly use chalks and crayons to draw pictures and shapes, which develop their pencil control and hand-eye coordination skills. Through well-displayed written words and their use of books, children are developing a good understanding of words and their meaning. This knowledge is further enhanced because the

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Helping children achieve well and enjoy what they do

pre-school have a 'letter of the week' and children are encouraged to bring in objects from home that begins with that letter which they discuss at registration.

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Helping children achieve well and enjoy what they do

Through a variety of planned activities children use and are beginning to understand a range of mathematical concepts such as comparing the size of a range jugs in the sand tray and deciding which is biggest and which is smallest. They count with growing confidence and enjoy activities which enable them to match, compare and sort. For example, counting how many children are present at the snack table and using number games to develop their understanding of number sequence. Children begin to solve problems as they work out how many plates they have, compare this to the number of children sat at the table and decide how many more or

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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 less they need to make the same number. Construction activities are planned in which children are able to sort different sized shapes and blocks and use their imagination to build objects such as a tall tower or house. Children are beginning to develop a sense of the wider world as they examine a range of objects and materials. They help to plant and tend bulbs in indoor containers and take part in activities to learn about living things such as frog spawn, and show curiosity when examining images of bugs and other objects of interest under microscopes and magnifying glasses. Children also enjoy experimenting with kaleidoscopes, magnets, binoculars and globes. The children enjoy regular visitors to the setting to enhance the planned curriculum. Recent visitors include a police officer, librarian and a story teller. Their technology skills are

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Helping children achieve well and enjoy what they do

enhanced as they have a wide range of opportunities to use battery operated resources, computer programmes, CD players and keyboards.

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Helping children achieve well and enjoy what they do

Physical and creative development is effectively promoted. Children enjoy a full and varied programme of activities which promote these areas. Their fine manipulative skills are enhanced with the use of small resources such as threading and bead activities and using small tools during craft activities. As well as planned outdoor activities, free play sessions provide opportunities to run freely, catch, throw and kick balls. Children are fully supported to develop their potential and activities are adapted to ensure all can participate and experience success. They confidently name colours and shapes when painting and drawing and use a range of materials to express their ideas. Children enjoy a range of music and singing encouraged by the variety of music available including cultural instruments which they freely express themselves with, and enjoy choosing their own songs to sing at circle time. Their imagination is further

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Helping children achieve well and enjoy what they do

promoted as they use the role play area, which is changed regularly to offer stimulation. Children enjoy imagining they are vets, travel agents or doctors in a hospital. Staff support ensures children understand how to use this area and the varied range of resources available.

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Helping children make a positive contribution

The provision is good. All children are treated with equal concern and staff value their individuality, responding in a positive way to their individual needs. Children's self-esteem and confidence are raised as staff talk to them in a positive way and use clear explanations. Toys and resources reflect a positive view of the wider world and all children are included and have equal opportunities to enhance their learning and play. Throughout the setting there are resources and posters that reflect diversity and individuality such as books, puzzles, dressing up clothes and small world toys. Their knowledge of the wider world is further enhanced because the children celebrate various festivals of the world such as Easter and Diwali and participate in fundraising for 'Barnardo's Big Toddle'. Increased support is available for children with learning difficulties and/or disabilities and staff work effectively with parents and outside agencies to ensure the child's needs are

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Helping children make a positive contribution

met appropriately. They are effective in assessing individual needs and successfully adapt activities to offer suitable levels of challenge without identifying children.

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Helping children make a positive contribution

Children are cared for in a secure environment where the emphasis is on positive behaviour. Staff are good role models and have strong relationships with the children. This results in children behaving well and taking responsibility for their own actions. Adult use of praise contributes to children being confident in the setting. Staff are skilled in encouraging, guiding and supporting them. Children have clear boundaries and expectations of behaviour towards each other. They develop a strong sense of independence and self-worth as they are encouraged to share, take turns and follow rules as they progress through the developmental stages. The promotion of good manners assists children to become part of the world around them. Behaviour is good as they respond to the firm reminders and consistent expectations of the staff to follow

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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 rules. A clear behaviour management policy is in place and is shared with parents to ensure the care offered is appropriate. Children's spiritual, moral, social and cultural development is fostered.

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Helping children make a positive contribution

Children's ongoing care needs are well met. All parents and carers receive detailed information about the services provided and how their child will be cared for. They receive an informative prospectus and have access to a portfolio of policies and procedures. There is a well-maintained notice board with up-to-date information about the setting. Parents also receive regular newsletter's which inform them about the upcoming topic, 'letter of the week' and of any future events they may wish to participate in. The ongoing sharing of information ensures continuity of care and gives parents a clear picture of the opportunities for children to learn and develop. Settling-in periods are offered to all new children and the staff work closely with the parents to ensure these settling-in times and routines are individual to them and their children. A clear complaints procedure is in place, which is effectively shared with parents

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Helping children make a positive contribution

through the setting's policies. Parents and carers are very happy with the provision. They highlight their delight with the friendly, professional and approachable staff.

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Helping children make a positive contribution

The partnership with parents and carers of children in receipt of funding for early education is good. Newsletters and notice boards provide information for parents regarding the Foundation Stage, detailing current topics, themes and activities. Parents are appropriately informed about what children are expected to learn through daily discussions with their children's key worker, and a termly progress report outlines their achievements within the early learning goals. Key workers work closely with parents to discuss children's progress and agree strategies to assist them to develop further. Each child has their own development book, which includes photographs of their achievements, which parents have access to. A good range of preparation for school activities are planned which help aid children's transition from nursery to full-time education.

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Organisation

The organisation is good. Children are very relaxed and self-motivated in a well-organised and inspiring environment. They are very confident to initiate and progress their own play, relishing their time in the group. The setting has generally good systems in place to support their working practices and promote the children’s care and well-being. Clear policies support consistent and professional practice and all documentation is in place which supports the good quality practice.

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Organisation

Children are in the care of qualified and experienced staff who support them well to ensure they are happy and settled in the setting. Good staff ratios are maintained to ensure children's individual and specific needs are met. Thorough organisation of effectively planned routines and developmentally appropriate activities, which the children are eager to engage in, ensures children's time in the setting is worthwhile and challenging. Regular staff meetings and a positive attitude to training ensures children receive care from motivated and informed adults.

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Organisation

Leadership and management of early education is good. The manager has a clear and forward thinking vision for the setting and the education that it provides. She plans effectively to maintain the quality of provision through staff training, resources and keeping up to date with changes to the curriculum. The manager is pro-active in her approach and has a good knowledge of the Curriculum guidance for the foundation stage and is able to support and monitor the provision being delivered by staff. She works alongside the established staff team who are deployed very well to ensure children experience good levels of support. Clear and flexible

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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 planning systems allow children to make a range of choices about their play and learning. The manager spends quality time observing the delivery of the curriculum, evaluating the outcomes for children and implements effective action plans to address any identified areas. For example, they are currently developing the book area and producing their own story sacks to enhance children's language development. Management and staff are very motivated and committed to ensuring children's learning experience is inspiring and fun. Overall, the provision meets the needs of the range of children for whom it provides.

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Improvements since the last inspection

At the last inspection one action was set to; ensure that records and documentation which are required for the efficient and safe management of the provision are maintained and one recommendation was raised in relation to; ensuring that good hygiene practice is followed in order to prevent the spread of infection. The setting has reviewed and updated the policies and procedures to ensure they meet current guidance and regulations. These are effectively shared with both staff and parents to ensure children are safeguarded. The setting has established good toileting routines and children are actively encouraged to be independent in hand washing and understand why this is important to keep them healthy.

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Improvements since the last inspection

At the previous nursery education inspection the setting agreed to; continue to develop the termly progress reports for parents; provide opportunities within the activities for children to freely select and choose additional tools and resources and to use the children's individual developmental records to aid planning. Parents now receive regular progress reports on their child through daily discussions and through the maintenance of a child development file and termly progress report which parents can access and discuss with their child's key worker at any time. They are regularly encouraged to add any comments on their child's learning or to discuss any issues with the key worker, which promotes continuity of care and learning for children. The setting has developed the planning of the curriculum to allow children a wider range of free choice activities throughout each session, as a result children have regular

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Improvements since the last inspection

opportunities to design, be creative and develop their imagination in a spontaneous and fun way. The staff team have developed their planning, assessment and recording of children's learning and maintains generally clear records of their progress, which allows staff to produce effective activity plans which cater for children's individual needs and offer appropriate challenges based on direct observations of their progress.

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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 AND 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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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 emergency evacuations are carried out periodically.

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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): • provide more challenges enabling children to begin to recognise their own names • ensure children's identified next steps in learning are recorded on their individual development records (also applies to care) • develop planning to highlight differentiation of children's abilities and how this will be addressed.

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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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