Skendleby Playgroup

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. Skendleby Playgroup Inspection report for early years provision

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Unique reference number 253590 Inspection date 26/06/2009 Inspector Sharon Waterfall

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Setting address The Old School, Main Road,Skendleby, Nr Spilsby, Lincs, PE23 4QE Telephone number 07732 264891 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 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

Skendleby Playgroup is a committee run pre-school which opened in approximately 1975. It operates from the village hall in Skendleby. The pre-school serves the local community and surrounding rural villages. The premises consists of a foyer, main hall and there are two enclosed outside play areas.

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Description of the setting

There are currently eight children aged from two to four years on roll. This includes three funded three and four year olds. Children attend for a variety of sessions. The setting supports children with learning difficulties and/or disabilities and those children for whom English is an acquired language. The playgroup is registered with Ofsted on the Early Years Register, the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

The playgroup is registered to care for a maximum of 16 children and opens weekdays during school term times. Sessions are from 09.30 until 12.00, with an optional lunch session from 12.00 until 13.15. Three staff work with the children of which two members of staff have early years qualifications. The playgroup receive support from the local authority.

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Overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory. The staff are very committed to implementing the Early Years Foundation Stage (EYFS) and have recently adapted and changed the environment, activities and structure of the group to make improvements to the provision. They provide age-appropriate activities for the children attending that cover the six areas of learning, though they are not enhanced to provide more depth and challenge for the children. Partnerships with parents are strong and the setting has a family atmosphere that develops children's feelings of security and belonging.

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further?

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

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further?

 ensure the range of outdoor activities is enhanced and that children are able to explore and learn outdoors without being constrained by the group’s routine  begin to look at children's learning as well as the nature and quality of adult interactions and identify the right moment to intervene and move children's learning on taking your lead and direction from what the children say or do  use information from observations and assessments to provide personalised next steps and to encourage and extend curiosity and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The leadership of the setting has changed recently and has been pro-active in seeking support and guidance from the local authority advisory team. This has ensured that all staff and committee members are aware of their roles and responsibilities and the requirements of the EYFS. The self-evaluation is realistic in identifying the settings strengths and weaknesses. This links into an improvement plan covering training, planning, the environment, resources and opportunities for the children. Many changes have already been implemented such as zoning the inside and outside areas into the six areas of learning, obtaining new resources and staff booking onto relevant training courses. These have improved the provision for the children attending.

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provision

Children's welfare is safeguarded as the staff have effective written and practical procedures in place to ensure children are safe. Staff to children ratios are extremely high and children are directly supervised at all times. A comprehensive risk assessment of the premises has been completed and in addition, staff complete a daily safety check. Each type of outing is assessed and staff ensure they have children's contact numbers, first aid kits and a mobile phone even when walking very short distances. The safeguarding policy relates to current guidance and the staff member with responsibility for child protection has appropriate knowledge of identifying and reporting children at risk. The premises and outdoor areas are secure and children are involved in regular emergency evacuations, ensuring they are learning the importance of safety procedures.

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provision

There is a strong community ethos between the setting and the parents, with parents particularly liking the small, family feeling of the group. There are procedures in place to ensure parents are actively involved in their child's learning and progression such as parents' evenings and being encouraged to add their own observations to their children's learning journals. Home books are also in place to ensure daily contact with busy parents is maintained. Parents feel welcome in the setting and find staff easily approachable and caring towards the children and their families. All children are included within the activities and take turns to hold roles of responsibility such as giving out cups and plates at snack time. The staff have noticed that they have limited resources that promote positive images of diversity, but have resolved this by seeking funding and including a range of cultural festivals within the activities. The staff have not yet developed the next steps in

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provision

their assessment records to plan activities that meet children's individual learning needs.

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The quality and standards of the early years provision

Outdoor play experiences are provided daily and the children use two separate areas for different experiences. Free-flow between indoors and out is not available and the sessions children have outside are time limited by the group's routine. Although a variety of opportunities and resources are brought outside, they do not mirror the range of opportunities available inside. However, the children engage in physical activities that develop their skills in balance, climbing, ball skills and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 jumping that promote a healthy lifestyle. They have their own planting area which has been used effectively to grow their own produce to have at snack times, these include lettuce, tomatoes and strawberries. The children tend them daily and are aware of what the plants need to grow and prosper. They visit a nearby garden in the village that is beautifully planted with flowers and vegetables. There is a pond

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The quality and standards of the early years provision

where the children feed the fish and they enjoy finding hidden garden ornaments. However, the learning experience is not enhanced to give children any knowledge of the types of flowers grown, the seasonal planted and wild flowers or any comparison between their two visits. This runs through the whole educational programme as activities are varied and cover the six areas of learning, but are not extended to provide challenge and further learning for the children.

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The quality and standards of the early years provision

Staff make observations of the children and link these to the expectations of the early learning goals, they identify some of the children's interests but are not currently using this information effectively to provide individualised next steps in children's learning. Staff are too directly involved in some of the play, hindering children's ability to lead and develop characters and plots in role play. Observations at these times also limit staff in identifying children's natural interests and styles of learning. However, staff value and listen to children at all times, they are sensitive to children's needs and provide a secure, warm environment. The children are aware of acceptable social behaviours and their language is developing through the constant discussions and group activities. All children are involved in the activities and staff work well with children that require individual support.

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The quality and standards of the early years provision

Mathematical concepts and language are developed through the session routines and activities. They count the number of skittles they have knocked over and how many small containers it takes to fill a large container in the sand. They learn about shapes as they print in the paint with different shaped plant pots. Children mark-make through drawing, painting, using bottles of water to squeeze on the playground and write letters in shaving foam. The children delight in looking at a swallow's nest on the school building, counting the chicks, watching them grow and listening to them. This fascination has not been developed by looking at the lifecycles of the birds or other wildlife, but is enabling them to learn about the natural world. The children enjoy their time at the playgroup and are building positive relationships. 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? 3 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? 3 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

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Annex B: the Childcare Register

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

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