Broadbottom Pre-school Playgroup

Broadbottom Pre-School Inspection report for early years provision

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Unique reference number 312322 Inspection date 03/11/2009 Inspector Kay Margaret Armstrong

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Setting address Community Centre, Market Street, Broadbottom, Hyde, SK14 6AX Telephone number 01457 764 423 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Broadbottom Pre-School is Committee run and has been registered since 1971. The facility operates from the main room within Broadbottom community centre in Hyde. Children also have access to a small room. The property is single storey and provides ease of access to people who are less mobile. Toilet facilities and the kitchen are located off the main hall and there are two outdoor play areas. The group provides care for children from the local community and is open Monday to Thursday from 9.15 am to 11.45 am, plus Wednesday and Thursday 12.45 pm to 3.00 pm, term time only.

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Description of the setting

The facility is registered on the Early Years Register and provides care for a maximum of 21 children in the early years age group. Currently, there are 33 children on roll who attend for a variety of sessions each week. Six staff work directly with the children. Currently four members of staff have an early years childcare qualifications and another member of staff is working towards gaining a National Vocational Qualification at level 2.The group is a member of the Pre- School Learning Alliance and receive support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The staff team have a good knowledge and understanding of the Early Years Foundation Stage (EYFS) and they work well together to provide positive outcomes for children. Inclusion is well promoted and activities provided are exciting, they capture and sustain children's interest. As a result children make good progress in their learning. Children's welfare needs are effectively met and good partnerships have been established both with parents and other providers of the EYFS. The manager and staff demonstrate a strong capacity for continuous improvement and are aware of where key areas for further development lie.

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further?

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

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further?

 ensure record of attendance shows the times of the children's arrival and departure  link the observations of children's progress to the early learning goals and use the information gained through the observations to inform the planning.

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the early years provision

Children's safety is promoted well in the group. Clear procedures are in place for the recruitment, selection and induction of staff, ensuring that children are cared for by suitable people. Staff have a clear understanding of the indicators of abuse This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and procedures to be followed should they be concerned about a child's welfare. Detailed risk assessments of the premises have been compiled and daily visual checks are carried out to ensure that children are cared for in a safe environment. Risk assessments have also been conducted for each outing enjoyed by the children. Effective staff deployment ensures that children are well supervised at all times. All the required documentation and consents relating to the welfare of the children are in place. Although there is a record of children’s attendance it is lacking in some details.

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the early years provision

There is a good system in place to observe children's progress which are well supported with photographic evidence. However, the observations are not linked to the early learning goals and information gained does not inform the planning of activities. As a result children's individual learning needs are not always recognised. Resources are well organised and are thoughtfully displayed to provide a variety of stimulating play and learning opportunities across the six areas of learning. All children are included and have equal access to the wide range of play opportunities. Staff promote children's understanding of diversity well through a good selection of resources such as puzzles, small world resources and books as well as activities and play opportunities related to the festivals of different cultures.

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the early years provision

Children benefit as staff develop positive and trusting relationships with their parents. Information is shared daily by effective verbal communication, which promotes continuity of care for the children. Parents receive a handbook which details policies and procedures, giving them an understanding of how the service works in practice. Planning is clearly displayed for parents who are very happy and appreciate the care and learning experiences their children enjoy. They are well informed about current events through information on the notice boards. Staff have worked hard to establish positive relationships with other providers of the EFYS who also care for the children that attend the setting promoting consistency and easy transition between the settings. The manager and staff have begun to monitor and evaluate the service they provide. They have a realistic view of the setting's strengths. Completing the self evaluation form has highlighted key areas

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the early years provision

for development, promoting positive outcomes for children.

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and outcomes for children

Personal, social and emotional development is a strong feature of this group. Children are happy and settled as familiar adults are attentive and sensitive to their care and learning needs. They part easily from their parents and carers and are secure in the nurturing environment provided by staff. Warm and positive relationships have clearly been developed as the children are comfortable and make their needs known as they are assured of a caring response. Staff know children well which helps them to plan a broad range of stimulating activities. Children's independence is fostered well, as they freely select where and whom they will play with. The resources are displayed in a manner which invites the children to investigate them. The children are inquisitive and eager to explore the activities. Children behave very well, they know what is expected through familiar routines and clear explanations. Children receive regular praise and

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encouragement for their efforts and achievements, which promotes their self- esteem and confidence.

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and outcomes for children

There is a good balance of adult led and child initiated activities. Children have fun and express themselves creatively as they make wonderful fire-work pictures with lots of glue and glitter, they freely paint beautiful pictures and play imaginatively with small world resources. Children are clearly developing skills for the future as staff help children to problem solve and reason as they ask questions which help children to think. For example, in the workshop area children consider what they need to add to the wonderful models they are making. Children become engrossed in their play, they concentrate well for long periods of time. They use mathematical language correctly as they count how many pigs they have in the farm yard and talk about the big and small ones. Children are confident speakers, they use language well to convey their needs and express their ideas to each other and the adults. They thoroughly enjoy story time as staff make stories come alive by

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and outcomes for children

modulating their voices and encouraging children to participate in the story. Children are becoming aware that print carries meaning as they handle books carefully retelling the story to themselves or each other and using their fingers to follow the print. Children are developing good pencil control and dexterity as they practice writing skills, thread beads on to laces, model with dough and build intricately with small construction sets.

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and outcomes for children

Children learn about the world in which they live and the changing seasons as they enjoy trips out into the local area to collect leaves and conkers as part of a theme. Their interest in the natural world is fostered as they observe growth and life cycles as they grow hyacinth bulbs in water and observe the root systems. Children learn to respect and have a positive view of others as they access resources which reflect constructive images of our diverse society. Some staff use simple sign language to support children's communication skills, as result all children are learning to respect and understand others differing needs.

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and outcomes for children

Children are encouraged to develop a healthy lifestyle. They follow clear routines and procedures for their own personal hygiene. They learn to make healthy choices in what they eat through discussion with staff and because they have healthy nutritious snacks provide by the staff. Children have daily opportunities for fresh air and exercise as they play outdoors in the garden areas. They also use the larger play equipment inside, if the weather is inclement, which helps develop large muscle skills whilst they have fun. Children are developing a sense of how to keep themselves safe through gentle reminders from staff and taking part in emergency evacuation practices. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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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