Holloway Playgroup

Holloway Playgroup Inspection report for early years provision

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206793 Unique Reference Number 02 May 2008 Inspection date Georgina Walker Inspector

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Village Hall, Yew Tree Hill, Holloway, Matlock, Derbyshire, DE4 5AR Setting Address

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E-mail

Holloway 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?

Holloway Playgroup opened in 1970. It operates from the Village Hall in Holloway, Derbyshire.

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WHAT SORT OF SETTING IS IT?

There is a secure enclosed outdoor play area. The playgroup serves the local area and surrounding villages.

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WHAT SORT OF SETTING IS IT?

The setting opens five days a week during school term only. Sessions are from 09:15 to 12:15 and, if the demand is sufficient, 'Rising Fives' sessions operate on Monday and Thursday 13:15 to 15:15.

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WHAT SORT OF SETTING IS IT?

The setting is registered to care for 26 children and there are currently 49 children from two years to four years seven months on roll. This includes 33 children who receive funding for early education. The setting supports children with learning difficulties and/or disabilities.

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WHAT SORT OF SETTING IS IT?

The playgroup employs four staff who work with the children. Over half of the staff hold appropriate early years qualifications. One member of staff is currently working towards a recognised early years 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 The setting receives support from the local authority and are members of the Pre-school Learning Alliance. The playgroup is managed by a parental committee, which includes an administrator. The committee delegate day-to-day responsibility to the staff.

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Helping children to be healthy

The provision is good. Children’s health and safety is generally promoted. Children learn about personal hygiene through daily routines and are made aware of why they wash their hands so there are no germs on them. They do not always use the running water in the toilet area prior to snacks and staff consider alternative methods to develop good practice. Accident records have most detail regarding the size and location of the injury, as do significant injuries sustained when the child is not in the care of the setting. All are recorded confidentially and assist in safeguarding children. Written consent to administer medication is given by parents. However, if children are ill or infectious a written policy regarding exclusion is effectively implemented and medication is rarely necessary. A first aid box with contents suitable to effectively meet the needs of the children is available. Children's medical needs are likely to be met if a more serious injury occurs

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Helping children to be healthy

on site as written consent to seek emergency medical advice and treatment is in place.

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Helping children to be healthy

Children’s dietary needs are met effectively and healthy eating is promoted. Individual needs are discussed with parents and recorded. The children enjoy a café style snack bar and register their time at the table by collecting their name label and placing it in a bowl. Snacks are provided by the parent on rota duty and are healthy and nutritious. They always include a variety of fruit and a range of cheese and biscuits or malt loaf and crumpets. A choice of water or milk at snack time, or water throughout the session, are available and children are becoming skilled in helping themselves. Food handling procedures are appropriate.

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Helping children to be healthy

Physical development is promoted very well and consequently children are able to develop a healthy lifestyle. Children have extensive opportunities to engage in a wide range of activities which encourage a positive attitude to healthy exercise. Climbing and sliding equipment, with the new climbing frame added to the old one with balance beams, gives the children greater opportunities to develop a wider range of skills. Jumping or dancing activities and playing with wheeled toys is enjoyed by the children. They expertly pedal a range of bicycles, including two wheelers with stabilisers. There is a planned routine for use of the resources which contribute to developing large muscle skills. The playroom is used to create space for ring games, action rhymes or parachute games when the weather is inclement. The children use an extensive range of construction toys and puzzles and have daily access to paper, paint and drawing resources

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in warm and welcoming, secure and suitable premises where there is sufficient space indoors to play and learn comfortably. Outdoors the children's safety is inconsistently promoted. Some fences are potential ladders and an area around one of the drains is a trip hazard. All other aspects of safety are carefully considered, such as the arrival and collection procedures. An awareness of fire safety is promoted and evacuations have been practised. Children are also developing an awareness of personal safety as they respond positively to the staff's expectations when they are outside the premises on occasional walks in the village.

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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 Children independently select activities from the versatile range of good quality toys and equipment which are attractively presented each day. The children engage in the worthwhile activities and are encouraged to tidy up before outdoor play. Resources are stored in labelled boxes on shelves in the store room and in outdoor sheds. All children have access to the extensive range over a period of time as staff ensure they are used on a rotational basis. Children's individual skills develop competently with the age-appropriate resources.

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Protecting children from harm or neglect and helping them stay safe

The protection of children and their well-being is promoted effectively as the staff attend ongoing training and have a thorough understanding of child protection procedures and how to put these into practice. Local Safeguarding Children Board procedures have been received. Information and references to current legislation and local authority contact addresses are being updated and shared with parents and carers in the written policy files, which are available each session.

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Helping children achieve well and enjoy what they do

The provision is good. The children are keen to join in the interesting range of different activities presented at each session. They have a friendly relationship with the staff, who encourage the children to separate from their parents and carers. New children are given time to settle in as staff recognise the need for them to relate to a key worker and become confident to join the other children at play. Children's developmental progress is promoted under the 'Birth to three matters' and Early Years Foundation Stage frameworks. Staff are developing a balanced programme for all children's activities. Records of how the child has progressed are being developed to show what the child needs to engage in next to promote progress. Children learn to make choices about activities and copy the older children, which leads to them quickly settling into the playgroup. Great concentration is shown and an eagerness to spend extended periods on something which

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Helping children achieve well and enjoy what they do

stimulates, such as creating flowers by mixing yellow and blue paint to make green.

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Helping children achieve well and enjoy what they do

Children learn to share resources with other children, staff and visitors. The staff have been creative in introducing interesting ways for children to learn. The children enjoy the topics as they dress up as a chef in the role play area where new resources are arranged to stimulate play. Children develop appropriate socialisation skills as they join in group activities and move between the resources. This ensures they are purposefully occupied and are supported to develop their potential with steady progress. All children become purposefully occupied in topics, such as 'the world around us' and eagerly engage in the carefully planned activities, for example as they plant seeds to sell at the village fair. Parents are aware of themes through the termly newsletter and how they can extend learning at home.

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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. Staff record comprehensive detail on weekly planning documents, consistently demonstrating they have an increasing knowledge and understanding of the stepping stones, early learning goals and how they will present activities. Focus activities for all children include small group activities. A range of more complex activities are planned for the 'rising fives' group where children engage in such tasks as making bookmarks, using a well-supervised laminator. The focus activity sheets contain useful information of what the child learnt and how staff will progress the learning next time. Planning and evaluations are not yet fully consolidated to ensure all aspects of learning are covered as the system is relatively new. With the professionalism of the staff however, children's learning is extended as the playgroup have

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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 successfully developed the practice of having a key worker for each child, who plans the 'next steps' of learning, such as using scissors. This enables staff to progress specific learning and challenge children to think about what they know. Staff consistently ask open-ended questions, for children to think about and respond to. They promote the use of sounds and letters and children eagerly respond and use mathematical language as they play indoors and outdoors. A variety of methods are used to help children learn effectively. Staff manage the children proficiently and as the children are purposefully occupied behaviour issues are few. They are willing to help tidy up immediately when they are asked to for group and story time. Children's progress is now shared effectively with parents.

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Helping children achieve well and enjoy what they do

Topics are enthusiastically enjoyed by the children who suggest ideas of how to develop them. Activities are extended over a period of time, this ensures children's learning is effectively promoted as they are challenged to think by staff to recall relevant words and events. The staff present very interesting and stimulating activities daily and children are eager to share information when talking between themselves or at the snack table.

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Helping children achieve well and enjoy what they do

Children are well behaved, accepting younger children have yet to learn routines and the expectations of the staff and are eager to try new experiences. They ask questions about how things work and listen to the responses from staff. They are animated when suggesting their own ideas and children organise each other to play together with the role play resources, showing how to use chopsticks in the 'Chinese restaurant'. They share information about their life outside and have confident personalities, to include visitors in their play and conversations, such as talking about going shopping or their love of music.

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Helping children achieve well and enjoy what they do

Children do not have the tools to spontaneously copy their own names from name cards at the mark-making table although they self-register on the board each day or find another name label to register themselves for snack time. They mark-make with good skills and many four-year-olds write recognisable letters. Some children are aware of the initial letter of their name and use letter sounds spontaneously. The children have access to an extensive range of books, which are well used as they often read stories to their friends. Many books relate to current themes and garden stories are included. Children visit the library van every two weeks to choose their own book and learn about the process of book borrowing. They enjoy story time and listen and respond appropriately to questions asked by staff, eager to recall the events in the story, repeating new and familiar words such as 'Fe fi fo fum' in the story of Jack and

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Helping children achieve well and enjoy what they do

Children have an understanding of mathematics and spontaneously use their knowledge effectively when recognising numerals or counting during play. They are very aware of shapes and eagerly inform staff of the shapes of resources in an extensive variety of activities. Calculation knowledge is developed as they peep into the snack room and see there are four children at the table, therefore they must wait for a space. Children develop problem solving skills, for example when suggesting the longest vehicles or tallest constructions they have made. They do not spontaneously use the newly developed mathematical resource table.

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Helping children achieve well and enjoy what they do

Children have regular access to a wide range of technology and battery operated resources, such as a metal detector. A computer gives significant opportunities to develop mouse skills and follow instructions to complete a programme. Older children show younger ones what to do and many laugh out loud as they are praised for completing tasks by the voice on the programme. They learn eagerly about the natural world and enjoy visits from a member of the local Horticultural Society. They learn about time as they wait for plants and seeds to grow. Children are learning through carefully planned activities about the world around them. Topics

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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 which introduce them to the needs of others and diversities in society are included and children have daily access to resources which promote positive images of diversity.

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Helping children achieve well and enjoy what they do

Children's physical development of fine manipulative skills is promoted effectively through the use of an extensive range of resources. They use scissors with increasing competency and attach their cut out shapes to paper with glue or tape and use a hole punch and staples. Large muscle skills are successfully developed, for example when they pedal wheeled toys with confidence and stop skilfully at the 'petrol pump' and ask to ' fill it up'. Children's awareness of how their body changes during exercise is an aspect of learning included in topics. They know on sunny days if they get too hot they can take their jumper off or need a coat if it rains. As a result, children’s learning in this area is well balanced.

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Helping children achieve well and enjoy what they do

Children are motivated to develop their creative experiences as they have access to a wide range of craft, role play and musical activities. Opportunities to paint or play with blue sand and water with glitter when using a substantial range of different tools and resources ensures children are inspired to play and learn. Children are eager to discuss their work of crafts, drawings or imaginative activities. The loud laughter and smiles on their faces indicates how much they are enjoying themselves, such as when they switch on the keyboard outdoors and dance to the music.

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Helping children make a positive contribution

The provision is good. Children are treated fairly as the setting has an open-minded approach to inclusion and meeting individual needs. Staff encourage all children to access age-appropriate activities and develop life skills. Individual needs are discussed with parents. The children have access to a wide range of toys, resources and posters showing positive images of diversity, culture, gender and disability and cultural festivals and celebrations are included in the seasonal plans. Understanding and acceptance of the wider community and the development of positive attitudes is effectively increased as visitors are welcomed in the group. However, their own identity and knowledge of themselves is often misleading as initials are used for surnames, when more than one child has the same first name.

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Helping children make a positive contribution

The playgroup staff have some experience of caring for children with learning difficulties and/or disabilities and an excellent understanding of potential need. Staff are aware to adapt activities to ensure inclusion and have a positive attitude to caring for all children. The designated member of staff is well trained to be the co-ordinator in the setting and the relevant code of practice is followed. Children and their parents are effectively supported by outside agencies as necessary.

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Helping children make a positive contribution

There are comprehensive procedures in place to manage a wide range of children’s behaviour. Children’s spiritual, moral, social and cultural development is fostered. Older children behave appropriately as they respond to boundaries set. Children are always given reasons why their behaviour is not acceptable. They are aware of why they must share and take turns, happy to wait until there is a space at the snack table or paint easel. This helps children feel secure knowing what they can and cannot do. Good use of praise and encouragement by the staff helps to build development of children's self-esteem and they spontaneously use 'please' and 'thank you' at snack times and during activities.

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Helping children make a positive contribution

Positive relationships with parents and carers and a desire to work in partnership with them to meet children's individual needs, ensures the staff are able to meet emotional and physical needs effectively. The setting is updating documentation to ensure parents are fully aware of

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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 policies and procedures and how children will be cared for. Parents respond to requests to help on the committee and most parents or carers do a rota duty and share in their child's learning experiences. They bring the snacks and engage in play activities. Partnership with parents and carers of children in receipt of funding for early education is good. Increased information is provided regarding the themes and what children learn. Parents are updated on their children's well-being and development through discussion and the sharing of development documents which is now more formally organised regarding learning and play activities.

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Organisation

The organisation is good. Children are very happy in the setting and are eager to engage in the interesting range of exciting and stimulating activities. They are in the care of qualified or experienced staff who are fully supportive to ensure they are settled in the playgroup. Generally, well planned, developmentally-appropriate activities ensure children's time in the setting is worthwhile and provide suitable levels of challenge. The ratios are maintained with the support of a rota parent or carer and children benefit from the dedicated key-worker system. The routine and organisation of the playrooms and outdoor play area is monitored effectively. The children's needs are effectively met by the setting which maintains their personal records to meet individual needs. The registration system which monitors all persons on site is robust and children contribute to the process by finding their name label as they arrive for the session.

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Organisation

The leadership and management for early education is good. A vision has been developed of how the setting will present a wide range of activities to meet the educational needs of the children effectively. The administrator and committee leave the day-to-day management and the planning of the education to the manager and staff. Qualification requirements are met and staff also attend training to raise standards and increase knowledge and broaden children's experiences. Regular support for the staff team during site visits from staff from the local authority assists in the promotion of children's learning and well-being. Overall, children's needs are met.

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Improvements since the last inspection

At the previous inspection the setting was set an action relating to the care aspect to improve knowledge and understanding of the requirements set out in regulations and set in place a procedure to notify Ofsted of relevant matters with regards any changes in the registered person or person in charge.

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Improvements since the last inspection

A comprehensive action plan was drawn up and immediately implemented, with target dates for tasks to be completed. All forms were submitted to Ofsted within two weeks on 14/12/2007 for relevant committee members and staff. Implementation of procedures to ensure the manager is registered as playgroup supervisor were instigated. Although she had actually been in post since 2000, incorrect details were retained by Ofsted. Details of any relevant personnel changes are to be submitted to Ofsted on an ongoing basis. Knowledge has been significantly improved as all committee members are being issued with National Standards documentation and policies continue to be updated. A checklist of tasks for relevant committee members is being prepared for passing to new members after each Annual General Meeting. The setting now meet the National Standards and children's welfare is not compromised, although a further

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Improvements since the last inspection

recommendation reflects this is an ongoing process.

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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 inspection the setting was set four recommendations relating to the children's education. They were to develop the planning to ensure all areas of the Foundation Stage curriculum are covered equally and develop and implement a system to assess the strengths and weaknesses in the education provision to ensure gaps are highlighted and actioned. With support of the local authority staff have adapted their planning considerably and created a clear reference system for checking all areas are covered. As activities are child led and each key worker sets challenges, the staff meet every week to discuss the following week's activities. Evaluations are being recorded with purposeful information.

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Improvements since the last inspection

The setting were to continue to develop the accessibility of mathematical development and writing within activities and challenge children consistently within these areas. Two tables with an extensive range of related resources have been collated and presented attractively at each session. As these are relatively new children require adult support to use them appropriately. All three recommendations require more time to ensure full benefit to the children's learning and are reflected in a further recommendation.

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Improvements since the last inspection

The partnership with parents were to be improved with particular reference to information provided about children's progress and support to continue learning at home. This also applied to the care aspect of the inspection for non-funded children. Whilst information in policies and newsletters reminded parents to ask staff if they could look at children progress documents, few did. For a designated week, staff presented the record folders at the end of each session and the majority of parents viewed them and confidential discussions were held regarding the child's 'next steps'. The success of this new event was commented on by parents in both the settings 'comments book' and during the inspection. Parents are provided with information regarding the topics, how the learning can be extended at home and staff request resources to be brought in to extend the home and playgroup link. The partnership with parents has been

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Improvements since the last inspection

substantially improved to significantly enhance children's learning and staff continue to have ideas regarding how this can be extended.

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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 positive steps are consistently taken to promote children's safety in the outdoor play area • continue to update the policies and procedures which are required for the efficient and safe management of the provision.

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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 consolidate new planning and evaluations to ensure all aspects of learning are covered (also applies to care) • provide children with more opportunities to recognise and copy their own names on craft work and ensure they develop a positive image of themselves by using their whole name as necessary, not just the initial letter of their surname on labels (also applies to care).

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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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