Haywood Road Pre-School Playgroup

Haywood Road Pre-School Playgroup Inspection report for early years provision

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253214 Unique Reference Number 08 November 2007 Inspection date Susan Riley Inspector

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Haywood Road Community Centre, Haywood Road, Mapperley, Nottingham, Nottinghamshire, NG3 6AB

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E-mail

Haywood Road Pre-School Playgroup Registered person Integrated Type of inspection Sessional care Type of care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

Haywood Road Pre-School Playgroup opened approximately 38 years ago and is managed by a voluntary committee made up of parents who use the group. It operates from a large hall and adjacent outdoor play area within a community hall in Mapperley, a residential area close to the city centre of Nottingham. The pre-school serves children in the local community and nearby areas of the city.

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WHAT SORT OF SETTING IS IT?

A maximum of 24 children may attend the pre-school at any one time. The pre-school is open Monday, Tuesday, Thursday and Friday from 09:15 to 11:45 during school term times. They offer a lunch club on a Tuesday and Friday from 11:45 to 12:45. There are currently 37 children from two to under five years on roll. Of these, 16 children receive funding for nursery education. The pre-school currently supports a number of children with learning difficulties and/or disabilities and children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The pre-school employs six members of staff. Of these, three hold appropriate early years qualifications and one is working towards a qualification. The pre-school receives 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 satisfactory. Children’s health is mainly promoted as the setting takes some positive steps to promote the children’s good health, and encourages them to begin to take responsibility for meeting their own health needs. Positive steps are taken to prevent the spread of infection and appropriate measures taken when children are ill so that health needs are met. Children mainly stay healthy because staff follow their own policies and procedures to prevent cross-infection. For example, the premises and equipment are clean and staff encourage some children to wash their hands appropriately. However, some children are not washing their hands after using the toilet and through the use of the communal hand washing bowl by the snack area children's health is put at risk.

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Helping children to be healthy

Appropriate measures are taken when children are ill so that health needs are met. For example, the children’s individual care needs are well met because appropriate information is obtained from their parents at registration. Children’s welfare is promoted because the staff can respond to accidents appropriately as current first aid certificates are held, the first aid box is up to date and easily available. Accidents are clearly recorded and information is shared with parents. However, minor accidents are not always being recorded, this does not protect children's good health and well-being. Sick children are well cared for because the policy for sick children enables them to be cared for appropriately.

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Helping children to be healthy

The children are appropriately nourished. They have adequate opportunities to learn about healthy eating because the setting provides children with regular drinks and snacks that are nutritious and comply with their dietary and religious needs. Children enjoy varied opportunities to experience physical activities and develop their skills. For example, riding wheeled toys, playing with balls and hoops, balancing on beams or plastic circles and moving a ball around. This ensures they are developing coordination and control of their bodies. Regular opportunities are provided for all children to have physical play inside and outside in the fresh air. The needs of the younger children are adequately met because the setting has sound understanding of the needs of the younger children and provides appropriate activities and resources to support the children’s physical and emotional development.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are safe and are very well cared for in premises that are safe, secure and suitable for their purpose. This is because the setting ensures that the environment gives children good access to a comprehensive range of facilities that successfully promotes children’s development. The premises are welcoming and child centred because they are ready for the children as they enter and children can settle straight away at their chosen activities. Children’s art work is displayed around the setting and the children have their own named coat peg along with their photograph which gives children a sense of belonging. The outdoor space is secure, safe and well maintained and available to children throughout the session.

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Protecting children from harm or neglect and helping them stay safe

The children always use a wide range of equipment that is suitable and safe. This is because the setting provides furniture, equipment and toys which are appropriate for their purpose. They are of suitable design and condition and are well maintained. Children can safely access resources and make their own choices. They are stimulating and fun, interesting and provide

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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 sufficient challenge. The creative area has a wide range of additional resources that children confidently help themselves to.

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Protecting children from harm or neglect and helping them stay safe

Children’s safety is well promoted because the staff take positive steps to promote safety within the setting and on outings. They ensure proper precautions are taken to prevent accidents and minimise identified risks to children. For example, detailed risk assessments are undertaken and staff deploy themselves around the setting to ensure the children are supervised at all times. The premises are secure and there is a safe procedure for the collection of children. There are good procedures in place for outings to ensure the safety of all children. Parental consent is given, risk assessments are carried out, contact details are carried and appropriate ratios are maintained.

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Protecting children from harm or neglect and helping them stay safe

Children are learning to keep themselves safe. They begin to understand about safety issues both within the setting and outside and during planned and spontaneous activities. For example, children understand the importance of staying safe and calm as they practise fire drills and are given gentle reminders about not to run inside. The children are adequately protected from harm because staff have a sound understanding of their role in child protection. They are able to put appropriate procedures into practice.

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Helping children achieve well and enjoy what they do

The provision is good. The children are confident, independent and are developing their self-esteem. Children are very absorbed in their play and learning and spend time at the activities, completing tasks to their own satisfaction. They ask questions and respond to new challenges by questioning and using their own initiative. For example, when children could not move the ball around on the balancing disc using their feet, they picked the disc up and used their upper limbs. All children have their individual needs met and are developing a good range of knowledge and skills because there are effective plans which provide activities and play opportunities that help children achieve in all areas. Children are beginning to distinguish right from wrong and form positive relationships.

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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 because staff have a secure knowledge of the Foundation Stage and use their knowledge to develop individual children’s skills. The staff have attended various courses on all the six areas of learning. As a result, they are reasonably knowledgeable about all aspects of children’s learning. Staff plan according to the Curriculum guidance for the foundation stage, ensuring children receive a broad and balanced programme of activities. The effective planning covers all areas of learning and staff are very aware of the learning objectives for the activities. Planning starts with the children and their current interests which the staff find out from the parents on a regular basis. This ensures that the activities truly interest the children and help them to become focused and persist for some time. Staff make regular observations of the children and keep files of

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Helping children achieve well and enjoy what they do

their development and progress and key workers are responsible for updating these. They use a varied range of teaching techniques that promote children's enthusiasm for learning. They use effective questioning techniques that help children think and reason within their play, so promoting their learning. Staff manage children's behaviour well, providing positive guidance and support. The room is well organised to attract children into the setting, with a good variety of activities laid out ready for the children as soon as they arrive. Staff know the children well

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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 as individuals and are aware of their specific needs so they can help them move forward in their learning.

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Helping children achieve well and enjoy what they do

Children are interested in the wide range of activities provided, which ensures they remain engaged and are motivated to learn. The broad range of resources and activities available each day ensures that they make good progress in all areas of learning. Children make decisions, for example deciding how the story will end and which activities they wish to use. They demonstrate a sense of pride in their own achievement. For example, children proudly show each other their craft work or constructions they have made during show and tell time. Children demonstrate good levels of concentration at their chosen activities. They work well together and know the importance of cooperation, such as when in a small group they share out and use the different musical instruments or as they play the game of ‘What time is it Mr Wolf?’ Older children ask others how they are and if they are feeling better after being absent due to illness. Most children

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Helping children achieve well and enjoy what they do

are very independent and manage their own personal hygiene. Children are starting to understand that people have different needs and views as they listen to one another during discussions.

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Helping children achieve well and enjoy what they do

Children are confident and skilled speakers, using words effectively to share their experiences in small and large groups or to negotiate roles within imaginary play. They enjoy listening to stories and eagerly join in with the repeated refrains. They also make suggestions on how the story will end. Children are starting to link the phonic sounds to simple words or names. They sit and select books to look at for their own enjoyment and they can recognise their own name. Mark-making is encouraged and children label their own art work. Some children are beginning to form recognisable letters.

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Helping children achieve well and enjoy what they do

Children can count and recognise numerals and they show an interest in numbers. During welcome time children are encouraged to guess how many children are present that day and the staff use the terms higher or lower until the correct number is given. The children then count to that given number in different ways, as in jumping or big claps. They demonstrate their understanding of the small numbers as they hold the correct number of fingers up during a discussion and of simple subtraction as they take one away. Children join in with excitement as they take part in the game ‘What time is it Mr Wolf?’ and count the number of strides they take. They use mathematical language confidently within their play because this is readily encouraged by the staff. For example, a huge box is asked for during box modelling and children confidently find the smallest and largest elephants during an activity.

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Helping children achieve well and enjoy what they do

Children are beginning to make sense of the world around them by investigating and exploring through first hand experiences in an interesting environment. They have opportunities to observe, explore, question, and be curious in a broad range of activities that form the foundation of later learning in history, geography, science and technology. Children are currently helping with the project of the new sensory garden and they tend daily the garden and feed the birds. Staff make good use of the spontaneous event of finding a large spider in the play room and the children show curiosity and examine the spider before letting it safely go in the garden. Children build and construct with a wide range of objects and resources and are able to adapt their work as necessary. There are limited opportunities for children to use information and communication technology to support their learning. Children are starting to gain an awareness

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Helping children achieve well and enjoy what they do

of the cultures and beliefs of others, through effective use of the topics covered and of the resources around the setting.

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Helping children achieve well and enjoy what they do

Children move confidently, imaginatively and in safety around the setting. They move with control and coordination and are able to steer their bikes around objects. Balancing skills are

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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 developing as they go across the beams and move the small balls on the balancing discs. Children use and develop their large and small muscles as they follow actions when singing rhymes and songs. Children show increasing control over clothing and fastenings as they put on and take off their own coats and aprons. They are learning about practices with regard to exercise, eating, and hygiene. Children use a wide range of small and large equipment which helps to develop their motor skills. They handle tools and objects and engage in activities that require hand to eye coordination.

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Helping children achieve well and enjoy what they do

Children have their own creative corner, where they can develop their own creativity for themselves. They use the wide selection of resources and try out various techniques at their own pace and to their own satisfaction. Children build three dimensional objects with the construction materials and talk about what they have built. They know their colours and explore what happens as they mix the colours and notice when they have made another colour. Children enjoy singing songs from memory and they have regular music and movements sessions. They enjoy using musical instruments and explore the different sounds of the instruments for themselves. The older children listen to a story and make the relevant musical sound as the story is read. Children use their imagination very well as they put on the fire hats they are transformed into fire fighters and put out the imaginary fire with their hose pipes.

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Helping children make a positive contribution

The provision is good. Children are involved in what is going on around them and gain self-confidence and good self-esteem. They are praised by the staff and the use of manners is encouraged. The staff demonstrate respect to the children and the children are learning through the staff being good role models. Children gain a sense of belonging to the pre-school as they see their art work being valued and displayed. Each child has their own photographed named coat hook. The staff are very welcoming to the children and parents; they greet the children by name and get down to their level and play with them. Birthdays are celebrated by the group and the children have a musical birthday hat to wear and a pretend cake with candles which are blown out by the birthday child and the other children sing 'happy birthday'.

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Helping children make a positive contribution

Children benefit from activities and resources that help them to develop an understanding of diversity and learn about their local community. For example, children are taken out and about within the local area to the local shops as in the post office or the greengrocers. Children are aware of their own needs and the needs of others. For example, they see to their own toilet needs and help themselves to a drink and snack as they require. The older children are caring towards the younger children.

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Helping children make a positive contribution

Children with learning difficulties and/or disabilities receive appropriate support and they take a full and active part in the pre-school. All children are valued as individuals which actively promotes inclusion. Children make positive relationships and they behave well. They are involved in what is going on around them and gain self-confidence and good self-esteem. The staff allow children to make their own choices and decisions. For example, what toys they would like outside or how the story will end. Children’s achievements are valued and recorded on the ‘Fantastic Fish’ display. These help to raise children’s self-esteem. Children's spiritual, moral, social and cultural development is fostered. They are developing sound relationships with adults and other children in a setting where staff work closely with parents and carers to meet individual children’s needs and ensure they are fully included in the life of the pre-school. Parents receive

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Helping children make a positive contribution

good detailed information about the pre-school. However, the information for whom to contact if they have a complaint or a concern about the pre-school is not up to date. Therefore children’s

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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 welfare is not fully protected. Systems for sharing information about the children’s needs and interests are appropriate.

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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. Parents receive quality written information about the provision, its routines and the educational programme. They are kept informed about their child's achievements and progress through daily informal discussions or through more formal meetings with the staff. Children do benefit from parents being made aware of their progress and achievements. Regular newsletters are given to parents to keep them up to date with current themes and topics. Parents speak very highly of the pre-school and its staff group. Parents form the management committee and regularly help within the pre-school on a rota system. They also attend the pre-school to help in other ways. For example, recently one parent helped with story time by reading a story in Spanish.

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Organisation

The organisation is good. Children are protected because the recruitment and vetting procedures are robust and ensure that all staff and committee have been vetted and are safe and suitable to be in contact with them. They benefit because the person in charge and staff have the appropriate qualifications, knowledge and experience to do their jobs which ensures that children’s needs are met. The staff have a high regard for the well-being of all children. Suitable procedures are in place to protect children from persons who are not vetted. For example, the pre-school has a policy in place that parent helpers or volunteers read to remind them of what they cannot and can do. This protects children’s welfare.

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Organisation

Children benefit from effective organisation of the setting. The management and organisation of the setting is proactive in ensuring the practice of all staff contributes positively to children’s good health, safety, enjoyment, achievement and ability to take an active part in the setting. Staff are well deployed, appropriate ratios maintained and emergency cover arrangements are suitable. Keyworker groups are in place and these are based on children’s age and ability. Most policies and procedures protect children sufficiently and are effectively implemented to promote all the outcomes for children. All records are available and retained for inspection, they are suitably organised and kept in a confidential manner. When a child starts the parents complete an ‘All about me’ booklet so staff are fully aware of the child and their individual needs. Overall the provision meets the needs of the range of children for whom it provides.

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Organisation

Leadership and management of early education is good. The committee and the staff have a very clear vision for the nursery education. They are clear on what their roles and responsibilities are to the group and to the children. The staff work closely with the early years teacher mentor and have developed their own action plans for further improvements. The staff and committee are continually looking to improve the provision and move it forward. Their current project is the sensory garden for the children to play and learn in. Regular meetings are held by both the committee and staff teams to monitor the pre-school and their practice. Training opportunities ensure that children are well-protected and cared for. The established staff team work very well together and are good role models for children.

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Improvements since the last inspection

At the last care inspection a few recommendations were agreed. The pre-school was asked to consider ways to develop the range of foods given at snack time to improve the nutritional

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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 value and to promote healthy eating. The children are now provided with an assortment of fresh food, fruit and vegetables for their snack. For example, pitta bread and a tray of fresh fruit with a cartoon of fresh milk or water to drink. The pre-school have had topics around healthy eating. Children's health is promoted as they are provided with healthy snacks and learn what foods are good for them. The pre-school was also asked to review the staff roles during children's arrival time to help the new children separate from their parent and carers and to settle at the activities. The staff now deploy themselves around the room in different areas and at activities in order to encourage children to play. The staff also talk to the parents to find the children's current interests so they can have something out to help them settle.

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Improvements since the last inspection

Children's well-being is promoted as the staff and parents work together.

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Improvements since the last inspection

At the last inspection for nursery education a number of key issues were agreed. The pre-school agreed to develop staff's involvement in the curriculum planning and their understanding of carrying through learning objectives. The staff have attended training courses to improve their knowledge and understanding of these issues. All staff are now involved in the planning so are fully aware of the learning objectives. The pre-school was asked to evaluate the organisation of the latter part of the session to ensure that positive behaviour is maintained and that the play and learning remained purposeful. The staff now involve the children in the general tidying away of the table top and floor resources and the sufficient staff sit with the children during the end of the session group time to enable all children to participate fully. The book corner has been addressed to ensure that it allows children to use the area more independently.

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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): • review the information that is given to parents to ensure that it contains relevant contact details with reference of whom to contact when they have a complaint • ensure all injuries and incidents where no wound is visible are recorded • ensure positive steps are taken to prevent the spread of infection, particularly with regard to children washing their hands.

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The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • further develop opportunities for children to use information and communication technology to support their 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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