Whimple Preschool Playgroup

Whimple Pre School Playgroup Inspection report for early years provision

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Unique reference number 106065 Inspection date 11/02/2010 Inspector Brenda Joan Flewitt

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Setting address Victory Hall, Whimple, Exeter, Devon, EX5 2SU

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Telephone number 07794 652549 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 0300 123 1231, 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: 0300 123 1231 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

Whimple Pre-school Playgroup was registered in 1992 and is managed by a voluntary parent committee. It operates from a ground level hall located next to the primary school in the village of Whimple, near Exeter, Devon. The playgroup has access to a playroom with kitchen facilities and toilets. There is an enclosed garden area available for outside play. The playgroup is open from Monday to Friday, term time only. Sessions run from 9am to 11.30am. A lunch club is offered on Tuesdays, Thursdays and Fridays which extends the session to 12.30pm. Children come from Whimple and the surrounding villages.

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Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 18 children may attend at any one time. There are currently 20 children on roll. The playgroup supports children who have special educational needs and/or disabilities, and children who have English as an additional language. The playgroup employs four permanent members of staff, who either hold or are studying towards relevant qualifications. The team is supported by three qualified relief staff.

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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 are well cared for in a safe and secure environment, where they are involved in a good range of activities, which help them learn through play. Staff promote generally good partnerships with parents, carers and other connected professionals. This enables them to know the children well as individuals in order to meet their needs. Overall, children make satisfactory progress towards the early learning goals, as the assessment and planning system is still being developed to promote children's individual learning. Self-evaluation is successful in identifying areas for improvement, and the committee and staff team are dedicated to continuous development to improve children's experiences.

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further?

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

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further?

 keep a record of the risk assessment for outings stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation) 26/02/2010

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further?

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

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further?

 establish an ongoing dialogue with all other settings that children attend, to share information to fully support their learning and development  develop the assessment and planning system to clearly identify children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 individual learning priorities, and plan activities according to their own interests  make more use of the outside area to promote all areas of learning, to further support individual learning preferences.

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the early years provision

Staff work well together as a team, communicating effectively, which means that sessions run smoothly and children settle quickly because they know what to expect. Staff implement clear policies and procedures to promote children's welfare and safety. They complete risk assessments to ensure that children play and learn in a safe environment, both inside and out. Overall, staff have a good understanding of safeguarding children, which includes recognising signs and symptoms of abuse and the procedures to follow if there are concerns. They keep their knowledge up to date by attending training, and existing injuries are recorded as routine. All this helps to protect children from harm. Most of the required records are in place, stored confidentially and completed clearly. However, there is no record kept of the risk assessment for outings, which is a requirement.

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the early years provision

High adult-to-child ratios and effective staff deployment means that children are well supervised and supported. Children have access to a generally good range of play equipment which is arranged by staff on a daily basis, to allow children to choose from a suitable selection at any one time. The garden area is utilised each day to provide opportunities for children to develop their physical skills, but does not fully promote other areas of learning. Staff use the local area to enhance children's interest in planned topics and themes.

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the early years provision

Staff know children well as individuals, which helps them develop confidence. Children with additional needs are fully included and supported well through good communication with parents and connected professionals. Children learn a positive attitude towards people's differences from the good example set by staff. They explore festivals from other cultures such as Chinese New Year, and use resources that reflect positive images of diversity.

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the early years provision

Staff promote good relationships with parents and carers. There is clear information supplied in the form of a detailed prospectus, notice boards and newsletters. Staff make themselves available on a daily basis to share information in order to meet individual needs. Parents are invited to attend meetings to discuss their child's progress with their key worker, which promotes continuity in supporting children's development. Parents are welcomed in to share ideas and skills and have the opportunity to have an active voice in their child's care and learning as a member of the management committee. Strong links with the school contribute towards children's smooth transition to the reception class. Some children also attend other settings, but there is no clear system for sharing information to support their learning and development.

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the early years provision

Self-evaluation systems clearly identify areas for development, which includes ideas such as introducing home visits and daily diaries. Staff attend training, which This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 is well supported by the committee, to update their knowledge or improve qualifications. The setting has addressed most of the recommendations successfully, set at the last inspection, which has improved areas of children's health and safety.

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and outcomes for children

Children are happy, settled and secure. They enjoy their time at the playgroup, which offers a welcoming environment. Staff are friendly and caring which encourages children to be confident to make their needs known. Children make good relationships with staff and each other. They develop a strong sense of belonging to a community. Singing a 'hello' song welcomes each child and adult by name, and photos of the children displayed promotes discussion and recall of activities they have enjoyed together. Children regularly go for walks around the village when they identify features in their local area. A visit to the school to perform a 'Dragon Dance' is appreciated by applause from school children and staff. Children behave well. They know what to expect through familiar routines and explanations, and respond well to the responsibility of being a 'special helper'. Children receive regular praise and encouragement for effort and achievement,

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and outcomes for children

which helps boost their self-esteem. They develop independence in practical skills such as pouring drinks at snack time, and managing their outdoor clothes as they get ready for outdoor play.

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and outcomes for children

Overall, staff have a generally good knowledge of the early learning goals. They plan activities linked by themes, which include some choice by the children. The observation and assessment system identifies children's stage of development, but is not effectively used to plan each child's next steps in their learning. Children are involved in a good range of activities over a period of time, both inside and out. Most children use language well to communicate, making their needs known and talking about events in their lives. Lunch time is a social occasion where children and adults chat together. Some children draw recognisable figures and some can write their name. Children enjoy singing familiar songs and like to join in with the relevant actions, which encourages their awareness of counting. They count and solve problems during adult-led activities, for example, how many children are present. However, they do not regularly practise these skills in their play. Children

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and outcomes for children

have some opportunities for exploring various materials such as dough and paint, but some activities are adult-directed rather than promoting children's own creativity. Children's curiosity in wild life is encouraged as they observe the life cycle of a frog in their pond, and enjoy visits from 'Walk on the Wild Side', who bring various creatures for them to watch and handle.

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and outcomes for children

Children enjoy a healthy lifestyle. They learn good procedures for their personal hygiene and make choices in what they eat from healthy options supplied at snack time. Their knowledge and interest is further supported as they grow their own fruit and vegetables in the garden. Children learn about aspects of their own safety as they are made aware of safe ways to use small and large equipment, such as knives to cut vegetables. Some children skilfully manoeuvre wheeled vehicles avoiding each other and obstacles. All children know what to expect if they must This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 leave the building in an emergency situation because they are involved in regular fire drills. 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 3 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 3 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 3 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 3

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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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