Thorverton Pre-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. Thorverton Playgroup Inspection report for early years provision

p.1

Unique reference number EY354401 Inspection date 08/05/2009 Inspector Sally Hall

p.1

Setting address Thorverton C of E School, School Lane, Thorverton, EXETER, EX5 5NR Telephone number 01392 860374 Email admin@thorverton-ce-primary.devon.sch.uk Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

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.

p.2

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

p.2

Description of the setting

Thorverton Playgroup registered in 2007 to provide an additional session within Thorverton Primary School. It is managed by a parents' committee, who also manage Thorverton Playgroup in the village memorial hall. Thorverton is a small rural village near Exeter in Devon. They are registered on the Early Years Childcare Register for a maximum of 10 children aged three to under five years at any one time. Sessions run on Friday afternoons between 13:00 and 15:30 in the autumn and summer terms, for children who are planning to attend Thorverton Primary School the following term. There are currently eight children on roll. Two members of staff work with the children who hold appropriate early years qualification.

p.3

Overall effectiveness of the early years provision

The quality of the provision is good. The sessions are organised to give children the opportunity to familiarise themselves with the school to support a smooth transition. The children are extremely happy and settled. The setting has started their self-evaluation and their capacity to maintain improvement is secure and they promote inclusive practice.

p.3

further?

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

p.3

further?

 continue to develop systems for sharing children's progress with the Foundation Teacher  conduct regular fire drills to ensure children know what to do in an emergency.

p.3

provision

The setting is managed by a committee. Two members of staff who know the children very well run the Friday session in school. They have recognised childcare qualifications and a secure knowledge of safeguarding children. They liaise with the Reception Teacher and are able to use her classroom and very good range of resources. The school are very supportive of this session and involve the children in school activities such as assembly. Security within the school is very good and children are supervised well. Regular risk assessments are conducted and fire drill procedures are in place. However, they have not been practised with the children to ensure they are familiar with the procedure in the event of an emergency. Information on children's assessments is shared with the Reception Teacher which is an area identified for further development to ensure she is fully informed of each child's stage of development. Parents are warmly welcomed and have regular

p.3

provision

school newsletters. Children happily leave their parent/carer on arrival and quickly engage in play opportunities. The sessions are organised to familiarise the children with the school, giving them the opportunity to experience school play times and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn new boundaries. Sufficient documentation is bought in each week to support children's care and includes the policies. Children attend for three sessions without the pre-school staff before starting school and parents are also invited into the school. This good introduction aids a smooth transition for the children.

p.3

The quality and standards of the early years provision

Children quickly settle on arrival and eagerly say 'I am big now as I go to school'. They are extremely confident and happy. They are keen to play with the school resources that are new to them. They value the toys and learn to put them away after they have finished playing with them and before taking something else out. They are eager to investigate and explore both indoors and outside. They interact very well with each other and have a good rapport with the staff. They are skilful communicators and very keen to share their home news and talk about recent outings they have had such as a visit to Living Coast. They quickly become familiar with the environment and enjoy the opportunity of free-flow play in what will be their classroom and outside play area and using the school's outdoor equipment enjoying the challenge of learning to balance. They have the opportunity to borrow a library book and take time choosing their book and talking about what they have

p.4

The quality and standards of the early years provision

chosen. They show concern when they have forgotten to bring a book back. They listen intently to stories and will predict the outcome. They enjoy planned activities such as drawing and investigating in the garden picking things such as grass, buttercups and daisies and rubbing on paper seeing the colours they make. They eagerly find different colours and comment on each others work. They actively join in group games. For example, playing dominoes and share and take turns well. They listen well to instructions and behave well. They count confidently and learn to problem-solve. They learn school boundaries such as lining up and not to run. They are confident with self-care and learn about healthy eating through discussion and looking at posters that are displayed and talking about what they see. They have snacks provided of a choice of fruits and have good social skills. They enjoy seeing the cook come in to see them who shares information on what

p.4

The quality and standards of the early years provision

the children may have for their lunch when they start school, seeing their peers and making new friends. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.5

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

p.5

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.

p.5

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

p.5

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?

p.5

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

p.5