Whiteshill Preschool Playgroup

Whiteshill Pre-School Playgroup Inspection report for early years provision

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EY348590 Unique Reference Number 25 April 2008 Inspection date Linda Janet Witts Inspector

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Whiteshill Scout Hut, Whiteshill Playing Fields, Whiteshill, Stroud, Gloucestershire, GL6 6AS

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Setting Address

01453 752094 Telephone number lisa.harris@zen.co.uk E-mail Whiteshill Pre-School Playgroup Registered person Integrated Type of inspection Sessional care Type of care

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Setting Address

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 outstanding.

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WHAT SORT OF SETTING IS IT?

Whiteshill Pre-school Playgroup opened in 1996 and provides sessional care for children in the village of Whiteshill and local area. The group is run by a voluntary management committee. The playgroup moved to these premises in 2007. It operates from the village scout hut, which comprises of a hall, kitchen and toilet facilities and also outside areas. Opening hours are Monday, Tuesday, Thursday and Friday 09.00 to 12.00, term-time only.

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WHAT SORT OF SETTING IS IT?

The playgroup offers care for 26 children between the ages of two years nine months to five years. There are currently 26 children on roll of whom 24 are funded three and four-year-olds. The group welcomes children with learning difficulties or disabilities and also those for whom English is an additional language.

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WHAT SORT OF SETTING IS IT?

There are three members of staff employed, all of whom hold level three qualifications in child care. The group works closely with Whiteshill school reception class teacher and also 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 learn about good health and the staff support all children well in their quest for independent personal care. Staff talk with children about germs and the importance of good hygiene practice. Children routinely wash their hands after completing messy play and before they undertake cooking activities or eat, minimising the risk of cross-infection. A pictorial display of the process of hand-washing is prominently displayed above the sink to remind children to wash their hands thoroughly, as do verbal prompts from staff. A choice of colourful liquid soaps also encourage children to wash their hands.

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Helping children to be healthy

In the event of a child becoming unwell or sustaining an injury, suitable procedures are followed to minimise their distress. They receive appropriate treatment, given by staff who are all trained in first aid. Accident records are mostly maintained well and shared with parents. Staff are not fully aware of the procedure for notifying Ofsted in the event of a child sustaining a serious injury.

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Helping children to be healthy

Children eat well and enjoy the social experience that snack-time provides. They enjoy a variety of nutritious, healthy snacks that include plenty of fresh fruit and occasional treats. The ‘star of the day’ child offers their suggestion for snack the following week and also prepares the fruit brought in routinely by the children. Children each have their own named water bottle which they can access during the course of the session. They pour their own milk or water at snack time and can help themselves to the snack offered. This gives them control over their eating.

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Helping children to be healthy

Children have excellent opportunities to develop their physical skills. Indoors, the children move around the hall, negotiating the space between activities. They carry resources of different sizes safely and are encouraged to put on their own coats, aprons and dressing-up clothes. Help is at hand should it be required. Children further develop their coordination as they undertake activities such as, sand and water play. They fill vessels, pour and transfer the substances from one container to another. Children practise using scissors and learn to carry them safely. They also use tools carefully as they help to prepare snacks.

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Helping children to be healthy

Children go outdoors daily, whatever the weather. They are able to play in the adjacent village park and playing field. Here they run freely across the expansive grassed area, chasing and racing one another. They excitedly participate in the game of rolling hoops down the sloping banks of the field, running at speed after them and then carry the hoops back up to repeat the activity. In the play park they can climb, slide and swing. Children, including those aged under three-years, confidently climb the wooden climbing structure, using the angled rope net to reach the covered platform. They can also practise their climbing skills on the playgroup climbing frame indoors. Children like to be pushed on the park swings and will use their legs to propel themselves as well. They push, pedal and propel wheeled toys competently. The regular outdoor opportunities provide children with plenty of fresh air and exercise. Walks to the school are

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Helping children to be healthy

undertaken each week and local walks to explore the natural environment are popular.

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Helping children to be healthy

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

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a welcoming, secure and safe environment. Children are brought into and collected from the hall by their parents or carers. The entrance door is then secured to prevent children from leaving unsupervised. The identity of visitors is checked and a record of their attendance maintained. Children are supervised well, with closer supervision used as appropriate. Children are able to take risks, whilst being appropriately supervised and learn to keep themselves safe. They mostly follow adult instructions well, such as, holding hands when they go out for walks. They wear fluorescent jackets and badges with playgroup details on, during excursions, to aid identification. Regular fire drills help to familiarise children with emergency evacuation procedures. Photographs showing the procedure are prominently displayed and children are quick to tell visitors what the procedure is. Children learn about road

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Protecting children from harm or neglect and helping them stay safe

safety when they go out for walks and through regular visits from the local police and road safety officer, who also teach children about 'stranger danger'.

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Protecting children from harm or neglect and helping them stay safe

The hall is effectively organised and child-friendly. Equipment is set out so that children can move safely between activities and access a very good variety of resources for themselves. The children use resources that are of good quality and well-maintained. The resources are appropriate to the children's ages and differing stages of development. Children play an active role in tidying up, helping to maintain a safe play environment. They learn how to carry and use resources safely, to protect themselves and others.

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Protecting children from harm or neglect and helping them stay safe

Children's welfare is safeguarded and promoted through staff's knowledge and understanding of child protection issues and procedures. All staff are trained in child protection and hold up-to-date certificates. A clear policy, reflective of Gloucestershire Safeguarding Children Board procedures is readily available for reference.

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Helping children achieve well and enjoy what they do

The provision is outstanding. The children attending the playgroup thoroughly enjoy themselves. They arrive with enthusiasm and are fully occupied throughout the session. They receive extremely good support from all of the playgroup practitioners and helpers. Each child is nurtured in their play and learning, enabling them to meet their full potential. Those children that are not yet receiving government funding for nursery education join in all activities, playing alongside or with the other children. Key workers are mindful of children's different stages of development and happily adapt activities to suit, whilst ensuring full participation.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is outstanding. Children are highly motivated because of the extremely good teaching from staff. They are interested in the extensive range of rich, varied and imaginative experiences offered. Staff make sure activities are planned to ensure all individual children are challenged in their development. They recognise the importance of giving children time to practise their newly acquired skills and to develop good levels of concentration and perseverance. Staff utilise every possible opportunity to promote children's learning. They instinctively ask children questions pitched at the right level so children are challenged to think, and they introduce children to mathematical ideas and offer problems to solve. They embrace ideas from children and build upon children's interests when planning. Skilful use of assessment by key workers and information sharing between staff, ensures that

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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 future plans build upon what children already know and can do. Individual education plans are used to support children with learning difficulties or disabilities.

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Helping children achieve well and enjoy what they do

The hall is transformed before each session to create a child-friendly play space where children can move between activities freely and select resources easily for themselves, to initiate or extend planned activities. The local environment and community resources are utilised extremely well to enhance children’s learning.

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Helping children achieve well and enjoy what they do

Children's progress from the time of starting at the playgroup is excellent. Their progress across all areas of learning is outstanding.

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Helping children achieve well and enjoy what they do

Children have varying levels of speech when they start. They receive high levels of support to develop their communication and listening skills. Some children speak very clearly and express themselves orally with confidence. They use language to share ideas, ask questions, talk through activities and recall past experiences. They often initiate conversation with their peers, staff and even unfamiliar adults. All children have the opportunity to share their thoughts and news. Children greatly enjoy books and join in enthusiastically with group stories. They talk about what they see in book illustrations and link stories to their own experiences. The attractive and cosy book area is well used and children often look at books for their own enjoyment. Children enjoy rhyming songs and stories and some are beginning to make the links between sounds and letters. Children see print used for different purposes. They see signs and labels and they

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Helping children achieve well and enjoy what they do

can recognise their own names. Children can freely access writing materials and practise their early writing skills. They draw with increasing control, creating remarkably good drawings of book characters such as ‘The Gruffalo’, encompassing its various features. They ‘make marks’ for different purposes, such as, completing the daily register as part of the ‘star of the day role’, which all children have a turn at. Some children are able to write their own names and also understand that a computer can also be used to produce written material.

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Helping children achieve well and enjoy what they do

The three and four-year-olds gain confidence in counting, sorting, matching and recognising relationships and working with numbers, shapes, space and measures. They see numbers as labels on charts and large numerals on the storage chests that span the width of the hall. Many children recognise the different numerals. They count up and back as they join in counting songs and are introduced to the concept of subtraction with rhymes such as, ‘green speckled frogs’ and ’ten green bottles’, with visual props to support their understanding. Children name basic shapes, match objects by shape and select resource pieces by shape to fit, for example, when completing jigsaw puzzles or during construction activities. Practical activities provide children with opportunities to problem solve.

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Helping children achieve well and enjoy what they do

Children have excellent opportunities to explore and investigate. They are fascinated when they are able to investigate how things work and to explore materials in different ways. Outdoors children explore the natural environment. For example, they walk to a nearby farm, observing cows and horses grazing in fields. They look for fish in a lake and watch in awe as a moorhen takes flight across the water surface. They listen intently to the sound of a cockerel and investigate the animal foot prints in the muddy path. Children join in gardening activities with enthusiasm and plant flowers to watch them grow, gaining a sense of time.

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Helping children achieve well and enjoy what they do

Children learn about the local community from visitors, such as, the local police, fire officers, grandparents and parents on duty; some with their babies, and American visitors. They also venture into the village and sometimes travel by bus to the nearby town library. Children join in fundraising events, such as, the recent ‘welly walk’ to raise money for local good causes. The

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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 three and four-year-olds learn about the wider world through activities, including those planned as part of cultural celebrations.

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Helping children achieve well and enjoy what they do

Children use information and communication technology regularly and many are able to complete simple programs unaided. Children construct on small and large scale. They have clear design ideas and select construction pieces accordingly.

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Helping children achieve well and enjoy what they do

Children develop their physical skills well. As well as being proficient movers they skilfully manipulate small objects. Many manage the fastenings on their coats, manipulate jigsaw pieces and use writing implements, paint brushes and scissors with control. They transfer materials steadily as they play at the sand tray and water tray and as they go about their play.

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Helping children achieve well and enjoy what they do

Children have excellent opportunities to develop their creativity. They paint, trying different techniques and exploring different colours. They do observational painting and drawing. For example, an adult sits behind a specially designed Perspex frame, which frames her face. The children take turns to paint on the Perspex tracing the facial features they see. They concentrate hard and manipulate the brush skilfully choosing different colours for the eyes, lips and hair. When finished the children giggle and proudly show off their work to the ‘model’ and other adults. In the creative area, children help themselves to an extensive range of materials that they can combine to make pictures or models. Here children can express themselves freely and use their own creative ideas. If they wish they can then display their art work on the ‘look what we did today’ board.

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Helping children achieve well and enjoy what they do

The children are very imaginative. They dress up and take on roles, linking up with others engaged in the same theme. Role play activities often involve large groups of children and extend to different areas of the hall. For example, a four-year-old takes the lead as owner of a fast food restaurant. She confidently organises roles for other children, which they happily embrace. Orders are taken and relayed to the ‘chef’ who sets about cooking on the ‘barbeque’, the food orders are served with care and then the customers go off and link with others for picnics in the book area. Much of their imaginative play is based on their own first-hand experiences.

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Helping children achieve well and enjoy what they do

Children excitedly join in singing activities, explore sounds and dance to a variety of music.

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Helping children make a positive contribution

The provision is outstanding. The playgroup environment has an extremely warm and welcoming feel to it. A happy atmosphere, buzz of activity, and smiling faces of children and practitioners fill the setting. Here all children are highly valued as individuals and fully included. Children, their parents and visitors are greeted upon arrival and the team of staff and committee members actively seek to ensure that everyone who attends the group is well looked after. Children receive excellent support to enable them to settle. The practitioners quickly learn about individual children's needs, sourcing information from parents to aid this.

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Helping children make a positive contribution

Children with learning difficulties and disabilities are fully included and supported well because the designated special educational needs coordinator is able to identify special needs and takes action to support all children. She works closely with children's parents and outside professionals to give children the support they need.

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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 Spiritual, moral, social and cultural development is fostered. Children's progress in personal, social and emotional development is excellent. Children are self-assured and very independent. They choose activities for themselves and their ideas are embraced by the practitioners. Children learn to respect one another and relate happily to the adults and approach them confidently. They have excellent opportunities to enjoy play with other children. Children see positive images of gender, ethnicity, religion and disability and are introduced to different cultures through celebrations of different festivals and themed activities. They learn to help one another and are keen to offer assistance to their peers and adults. Children learn good manners, are kind and considerate, share and take-turns. The three and four-year-olds are aware of the behavioural

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Helping children make a positive contribution

expectations within the setting and remind one another of the playgroup rules that are displayed for reference. Children receive frequent, sincere praise and encouragement. This fosters their self-esteem. The children are encouraged to take pride in their achievements.

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Helping children make a positive contribution

Partnership with parents is outstanding. The group advocates working with parents to support children's care and learning. Parents receive an informative playgroup prospectus and regular newsletters about the provision. They are encouraged to take the playgroup policies home to read and this includes the group's complaints procedure.

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Helping children make a positive contribution

Parents are encouraged to be involved in their children’s learning and most help out regularly at the group. Parents are helped to understand about the Foundation Stage of learning and the practitioners are already providing information to parents about the forthcoming Early Years Foundation Stage and how it will relate to their children’s care and learning. They receive informative written and verbal information about the curriculum. Children are each allocated key carers/groups. They are keen to tell people whether they are in ‘Dinosaur’, ‘Penguin’ or ‘Elephant’ group. Parents receive regular updates on their children's progress from the key workers who make themselves readily available to talk with parents, as parents wish. They can look in their children’s ‘Learning Journey’ files as they wish. These include samples of children’s work and annotated photographs that describe the children’s learning experiences and

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Helping children make a positive contribution

Parents, grandparents or carers are invited to join the children on outings. Parents are keen to offer help to the group. Some become committee representatives, many help with fund-raising and the group’s ‘DIY dads’ and other helpers happily take on projects, such as, creating storage units and creating a secure, attractive outdoor area for children to use.

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Organisation

The organisation is satisfactory. The playgroup practitioners are all passionate about their roles and love working at the playgroup. The team of three staff all hold level three qualifications in child care. The leader fosters team spirit extremely well. She supports staff in their own personal development and offers guidance, if required, sensitively, so as to achieve the successful smooth-running of each session. The other practitioners mostly know what to do instinctively and are each clear about their roles and responsibilities.

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Organisation

Excellent use is made of indoor facilities, with the hall transformed impressively before each session, to create an attractive, child-orientated play-space, with ample, easily accessible resources for children. The adjacent play park, green spaces, excursions into the local environment and to places of interest and also visitors to the setting, extend children's learning experiences.

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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 team are vigilant in their supervision of the children and help children to learn to keep themselves safe. High adult to child ratios are maintained and staff effectively support the children in their play and learning. Children are actively supported to learn good hygiene routines, to eat healthily and to enjoy fresh air and exercise. All children are fully included and are helped to become healthy, self-assured and happy individuals. The provision meets the needs of the range of children for whom it provides.

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Organisation

Legally required records are mostly up-to-date, clear and securely stored. Policies and procedures are comprehensively written and are mostly reflected in practice. The group procedures show the need to notify Ofsted of significant events, but this is not always followed. Written developmental progress records for each child are well maintained.

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Organisation

Leadership and management of the setting are outstanding.

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Organisation

The leader works closely with the playgroup committee. Together they monitor the effectiveness of the provision for nursery education. The staff team routinely evaluate their practice, as part of their self-evaluation. It is clear that the committee, leader and staff strive for continuous improvement, sourcing ideas from other groups, outside professionals and parents. Staff have excellent access to training and the leader utilises the individual team members' strengths to enhance the provision. The group implements effective procedures for recruitment, vetting and to ensure the ongoing suitability of staff.

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Organisation

The staff work together to plan a broad range of exciting activities and experiences for children. Each session is structured to make excellent use of available time and to provide a balance of activities for children. High adult to child ratios are maintained and staff support the children in their play and learning impressively. The partnership with parents is exemplary.

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Improvements since the last inspection

As the group has moved premises and is newly registered at this setting any care recommendations made at the last inspection do not apply.

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Improvements since the last inspection

At the last inspection of provision for nursery education the group was asked to consider a review of the methods used to show children's progress over time, to enable parents to see their children's progress clearly. In response to this, children's 'Learning Journeys' include pieces of children's work, written observations and photographs, annotated to show an analysis of children's learning. Parents are encouraged to look at these and to add their own comments about their children's learning.

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Complaints since the last inspection

Since registration there have been no complaints made to Ofsted that required the childminder of Ofsted to take action 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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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

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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 outstanding.

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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): • notify Ofsted of any serious injury to any child in your care

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The quality and standards of the nursery education

No recommendations for improvement are made because the quality and standards of nursery education are outstanding.

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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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