Cranbrook

St Mawes & St Just Under Fives Inspection report for early years provision

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102868 Unique Reference Number 13 March 2008 Inspection date Linda Janet Chauveau Inspector

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St Mawes Recreation Ground, St. Mawes, TRURO, Cornwall, TR2 5AR Setting Address

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07814 806660 or 01326 270910 Telephone number

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E-mail

St Mawes & St Just In Roseland 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?

St Mawes and St Just Under Fives Group is managed by a voluntary committee made up of parents of children attending the setting. It opened in 1981 and operates from a building situated within St Mawes Recreation Ground, in the village of St Mawes, Cornwall. A maximum of 20 children may attend the group at any one time. Children aged under two and a half years, accompanied by their parents, may also attend the sessions. The group is open on Tuesday, Thursday and Friday from 09:30 to 12:00 during term time only. All children share access to a secure enclosed play area.

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WHAT SORT OF SETTING IS IT?

There are currently 12 children from two to five years on roll. Of these, eight children receive funding for nursery education. Children generally come from the local area and surrounding villages. The group supports children who speak English as an additional language.

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WHAT SORT OF SETTING IS IT?

The group employs two staff, both have appropriate early years qualifications. The setting receives support from an advisory teacher from Family Services and is a member of the Pre-school Learning Alliance.

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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. Staff follow sensible hygiene procedures to provide a clean and pleasant environment to promote children’s health. Children are kept safe from infection as staff and helpers regularly clean surfaces and utensils used by children during the session. However, the health procedures relating to the care of sick children and the administration of medication are only covered in the information for parents, and lack detail in the operational policies. Children learn about good personal hygiene through daily routines, such as hand washing after using the toilet and before snack times. The well-presented children's toilets encourage independent use. Staff hold current first aid certificates, complete required accident records, and take note of children's individual health and dietary requirements in order to safeguard children's health.

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Helping children to be healthy

Children benefit from the provision of nutritious snacks and access to fresh drinking water during the session. They eat healthy items, such as fresh or dried fruit and chopped vegetables each day. On occasions a sweet biscuit is offered at the end of snack time; this detracts from the positive examples of healthy eating being promoted. Staff sometimes use snack times to encourage children to develop personal skills - for example, by preparing sandwiches and pouring their drinks - but older and more able children are not encouraged to do this on a regular basis.

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Helping children to be healthy

Physical exercise is timetabled into the daily planning. Outdoors, children enjoy plenty of time in the fresh air, running and jumping, throwing and catching bean bags, hunting for Easter Eggs and playing games like 'What's the time, Mr Wolf?'. Indoors, children can use the climbing frame to clamber and slide, providing challenging physical activity. Timed sessions on sit and ride toys help to develop coordination, control and spatial awareness. Children are learning to use a variety of tools, such as paintbrushes and butter knives, and complete puzzles to develop small muscle control.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Recent refurbishment means that children are now warmly welcomed into a very secure, safe and well maintained premises. Staff make good use of the space available, creating zoned activity areas which provide children with an exciting and stimulating environment. Children play with a good variety of well presented toys, which are easily accessible from open plan storage units and on child-height tables. Staff rotate resources on a regular basis and there are opportunities for children to make safe and independent choices from the book, writing and craft areas. Children play outdoors in most weathers, under supervision, and make good use of the secure tennis courts and the village recreation ground facilities.

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Protecting children from harm or neglect and helping them stay safe

Children's safety is given high priority within the group, and staff and helpers have a good understanding of all safety issues. Consequently, children play in a safe and secure environment. Their security is well promoted, both indoors and outside. Staff follow a range of safety procedures and carry out annual risk assessments. Daily checks ensure that hazards to children are minimised and that they are kept safe. External doors are locked during the session and cannot be opened from the outside, preventing access by strangers. Fire safety equipment is checked annually, and children take part in regular emergency evacuations so that they know what to do in the event of a fire. Children are protected from possible abuse or neglect. A

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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 designated member of staff coordinates child protection issues and a child protection procedure is in place for staff to follow if they wish to report any concerns; the group has access to current support guidance and contact details in order to make a referral.

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Helping children achieve well and enjoy what they do

The provision is good. Children are settled and enjoy their time at the group. There is a busy daily routine, which is influenced by the under fives structure of the session, meaning that babies and children aged under two years are also attending with their parents. In addition, rota and committee helpers make up the ratios, so there is a high level of adult involvement and direction throughout the session. Children choose from a variety of activities laid out ready for them. They dig in sand and water, manipulate dough, take part in adult led craft activities, act out scenarios from their home life experiences in their extensive role-play areas, and enjoy a range of physical play experiences.

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Helping children achieve well and enjoy what they do

A daily planned curriculum is designed to meet the needs of children in receipt of funded nursery education, but does not make reference to the Birth to three matters framework or show how the needs of younger children will be met. However, the range of activities accessible to younger children - including a small designated area for babies with age appropriate developmental toys - mean that generally the needs of younger children are met effectively. They are able to use sit and ride toys, enjoy the role-play areas, scale climbing frames, explore sand and dough, and complete puzzles. Additionally, parental support through rota duties helps to include children, although some younger and less able children find large group activities challenging as they have difficulty in sitting and concentrating for any length of time.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is satisfactory. Children are starting to learn acceptable behaviour; most follow simple instructions such as washing their hands before snack time. Staff support children in developing self-care skills, for example, when visiting the toilet. Group activities help children think about themselves, their families and friends. Children note that a child is not there because 'she's got a bug' and are keen to discuss a new baby brother born to one of the families. They enjoy looking at a montage of photographs taken of them at play, helping them to recall previous activities.

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Helping children achieve well and enjoy what they do

Most children can recognise their own name from cards used to self-register on arrival, and children that are more able can recognise the same initial letter in other children's names. Children have opportunities to practise mark-making skills using a variety of media at their literacy table and the blackboard in the role-play area, and are encouraged to attempt to write their names on their own work. Lots of clear labelling throughout the playroom, and newspapers and magazines in the role-play area, introduce children to the importance and meaning of print.

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Helping children achieve well and enjoy what they do

Children are introduced to the concept of calculation through group activities with counting and matching games. They use number in practical ways with the till and scales in their play shop. Children develop an interest in technology by using the computer and props in the role-play area. They design and build rockets and time machines using a variety of recycled materials. Children have many opportunities to learn about their local community through visits off-site, but do not participate in regular group activities to talk about the days of the week or the weather to develop their sense of time and place. Children develop their imaginations in the extensive role-play areas, using props and dressing-up clothes. They explore a variety

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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 of media, moulding and building with wet sand and play dough. Adults direct craft activities such as making Easter cards and decorating eggs.

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Helping children achieve well and enjoy what they do

Children receiving funded nursery education have sufficient opportunities to achieve and progress. Staff have a satisfactory knowledge of the Foundation Stage. Planning is simple, with a curriculum designed to offer a range of activities and experiences to cover all areas of children's learning. However, planning is not always implemented effectively throughout the session, particularly with extension activities to challenge older and more able children. Moreover, planning is not being evaluated to ensure that it is effective and meaningful. Adults tend to over-direct some activities, not allowing older children time to make choices and develop independent play. In addition, the mix of ages of children attending means those activities when all children are together, such as story times, can be disrupted by over enthusiastic younger children. This prevents children's learning from being reinforced during large group

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Helping children achieve well and enjoy what they do

activities. Developmental records are used to note observations of children’s progress and plan the next steps in their learning. However, staff do not make formal assessments of children's capabilities when first receiving nursery education to use as a starting point from which to monitor progress.

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Helping children make a positive contribution

The provision is good. Children have generally good relationships with staff and each other. Staff have a sound awareness of children and their families. The group operates as an under fives group, with parents of younger children staying for the session, this helps children to settle and ensures that families feel fully included. Children with additional needs can be supported at the group, and a member of staff is designated to liaise with outside agencies to support children with learning difficulties and/or disabilities.

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Helping children make a positive contribution

Children learn to respect and value their local community; they visit the local shops, beaches and parks, and go blackberry picking in autumn. Local culture is celebrated through St Piran's day activities. Children participate in some planned activities to learn about the wider world, but have access to a limited range of resources to develop their understanding of disabled people and those whose lifestyles are different from their own. The group fosters children's spiritual, moral, social and cultural development.

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Helping children make a positive contribution

Children are mostly well behaved. They show concern for each other and are willing to help out when, for example, showing a child new to the group how to take part in daily routines. Some younger and less able children, with limited attention spans, sometimes have difficulty joining in large group activities such as story times. On occasions, this situation is made worse for staff as parent helpers do not support children by joining in, sitting and listening quietly.

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Helping children make a positive contribution

The partnership with parents and carers is good. This positively contributes to children's well being at the group. Staff have strong relationships with parents, ensuring regular exchanges of information take place, especially during their rota parent duties. Parents receive operational information and complete registration forms, enabling staff to obtain good information on children and provide appropriate care. Regular newsletters keep parents up to date with the education curriculum and encourage their involvement in their children's learning, which is developed through regular parental participation during sessions. Staff complete records on children's progress which are used to plan the next steps in their learning. Formal review meetings are arranged with parents to discuss children's developmental records and agree individual attainment targets. They can see a colourful 'I can do' scrap book containing examples

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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 of children's work and evidence of their achievements. Parents' views are welcomed on the operation of the group and they have provided lots of positive feedback to staff and management, commenting on the warm family atmosphere created at the setting.

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Organisation

The organisation is good. Staff are employed and managed by a voluntary committee consisting of parents of children who attend the group. The committee have responsibility for assessing the on-going suitability of existing staff and are developing systems to ensure that this is carried out effectively. The operation and organisation of the setting is underpinned by a set of polices and procedures, written to demonstrate how National Standards will be met, which are currently being reviewed by the committee. All are suitable, apart from those relating to children who are ill or infectious and the administration of medication, which require expanding. Most records used to support children's safety and well-being are maintained to satisfactory standards; however, disorganised record keeping systems means that staff are not always able to locate required paperwork with ease.

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Organisation

Children enjoy using the resources presented to them; they take pleasure in being active and spending time with staff, parents and each other. Staff make good use of the space available to provide a stimulating environment to support children's care and learning. However, older children have fewer opportunities to develop independent play during the session. Careful attention is paid to children's safety and high ratios of adults to children ensure good levels of supervision are provided. The setting meets the needs of the range of children for whom it provides.

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Organisation

The leadership and management are satisfactory. The leader and her deputy are suitably qualified and experienced; they are supported effectively by the committee. Staff develop curriculum plans providing a variety of activities throughout the week and covering all areas of learning. They attend training on a variety of curriculum related topics to keep their knowledge up to date. The group welcome support from local authority support staff and have good links with the local reception class teacher, which helps with the transition from the under fives group to school. The group benefits from good support provided by the committee to help implement improvements to the provision.

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Improvements since the last inspection

At the last inspection, the group were asked to improve experiences for children by heating the premises adequately and through the provision of appropriate hand washing facilities. Since then the group have updated their premises; this included the installation of new heating systems and children's toilet and hand washing facilities.

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Improvements since the last inspection

The group were also asked to improve systems of recording accidents to ensure that children were cared for appropriately in an emergency. Accident records are now shared with and countersigned by parents. Operational systems have been improved: the committee have updated both their child protection and complaints procedures and these have been shared with parents in order to safeguard children effectively. Operational information is now available to all parents, including those acting on rota duty; this helps adults to support children's learning and development during the sessions.

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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 At the last nursery education inspection, the group were asked to improve their planning by providing more activities that are challenging for older and more able children. This has been incorporated into the curriculum plans but not always implemented effectively during sessions. The group were also asked to devise systems to identify the strengths and weaknesses of their planning; however, this has not yet been implemented to show how effective their planning is in meeting children's needs.

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Complaints since the last inspection

Since 1 April 2004 there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

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Complaints since the last inspection

The provider is required to keep a record of 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): • provide children with a range of resources that show positive images of people with disabilities and from other cultures • ensure that all records required to support the care of children are up to date and organised effectively to enable easy access at all times

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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 children with regular opportunities to work without adult direction, allow children the time and opportunities to make independent choices and develop their own play • develop systems to find out from parents what a child knows and can do before receiving nursery education, to use as a starting point to monitor progress • ensure that planning shows how activities will provide sufficient challenge to meet the needs of older and more able children and develop systems to evaluate the effectiveness of the planned curriculum.

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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 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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