St Andrews Playgroup

St.Andrews Playgroup Inspection report for early years provision

p.1

EY358047 Unique Reference Number 16 May 2008 Inspection date Cilla Rachel Mullane Inspector

p.1

St. Andrews Church, Grimshill Road, WHITSTABLE, Kent, CT5 4LH Setting Address

p.1

0777 642 5512 Telephone number standrewspg@fsmail.net E-mail St Andrews Playgroup Registered person Integrated Type of inspection Sessional care Type of care

p.1

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

p.1

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.

p.2

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

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.2

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.

p.2

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.2

WHAT SORT OF SETTING IS IT?

St Andrew's Playgroup has been registered since 2007. It operates from two rooms in St Andrews Church in Whitstable, Kent. There is a secure garden for outside play. The playgroup serves the local area. A maximum of 26 children may attend the playgroup at any one time. There are currently 46 children on roll, 38 of whom receive funding for nursery education.

p.2

WHAT SORT OF SETTING IS IT?

The playgroup opens Monday to Friday term time only from 09:15 until 11:45, and Monday and Thursday afternoons, for older children, from 13.00 until 15.30.

p.2

WHAT SORT OF SETTING IS IT?

The playgroup supports children with learning difficulties and disabilities, and who speak English as an additional language.

p.2

WHAT SORT OF SETTING IS IT?

There are eight staff who work with the children, which includes the two owners; seven of the staff are qualified to NVQ II or III, and one member of staff is currently training. All staff attend short courses.

p.2

WHAT SORT OF SETTING IS IT?

The playgroup receives support from and early years advisor.

p.2

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

p.2

Helping children to be healthy

The provision is good. Children are learning how to keep themselves healthy. They confidently help themselves to tissues and place them in the bin after use. They wash their hands independently after using the toilet. They know that they need to wash away germs from their hands before eating their snack. Staff employ good hygienic procedures, such as checking the changing mat for cleanliness, and using disposable gloves for changing nappies. A cleaning rota shows that toys and equipment are cleaned regularly. Accident and medication records help to promote children's good health.

p.3

Helping children to be healthy

Children are offered nutritious snacks such as fruit during the morning, and a jug of water is available on the side so that children remain hydrated. Children's allergies and special diets are clearly displayed, so staff are able to keep children safe and meet their individual needs. Activities such as making smoothies help children learn about the importance of healthy eating and making healthy choices.

p.3

Helping children to be healthy

Children benefit from daily access to challenging physical activities because staff plan a good variety for the early part of the session. Children balance on stepping stones and circus pedals, climb on the climbing frame, and develop co-ordination throwing and catching balls. Staff are on hand to challenge the more able and older children, for example, demonstrating how to spin hoops, and encouraging the children to copy. Children develop competency with small movements when they try to write their names, or apply paint with their finger tips.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a welcoming environment because staff work hard to set out the room ready for the children's arrival. Children see that their work is valued, because it is displayed prominently. Children and their parents and carers are made welcome as they arrive; parents come in to settle their children, and staff greet them warmly by name. When the weather is fine, children benefit from free flow to the garden, where they can take part in a variety of activities, such as sand play and searching for bugs. However, children do not make maximum use of this area in all weather conditions. Children are encouraged to care for their environment, they help to tidy up when a musical instrument is sounded, and are shown how to care for books. They have access to an art and craft trolley, and so can design and create independently and spontaneously.

p.3

Protecting children from harm or neglect and helping them stay safe

Children are kept safe during their time at the playgroup. Staff carry out thorough daily checks of the premises, looking at, for example, the safety of equipment, and fire safety precautions. Staff are vigilant throughout the sessions, taking great care over children's safety. For example, the climbing frame is carefully supervised, staff notice if children leave the room to use the toilet, and they staff let the others know if they leave the room. Children learn about keeping themselves safe through role play; for example, staff talk to them in the home area about not touching hot things.

p.3

Protecting children from harm or neglect and helping them stay safe

Children are safeguarded from harm and neglect. Staff have access to guidance on child protection procedures, and therefore know who to contact with concerns. They appropriately discuss accidents which children have in their own homes with parents, and keep records, which protects children. They are aware to protect themselves from allegations by not being alone

p.3

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 with children. Most staff have not recently updated their safeguarding children training, but all are booked onto a course in the very near future.

p.3

Helping children achieve well and enjoy what they do

The provision is good. Staff have developed good trusting relationships with the children, who are therefore settled and confident. Children are greeted warmly as they arrive, and staff show children that they value their conversation and achievements. They readily approach adults to sit on their lap for a story, or to settle an argument. Children enjoy an interesting variety of well planned activities such as cooking biscuits, growing seeds, making play dough, and preparing for a party by making invitations and party bags, and enjoy a worthwhile experience at the playgroup.

p.4

Helping children achieve well and enjoy what they do

The quality of teaching and learning is good. The thorough planning of the sessions and activities shows that all areas of learning are covered. Furthermore, staff are clear about what children will learn from the activities provided. They successfully adapt activities for children of different abilities, so older and more able children are effectively challenged. Staff observe children, and use their notes to plan next steps to help children progress; children and their intended next steps are indicated on the planning, so all staff are made aware of which children should benefit from activities. Staff are adept at responding to children's interests, so children gain enjoyment and learn from activities. For example, children showed an interest in bugs in the garden, so staff fetched magnifying glasses and containers. Adults support play well. They extend role play in the 'office' by making pretend phone calls. They introduce new skills, concepts and

p.4

Helping children achieve well and enjoy what they do

vocabulary in the adult led activities, such as asking children to describe the feel of paints, which they thought were 'squidgy' and 'squashy'.

p.4

Helping children achieve well and enjoy what they do

As a result of good teaching, children are making good progress towards the early learning goals. Children's personal, social and emotional development is well-promoted. They are keen to join in and interact with friends, for example, a child invited a friend to 'come on, let's go in the sandpit'. They are encouraged to have small responsibilities daily, such as sounding the instrument of the day for 'tidy up time'. They generally behave well, starting to learn about right and wrong, and asking adults to help with disagreements. Children are making progress with communication, language and literacy. They make marks to label their work, and to represent their names, understanding that writing has meaning. They show an interest in books, requesting stories, and cuddling up to staff, who draw their attention to the title and author. Staff point out the sound of the first letter of names, and children think of more words starting

p.4

Helping children achieve well and enjoy what they do

with that letter, for example, d for duck.

p.4

Helping children achieve well and enjoy what they do

Children are creative in the role play area, supported by staff in making imaginary phonecalls in the 'office'. They use their imaginations and turn a play dough activity into a picnic, making cakes to put in a basket. They experiment with paint, making hand prints with the palms and backs of their hands to create different effects. They choose resources from the craft trolley to make models, such as a pirate ship. Children are beginning to understand mathematical concepts, as staff encourage them to do simple calculations, such as counting the adults, and the adding another as she arrived. They count regularly during the sessions, for example, the number of children at register time. Staff's skilful introduction of mathematical and positional language during activities introduce children to concepts such as taller, bigger and smaller.

p.4

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's knowledge and understanding of the world is increasing. They learn about information technology as they become adept at using the computer to play games, and programme toys such as the 'Beebot'. They develop a fascination with nature, planting seeds, taking them home, and bringing them back to show staff how tall they have grown. They love searching for insects in the garden, examining them under magnifying glasses.

p.4

Helping children make a positive contribution

The provision is good. Staff know the children well, and plan activities which help them progress. Children learn about different types of people and ways of life through activities such as celebrating Chinese New Year. Visitors show children different cultures, such as Japanese costumes and Irish dancing.

p.5

Helping children make a positive contribution

Children are learning about acceptable behaviour because staff have high expectations, and use consistent and age appropriate behaviour management techniques. For example, a member of staff channelled an argument over a stapler into a positive experience where one child showed another how it should be used. Staff model politeness and respect in their interactions with the children and each other, so children see a good example. Children's self esteem is good: staff show appreciation of their work, taking photos and offering plenty of praise. For example, staff cheer when children successfully programme the 'Beebot', and children smile proudly when their work is photocopied and shown to others. Fairness and turn-taking are effectively encouraged by the use of a timer for children to use the computer.

p.5

Helping children make a positive contribution

Children with learning difficulties and disabilities make progress because a trained Special Educational Needs Coordinator (SENCO) works in partnership with other agencies and parents. They complete 'communication passports' (all about me books), and compile individual play plans, which guide staffs' provision of activities to help these children make progress.

p.5

Helping children make a positive contribution

Partnership with parents is good. Parents are very happy with the care and education of their children. They appreciate the maturity of the staff group, staffs' friendliness and availability to chat, and the fact that they are told about their children's activities so that they can continue them at home. Parents have access to the playgroup's policies and procedures which are displayed in the entrance hall, and a notice informs them when policies are reviewed, or new ones introduced. The complaints procedure is currently being rewritten to fully reflect current guidelines.

p.5

Helping children make a positive contribution

Parents have the opportunity to be well informed about their child's progress by attending individual interviews with their child's key worker, and discussing the child's folder. However, these staff are considering ways to encourage more parents to attend these interviews. Parents receive information about the curriculum for the Foundation Stage in a leaflet provided when their child starts at the playgroup, and when they discuss their children's progress with staff.

p.5

Helping children make a positive contribution

Children’s spiritual, moral, social and cultural development is fostered.

p.5

Organisation

The organisation is good. The playgroup meets the needs for the range of children for whom care and education are provided.

p.5

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 majority of the staff are qualified, and in addition, staff attend short training courses to update their knowledge of legislation and practice. For example, staff have training to work with children with learning difficulties and disabilities, and all staff plan to attend training for the new Early Years Foundation Stage (EYFS). Staff are deployed well throughout the session; they extend and support role play in the 'office' area, lead planned activities such as blow painting through straws, and enable children to initiate their own learning, for example, by helping a child to make a pirate ship. The organisation of snack time is currently changing; a few times a week staff arrange a snack bar, when children sit at a table, chat with friends, and practise skills such as pouring and cutting. However, this does not happen on a daily basis, so

p.5

Organisation

opportunities for children to socialise with staff and their friends, and develop independence, are missed.

p.6

Organisation

All the required documentation for the running of the playgroup is maintained to a good standard. Policies and procedures, which are regularly reviewed, guide staffs' practice and inform parents.

p.6

Organisation

Leadership and management is good. The owners / managers of the playgroup are fully involved in its running, and work with the children several times a week. They are fully aware of the strengths of the setting, naming, for example, good relationships with children and families. They are clear about areas for improvement and development; for example, they intend to introduce parents' evenings to explain the curriculum. There is an ongoing action plan in place, which helps to ensure that staff regularly update relevant training, that the premises are well maintained, and that the nursery education programme is delivered effectively. Managers support their staff by carrying out appraisals, and effectively delegate responsibilities, so that all staff are involved, for example, in the planning of adult led activities. The staff group meets regularly, and profession minutes show that decisions are made which directly benefit children

p.6

Organisation

and carers. For example, policies are updated, and planning is discussed. The provision of nursery education is monitored and reviewed in order to make sure all areas of the curriculum are covered, and that all children have play plans to help them progress.

p.6

Improvements since the last inspection

Not applicable: this is the first inspection since registration.

p.6

Complaints since the last inspection

Since registration 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.

p.6

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.

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

p.6

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.

p.6

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

p.6

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

p.6

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): • develop the complaints procedure to fully reflect current guidance • develop the organisation of snack times to further promote children personal and social development.

p.7

The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • further develop systems to ensure that parents receive information about the curriculum, and their children's progress towards the early learning goals.

p.7

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

p.7

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

p.7