Hundred Acre Pre-School Playgroup

Hundred Acre Pre-School Playgroup Inspection report for early years provision

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Unique reference number 254454 Inspection date 15/10/2009 Inspector Karen Cooper

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Setting address Goodwood Drive, Streetly, Sutton Coldfield, West Midlands, B74 2JG Telephone number 07906 971876 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

Hundred Acre Playgroup opened in 1969 and operates from a large room in a single storey purpose-built building in Streetly, Walsall. The playgroup is open Monday to Friday from 9:30 to 12:00 during school term time only. There is a ramp up to the front entrance of the building and children have access to a secure enclosed outdoor play area.

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Description of the setting

The playgroup is registered on the Early Years Register. A maximum of 22 children may attend the group at any one time. There are currently 38 children aged from two to three years on roll,. The playgroup supports children with special educational needs and/or disabilities.

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Description of the setting

There are seven members of staff employed to work with the children, six of whom hold appropriate early years qualifications. The playgroup receives support from the local authority early years advisory team.

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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

Children make good progress in their learning and development through the Early Years Foundation Stage because staff have a good understanding of the framework and how children achieve through play and experiences in their everyday routines. Children's welfare is well promoted as staff engage actively with all children to support their care and good attention is given to identifying the needs of all children to secure their inclusion in the provision. Practice is inclusive and the individual needs of all children are met through open dialogue between the staff, other practitioners, support workers and parents. Strategies for evaluating practice are effective to support the management and staff in improving outcomes for children and to make further progress. Most of the required documentation is in place and generally stored appropriately to ensure confidentiality is maintained.

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further?

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

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further?

 ensure that the daily record of children looked after includes their hours of attendance (Documentation) 22/10/2009

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further?

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

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further?

 ensure that all staff are aware of the need to maintain children's privacy and confidentiality. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

All staff have an up-to-date understanding of safeguarding issues and are fully aware of their role and responsibilities and of the procedures to follow should they have a concern about a child in their care. Robust vetting procedures are in place to ensure that children are cared for by suitable people. All staff are enthusiastic and passionate about their role in raising outcomes for children and work well together as a motivated and committed team to ensure that they offer the best possible experiences to children and their families. The majority of staff hold a childcare qualification and regularly attend training to ensure their knowledge and skills are kept up to date. Children's well-being, learning and welfare is well promoted through the effective staffing levels and the key worker system. This enables staff to build good relationships and to get to know individual children.

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the early years provision

A comprehensive range of written policies and procedures are in place to fully support the running of the playgroup. However, children’s times of arrival and departure is not recorded to ensure their safety is fully promoted. Documentation is regularly reviewed and generally stored appropriately to ensure confidentiality is maintained although, children’s privacy is not fully protected because information relating to individual children’s dietary requirements is freely displayed within the playgroup. Staff assess potential risks to children and put practices in place to minimise hazards. Appropriate safety equipment is used according to the age and need of the children attending, including socket covers, protective flooring and safety gates.

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the early years provision

Systems are well developed to evaluate and monitor staff development and the effect the playgroup programme has on children’s progress. This ensures the playgroup fulfils its vision to provide a high quality standard of care for children and provide maximum learning opportunities. As a result, recommendations made at the last inspection have been fully addressed, for example nappy changing practices now meet environmental health guidelines, children are able to access hand washing facilities independently, the required policies and procedures are in place and planning, assessment and observation procedures are effectively implemented to ensure children make good progress in their learning and development. The playgroup is fully committed to promoting inclusive practice and all children are welcomed regardless of their background or abilities. Staff actively promote equality of opportunity and children are valued and their individuality

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the early years provision

respected. Staff have formed good links with external agencies to support the inclusion of children with special educational needs and/or disabilities and work closely with the local area Special Educational Needs Co-ordinator to ensure the children’s welfare and development is effectively promoted.

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the early years provision

Staff demonstrate a clear commitment to working in partnership with parents and provide regular opportunities for them to become involved in the life of the playgroup. Staff welcome parents input, encouraging a two-way exchange of information through daily discussions and questionnaires. Regular newsletters, children’s individual learning journeys, profiles, provision sheets, activity at home sheets, prospectus and an operational plan ensure parents are kept well informed This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of the care and service provided, including the progress their children are making in their learning and development. Parents speak highly of the playgroup's approach to sharing their children's experiences and feel well informed regarding their children's care and learning.

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and outcomes for children

Children have access to a wealth of good quality toys, resources and activities inside and outdoors, which enables them to make good progress in their learning and development. Children are able to easily and safely select most resources for themselves and make choices about what they wish to play with. They are supported in these choices by experienced competent and caring staff who have developed a good balance between child-initiated and adult-led activities covering all six areas of learning and which build on the interests and need of the individual child. Children are motivated and interested to learn. The ongoing two-way exchange of information between playgroup and home has a positive impact upon children's welfare and learning. Parents and carers are welcomed into the playgroup by friendly, approachable staff and information is shared readily on a daily basis.

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and outcomes for children

Staff demonstrate a good knowledge and understanding of the Early Years Foundation Stage and how to promote children's learning and development. They group children effectively so children receive appropriate adult attention and good levels of support enabling them to participate in the activities. Staff are particularly skilled at interacting with the children; they respond well to them, listen with interest and constantly ask questions to extend their thinking, vocabulary and learning. For example, children use the words 'prickly' and 'spiky' when talking about hedgehogs and items on the autumn interest table such as, the outer shell of a horse chestnut. As a result, children are confident and have a positive approach to the learning and play experiences provided.

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and outcomes for children

Staff obtain relevant information from parents regarding children's starting points at registration to ensure they are able to build upon children’s existing skills. Children's progress is carefully tracked with the use of learning journeys and journals and staff are competent at using observations and assessments. Staff are very sensitive and knowledgeable and the support children receive is personalised to meet their individual needs. Parents have opportunities to contribute to their child’s learning, for example, by sharing the 'activities at home' sheets and their children's learning journeys.

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and outcomes for children

Children enter the playgroup enthusiastically, behave well and are confident and happy during the time they spend there. Good warm and caring relationships between staff and children are evident. Children take turns, are helped to be kind, considerate and thoughtful to each other and staff manage their behaviour well and in a manner that is appropriate to each child’s age and stage of development. Praise and stickers for good efforts are given freely to children, ensuring that they develop confidence and self-esteem. Children are developing their independent skills when visiting the bathroom and attending to their own personal needs. They This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 respond positively to simple instructions, for example, when the shaker is used to highlight tidy-up time. Children explore a range of living things from leaves collected on the way to playgroup, to growing vegetables such as carrots and

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and outcomes for children

looking for bugs and insects in the outdoor play area. They are helped to consider and value diversity and cultural differences through a range of toys, resources and planned topics.

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and outcomes for children

All children are keen to join in the activities and are relaxed, for example, they develop their physical and co-ordination skills as they join in familiar action songs, clearly having lots of fun. They have access to a good range of outdoor toys and equipment and are provided with plenty of robust exercise. Children respond positively to a wide range of creative activities and explore paint and texture when joining in a leaf printing activity. Children develop basic numeracy skills from a young age to enhance their future economic well-being. For example, children are encouraged to develop their counting skills through everyday routines, such as counting the pieces of fruit on their plates at snack time and singing counting songs. Children are developing their skills in the use of the computer and peripherals and a snow globe causes great interest, curiosity and excitement. They enjoy using their imagination in role play and confidently talk about their likes and

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and outcomes for children

dislikes. Good opportunities are provided for children to develop their early writing and mark-making skills and they confidently select and look at books.

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and outcomes for children

The learning environment is bright, welcoming and child friendly, affording children plenty of space to play, eat and rest in comfort. Children are developing an understanding of how to stay safe. For example, children learn about fire safety and know the procedure for evacuation in an emergency, which the staff ensures is regularly practiced with them. Through daily routines children are helped to understand that washing their hands before eating helps to keep them healthy. The premises are well maintained and staff operate a ‘clean as you go’ policy throughout the session to ensure children’s health is protected. Snack times are relaxed social occasions when children and staff sit together to enjoy their food and each others company and through topics such as ‘me, myself and I’ children are helped to understand why some foods are healthy and others are not. 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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