St Mary's CofE Primary School

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Moreton-in-Marsh Playgroup Inspection report for early years provision

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Unique reference number 101537 Inspection date 11/12/2008 Inspector Pamela Edna Friling

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Setting address St. David's Centre, Church Street, Moreton-in-Marsh, Gloucestershire, GL56 0LT Telephone number 07923 483970 Email Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10). This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Moreton-in-Marsh Playgroup opened in 1969. It is managed by a voluntary committee and operates from a community hall in the Cotswold town of Moreton- in-Marsh. The playgroup serves the surrounding area. The building has recently reopened following flood damage and now has both ramp and step access. Children use the main hall, toilets and outdoor play area. The playgroup is on the Early Years Register.

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Description of the setting

There are currently 30 children on the roll. This includes 22 children funded for early education. Children attend for a variety of sessions. The setting currently supports children with learning difficulties and disabilities. There are no children attending who speak English as an additional language. The group opens five days a week during school term times. Sessions are from 09.00 to 12.00 each Monday, Tuesday, Thursday and Friday. There is a pre-school session on Wednesday afternoons from 12.00 until 15.00. An additional morning session is offered on a Wednesday, after Easter, from 09.00 to 11.30.

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Description of the setting

There are four full-time staff members who work directly with the children. All of the staff have a qualification in childcare at level 3 and above. Some staff members are currently on training programmes. The group receives support from the Local Authority.

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Overall effectiveness of the early years provision

Moreton-in-Marsh Playgroup provides a caring and friendly environment where the individual needs of all children are effectively met by the skilful staff team. Children who attend arrive happily, play purposefully and make good progress in their learning and development. Children individually benefit from a wide range of interesting and meaningful experiences which recognise their uniqueness and stem from their noted changing interests and ideas. A process for evaluation of practice is in its infancy to identify and continually improve experiences for children within the playgroup. Procedures for the safety and security of the children are in place but do not yet fully include formal risk assessment for outings from the premises or a system for fully securing the main hall from the community used areas of the centre.

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further?

To further improve the early years provision the registered person should:

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further?

 extend partnership working to promote the exchange of information with other carers and settings attended by the children to form a complete picture of their individual development and welfare  extend opportunities for children to explore natural objects and develop their skills in the use of IT as part of their free choice activities  further develop the existing key worker system to allow both children and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their parents to form settled, close relationships with a key person.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 formalise risk assessments and complete any associated actions for any outings from the premises and security of the main hall (Safeguarding and promoting children's welfare)(Early Years Register). 16/01/2009

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provision

The playgroup is generally well organised. The well qualified staff team are effectively deployed and demonstrate clear understanding of their individual roles and responsibilities in the care and supervision of the children. Children are successfully safeguarded through staff knowledge and understanding of required procedures. Most required policies, procedures and records are in place, clear and up to date. Staff carry out and record risk assessments for the premises and out door area. Issues have been identified with securing the main hall door to prevent access by adults using the community areas of the centre. Staff confidently describe how they keep children safe on outings from the premises but there is no formal risk assessment in place for these outings. Robust systems for recruitment, induction and appraisal ensure staff development needs are identified and training opportunities offered. Written evaluation of the provision is in its infancy with

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provision

comments welcomed from all staff and plans to survey parents to identify strengths and areas for improvement. For example, identifying the need to develop links with other groups and carers to ensure individual needs are identified and contributions towards children's learning records welcomed.

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provision

The partnership between the playgroup and parents is strong. Parents and staff have worked together to keep the group operating through a series of temporary premises following severe floods in 2007 that rendered the premises unusable. Parents speak highly of the approachable staff and the quality of the care and education their children receive. Good verbal and written communication is firmly established. Parents receive regular informative newsletters containing details of planned themes and how they can extend activities at home. A key worker system is in place but is not yet to fully successful in allowing both children and their parents to form settled, close relationships with a key person. Links have been established to ease the transition as children leave the playgroup to begin school.

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The quality and standards of the early years provision

Children arrive happy and settle quickly to their chosen activity. They show good levels of concentration during purposeful and meaningful play which stems from their interests and actively promotes their learning and development. A range of good quality information is shared upon request between the playgroup and parents to promote an informed partnership in the children's learning and development. Systematic observation and assessment of children as they play and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the noting of individual interests enable staff to plan for the next steps of learning. Detailed observational records include photographic evidence, parental comment and information on children's interests and achievements.

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The quality and standards of the early years provision

Staff show good understanding of how children learn and develop. Well planned experiences across all areas of learning are organised to encourage exploration. For example, Christmas themed activities allow children to confidently count the remaining days until 'Father Christmas' visits the group, creatively decorate a Christmas tree and develop their emerging writing skills as they write in Christmas cards. Children's requests for activities are built into the planned programme effectively. For example, a request to paint a big Christmas tree stemmed from production of small Christmas cards. Staff encourage critical thinking and problem solving through excellent interaction with the children and effective questioning. For example, staff question children as they take part in a group board game and discuss which fruit and vegetables they like to eat. Children explore nature as they take walks in the local area and plant spring bulbs. However, there is a lack of

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The quality and standards of the early years provision

natural objects to explore as part of their indoor play. The snack time routine is used successfully to develop children's counting and practical calculation skills as they confidently count cups and calculate how many are left as cups are given out.

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The quality and standards of the early years provision

Children are learning how to remain healthy. They take part in daily physical exercise as they play in the outdoor area, take local walks or dance creatively to music. Children benefit from nutritious daily fruit snacks and develop good personal hygiene routines as they sing a song about removing germs from their hands during hand washing routines. Staff extend children's understanding of how to stay safe as they discuss road safety during local walks and remind children of why they need to walk in the hall. Children's individual specific needs are well met through staff knowledge and understanding of each child in their key group, involvement with parents and liaison with other support agencies.

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The quality and standards of the early years provision

Children are confident and very well behaved. They develop firm friendships, share well and help each other. For example, children independently assist each other when putting on coats for outdoor play or when washing brushes and paint pots. They actively use mark making equipment as they play through easy access to resources in all play areas. Small clip boards and pencils are strategically placed with each activity to encourage writing. Children develop their understanding of technology as they use programmable toys and a digital camera. However, the development of their information technology (IT) skills is more limited. They develop their knowledge of the local community and wider world as they walk in the village, take part in fundraising events and celebrate world cultural festivals. Children are freely creative as they independently select items and tools during their art and craft activities.

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The quality and standards of the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection.

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Detail of the complaint/s

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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