Uplowman Church of England Primary School

Auntie Ro's Playgroup Inspection report for early years provision

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113369 Unique Reference Number 19 October 2007 Inspection date Lisa Jane Cupples Inspector

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Red Cross Centre, Lewis Road, Selsey, West Sussex, PO20 0RQ Setting Address

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E-mail

Auntie Ro's 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 satisfactory.

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WHAT SORT OF SETTING IS IT?

Auntie Ro's Playgroup has been registered, under its current management of a committee of parents and volunteers, since 1992. A playgroup was originally established at this venue by the W.R.V.S. in 1970. The group operates from a hall at the Red Cross Centre in Selsey, West Sussex and serves children from the local community. A maximum of 24 children may attend the group at any one time and there is a secure garden area available for outdoor play.

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WHAT SORT OF SETTING IS IT?

There are currently 49 children on roll aged from two to under five years. Of these, 41 children are in receipt of funding for early education. It is the group's practice to offer places to children in the term during which they become three years of age. Sessions operate during term time each weekday from 09:00 until 12:00 and 13:00 until 15:30. The playgroup supports children who have learning difficulties and/or disabilities and also supports children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The playgroup employs eight staff to work with the children. Of these, seven hold relevant early years qualifications and two are working towards a qualification.

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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 reap the benefits of the fresh air daily as they are able to free-flow in and out of the secure garden area during part of the session. Children's co-ordination is developing well as they learn to pedal wheeled toys and negotiate pathways set up by the staff. Children practise their balancing and climbing skills during obstacle courses and enjoy racing and running games during outside play. They have access to a climbing frame, space hoppers, balancing blocks, bats and balls to develop their physical skills and control. Children play team games, such as football to encourage them to co-operate with each other.

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Helping children to be healthy

Children are beginning to learn the importance of healthy eating and often talk about the types of food that are good for them. They choose from a wide range of fresh fruit and vegetables during the canteen-style snack time. Children bring their own clearly labelled drinks of water in for the session and the setting provides water or milk during snack time, ensuring children have access to fresh drinking water at all times. Children also take part in a range of cooking activities, talking about the ingredients, as they learn about the different food groups and the importance of a well-balanced diet.

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Helping children to be healthy

Children's self-care skills are developing well as they wash their hands at appropriate times and learn to blow their noses, disposing of the tissues in the bin. They are encouraged to cover their mouths when they need to cough, minimising the possible spread of infection. Children enjoy a healthy environment because staff implement good hygiene procedures. For example, staff wash their hands before preparing the children's snacks and ensure the tables are cleaned. Children will receive appropriate treatment if an accident occurs on the premises because five members of staff hold current first aid certificates and a fully stocked first aid box is in place. Staff have a clear understanding of the procedures to follow regarding the recording of all accidents and the administration of medication; parental signatures are obtained, ensuring the parents are fully informed.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The premises are welcoming for children and their parents. Staff greet the families at the door and children's independence is encouraged from the time they arrive. They are encouraged to hang their coats up and change into indoor shoes, as they self-register before going off to play. The children's work is brightly displayed around the room, valuing the children's efforts. Children have access to a wide range of equipment and resources that are suitable for the age and stage of the children who attend. Staff rotate the equipment to ensure the children remain interested in the activities. They are able to self-select a variety resources throughout the sessions, developing their decision-making skills well. The resources are in good condition and are clean, providing a safe play and learning environment for the children. Cleaning rotas are used to ensure all the equipment is cleaned regularly, providing a safe learning environment.

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Protecting children from harm or neglect and helping them stay safe

Children's safety is promoted effectively because staff are vigilant and ensure the premises are safe and secure before the children arrive. For example, staff check the outside play area, ensure the kitchen and toilets areas are clean and ensure all plug sockets are covered. Good arrival and collection procedures are implemented well to further safeguard the children. For example, staff are always on door duty to ensure children can not slip away unnoticed. Children are

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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 beginning to learn about keeping themselves safe through regular fire drills. They are able to explain what they would do in an emergency, showing an awareness of the fire procedures. Staff have a very clear understanding of the child protection procedures. They would recognise the possible signs or symptoms of abuse and report any concerns to one of the supervisors. The policies include the Local Safeguarding Children Board contact numbers, ensuring any concerns can be dealt with immediately.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. Children are happy and settled in the group. They take part in a wide range of activities and have fun, laughing and giggling with each other and the staff team. Staff interact well with the children, talking to them and explaining what they are going to do. Children have great fun as they move from activity to activity, exploring the range of resources that are set up when they arrive.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning are satisfactory. Some staff have a clear understanding of the Foundation Stage, and others have a limited knowledge, hindering their ability to effectively plan for the children's individual needs. Staff are beginning to implement new systems to ensure the curriculum planning meets the children's needs. However, the current process is disjointed and difficult to identify the planned learning intentions and the children's next steps. Staff are often unaware of the purpose of the activities and what they want the children to gain from them. As a result some opportunities are missed and some children are not sufficiently challenged and/or supported to reach their full potential. Staff interact well with the children and ask many open-ended questions, encouraging the children to think about what they are doing. Children make progress in all six areas of learning through incidental

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Helping children achieve well and enjoy what they do

learning opportunities and the wide range of resources and activities that are set up for them.

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Helping children achieve well and enjoy what they do

Children's self-care skills are developing well and they are independent during the sessions, self-selecting resources and helping to care for their environment through tidying away the equipment. Children are confident and are able to explain their thoughts and ideas. Children have many opportunities to practise their emergent writing skills for different purposes, helping them to understand that text has meaning. They handle books correctly and often choose the look at the books in the comfortable book area, pretending to read to each other, telling stories through the pictures. Children are able to count up to and sometimes above 20. They count at every opportunity and some children are beginning to recognise numerals during practical activities. Children use mathematical language, talking about shape and size as they paint and complete puzzles.

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Helping children achieve well and enjoy what they do

Children learn about the environment around them, talking about the weather and what it is like during the day. They use a range of natural and man-made materials to construct models, developing their understanding of different materials and joining techniques. For example, children use glue and cello-tape and also use nails and screws during woodwork activities. Staff support the children well when they are learning new skills, such as cutting and controlling the scissors. Children have access to the computer during the sessions and are increasing their control of the mouse. They are beginning to develop a sense of time as sand-timers are used throughout the session, helping the children to take turns fairly.

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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 are able to express themselves freely during art and craft activities. They use brushes and their hands to paint pictures, talking about what they are painting and the colours they are using. Children sing a range if songs from memory and match the actions to rhymes during circle time. Children are beginning to use their imaginations well as they role-play. They negotiate roles and co-operate well together. Children use a range of media to develop the use of all their senses. They talk about how the play dough feels and smells, using descriptive words, such as squishy, soft, cold and stiff. Children enjoy exploring different textures, as they take part in baking activities, explore their surroundings and use a wide variety of media.

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Helping children make a positive contribution

The provision is good. Children's spiritual, moral, social and cultural development is fostered. Staff have a clear understanding of equal opportunities and ensure all children have access to the range of activities provided. They take the time to get to know the children and their families well, enabling them to provide resources and activities reflecting the children's own interests. Parents are required to complete a detailed registration form about their children, which is discussed with the supervisors and the information is shared at staff meetings. Clear policies and procedures are in place and are shared with parents, helping them to understand how the playgroup operates to meet the children's needs. A full complaints procedure is in place, although the contact details for Ofsted are incorrect. Children have access to a range of multi-cultural equipment and resources which reflect a diverse society. Some positive images,

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Helping children make a positive contribution

such as posters are displayed around the walls, although display space is limited, so the resources are rotated.

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Helping children make a positive contribution

Children who have learning difficulties and/or disabilities are extremely well supported by the whole staff team. The special needs co-ordinator has a clear understanding of her role and works effectively with the parents and a range of other agencies to ensure all children are able to participate fully. Children have a positive attitude towards themselves and one another and recognise the need to share and take turns when involving themselves in each others play. They show concern for one another and respond sensitively when a child falls over in the group. Children’s behaviour is very good. They understand the difference between right and wrong and respond well to the clear boundaries set by staff. Children show good confidence and self-esteem because staff praise and value them as individuals, rewarding their positive behaviour with stickers to recognise their individual efforts.

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Helping children make a positive contribution

The partnership with parents of children who receive finding for early education is satisfactory. Parents receive information about the setting and the playgroups aims and objectives. The information explains the long term curriculum, helping them to understand the Foundation Stage. However, the short term curriculum planning is not displayed for parents or staff and the planned learning intentions are unclear, limiting the parents' opportunities to extend their children's learning at home. Parents are able to talk to their children's key workers at any time and have access to their children's progress records.

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Organisation

The organisation is good. Children's safety is promoted because the setting has clear recruitment and vetting procedures in place. They are implemented effectively to ensure all adults working with the children are suitable to do so. Staff deployment is exceptionally good; at times it is difficult to see where

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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 the staff are, as they sit with the children at their level, participating fully in the activities. Ratios are maintained at all times, ensuring the children are well supervised. The daily attendance registers are accurate and include the children's full names. They are marked in as they arrive and times are recorded if children arrive late or leave before the end of the session, ensuring a full record of everyone present is maintained. All the required paperwork and documentation is in place and most is well-maintained and up-to-date. The setting meets the needs of the range of children for whom it provides.

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Organisation

The leadership and management of the setting are satisfactory. The playgroup is managed by a parents committee who employ two fully qualified and experienced supervisors to oversee the day to day running of the group. Some members of staff are new in post and the team are beginning to work well together, ensuring the sessions run smoothly. All staff play an active role in planning the curriculum, ensuring everyone's ideas are valued, building good working relationships. The supervisors observe practice and the delivery of the curriculum to ensure the children receive a balanced range of activities. Some activities are evaluated, however, there is no system in place to monitor or review the effectiveness of the curriculum. As a result if learning intentions are not met, the stepping stones are not revisited to consolidate the children's learning.

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Improvements since the last inspection

At the last care inspection the provider was asked to improve the use of risk assessment documentation in order that they identify action to be taken to minimise identified risks and are regularly reviewed. They were also asked to ensure the premises are maintained at an adequate and comfortable temperature. Full written risk assessments are now in place and are reviewed frequently to ensure the premises are checked and the children's safety is promoted at all times. Children enjoy a comfortable learning environment and during most of the session the temperatures are maintained. Staff ensure parents bring in coats for the children to play outside in colder weather and the setting has spare jumpers to keep the children warm if the temperature inside the building drops during the time the children free-flow in and out of the garden area.

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Improvements since the last inspection

At the last nursery education inspection the provider was asked to review organisation of the day and use of staff's time to ensure children gain full benefit from activities and resources. To improve the quality of assessments to ensure these are sufficiently detailed and used to inform planning of future activities for individual children. They were also asked to continue to develop staff's knowledge and understanding of the early learning goals with particular reference to mathematical development and providing children with opportunities to enjoy stories and make frequent use of books. The sessions run smoothly and children are able to participate fully in a wide range of activities. Some learning opportunities are missed due to the staff understanding of the Foundation Stage and the early learning goals. The setting has been working hard to devise a suitable system to improve the quality of the children's

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Improvements since the last inspection

assessments, although the children's individual next steps are not always identified. Children now have access to mathematical resources throughout the day to develop their skills and they enjoy using the well-equipped book corner.

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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

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

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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): • update the complaints procedure to include the correct contact details for Ofsted.

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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): • continue to develop the staff teams knowledge and understanding of the Foundation Stage and stepping stones • further develop the curriculum planning to ensure clear learning intentions are identified and include differentiation so children are sufficiently challenged and/or supported. In addition, ensure all staff are made aware of the learning intentions, enabling them to help the children reach their full potential • develop a clear system to monitor the effectiveness of the curriculum to ensure the learning intentions are being met • display the curriculum planning for parents, to provide opportunities for them to extend their children's learning at home.

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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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