Abberley Preschool

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. Abberley Playgroup Inspection report for early years provision

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Unique reference number 205264 Inspection date 13/03/2009 Inspector Rachel Wyatt

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Setting address Abberley Village Hall, Apostles Oak, Abberley, WORCESTER, WR6 6AY Telephone number 07742615355 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).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Abberley Playgroup opened in 1992. The group is managed by a committee and operates from the village hall in Abberley, Worcestershire and serves the local area. The setting is open from 09.00 until 15.00 on Mondays and Wednesdays, and from 09.00 to 12.00 on Fridays during term time only. There is a fully enclosed adventure play area. Three and four-year-olds attend Forest School activities once a week.

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Description of the setting

The playgroup is registered on the Early Years Register and the compulsory part of the Childcare Register. A maximum of 24 children may attend the playgroup at any one time. There are currently 23 children aged from two to under five years on roll. The group supports children with learning difficulties and/or disabilities.

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Description of the setting

The playgroup employs six part-time staff and a member of staff who helps with catering. One of the supervisors has a relevant level three qualification and with a colleague, who is a qualified teacher, is working towards Early Years Professional Status (EYPS). Three members of staff are working towards a level 3 early years qualification. The group has the support of the Local Authority and is a member of the Pre-School Learning Alliance. A toddler group is held in the premises on a Thursday morning, and the playgroup has close links with the adjacent primary school and the Teme Valley Children's Centre. The setting provides funded early education for three and four-year-olds.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children thrive in an inviting nurturing environment where they are effectively supported by staff who know them well. Adults confidently ensure each child is fully included in the provision, by successfully promoting their individual welfare, learning and development needs. A strong partnership is developed with parents who make valuable contributions to the running of the group and to supporting their child's development in the setting and at home. Apart from minor weaknesses, the provision is of high quality as a result of effective monitoring systems and the group's commitment to continuous improvement demonstrated, for example, by the ongoing development of the outdoor area, the staff's enthusiasm for training and the way recommendations from the last inspection have been fully addressed.

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further?

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

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further?

 improve opportunities for more able children to use more challenging wheeled toys and equipment  improve confidentiality with reference to the completion of medication records. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

Children are well looked after by a caring, effective staff team who ably carry out their duties, including their key person roles. Sessions are rewarding, run smoothly and cater for children's differing needs, with plenty of child-initiated play endorsed by well-thought-out, rewarding focus activities. Adults sensitively and enthusiastically support children's learning, development and welfare.

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provision

From the outset parents' contributions are valued. They are well informed about how the setting is managed and organised. They receive a comprehensive prospectus, regular newsletters and have access to useful information such as the group's policies and guidance on different aspects of children's early learning and care. Parents and carers contribute significantly to the smooth running of the setting. Some parents serve on the supportive and conscientious committee and children's care and learning is enriched by their parents' involvement in sessions, including Forest School. The group's close contact with other providers promotes continuity and consistency for those children who attend more than one setting.

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provision

Children are safeguarded as they are looked after by staff who are experienced and committed to extending their knowledge by gaining further qualifications and attending training. Sound recruitment and monitoring procedures ensure staff and committee members are suitable. Children are also safeguarded because the setting has clear child protection procedures which are made available to parents and understood by staff. All required information is obtained on children including who may have legal contact and who has parental responsibility for each child, and in order to ensure clear collection arrangements. Robust safety measures ensure areas are secure, free from hazards and issues are dealt with promptly. Children's health and hygiene are effectively prompted. Their medical, dietary and health needs are clearly understood and met well. Children have prompt appropriate treatment if they are unwell, have an accident or need medication. Suitable

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provision

records are kept in these circumstances, although the format of medication records compromises confidentiality.

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provision

Children have good quality provision because the setting carefully monitors and evaluates it's practice and procedures. Staff and committee members have contributed to the setting's overall self-evaluation leading to clear priorities for development, including making additional improvements to its outdoor provision and maintaining staff training. In addition to fully addressing recommendations from the last inspection the group has successfully implemented a range of other improvements. For example, changes to hygiene and meal time procedures and the reorganisation of sessions, including the full implementation of Forest School, have enriched children's learning and care. Parents' views are consistently encouraged and acted upon, resulting in the safer management of arrival and departure times, and providing them with a wealth of information about their children's learning and development, including explanations of different aspects of

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provision

the Early Years Foundation Stage. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

Children enjoy learning. Staff plan and organise rewarding topics and activities which successfully promote children's development. Children are active learners, relishing opportunities to take part in child-initiated activities, to express their ideas and to explore different materials and situations. Children are observant, confident and resourceful, because their choices, decision making and collaboration are encouraged, for example, during regular outdoor play and older children's attendance at Forest School.

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The quality and standards of the early years provision

Children make good progress because effective planning takes account of individual learning needs. Staff ably differentiate in their planning, interactions and their provision of resources, so that children of varying abilities and interests get the most out of activities. Children also progress at their pace because staff know their starting points through information exchanged with parents and from their observations and interactions with children. Thereafter, consistent assessment ensures children's learning priorities are clearly identified, successfully promoted and regularly reviewed. Parents and their child's key person often discuss their child's progress and staff regularly consult with children to ensure their ideas are incorporated in planning.

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The quality and standards of the early years provision

All children benefit from the involvement of staff in their play and learning. Children who lack confidence or who have learning difficulties and/or disabilities are sensitively encouraged and given appropriate support according to their needs. Children settle well, becoming increasingly confident, because all adults have a warm rapport with them, creating a calm but purposeful environment where everyone's efforts are positively acknowledged. Children's learning is fostered in meaningful ways so for instance, they have a sound understanding of number, shape, size and colour. For example, they use tape measures to check how far a wheeled toy travels beyond the end of the slide and their use of number is always encouraged during rhymes, as they compare numbers of small and large animal figures, or count children lining up to go outside. Staff carefully select resources to promote and extend children's understanding such as puzzles depicting life cycles,

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The quality and standards of the early years provision

realistic toy figures, physical games and sultanas in green jelly represent frog spawn. These are much enjoyed by children as they learn about frogs. Children are physically adept because they have many physical challenges in the garden and at Forest School but a lack of more challenging wheeled toys inhibits their opportunities to extend their steering and peddling skills.

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The quality and standards of the early years provision

Children develop good life skills. They confidently express themselves, listen carefully and take turns. They behave well, responding to the adults' realistic expectations; they play cooperatively and independently. Children have a sound understanding of the importance of a healthy lifestyle, making healthy choices about what they eat and drink, and increasingly independently manage their personal hygiene. They take responsibility for their possessions and help with tasks such as tidying up. Children appreciate aspects of their own and other's lives and beliefs, and understand the importance of caring for living things, for example, through planting and tending different plants. 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 B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met 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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