St Mary's Catholic Primary School, Beckenham

Corse & Staunton Playgroup (School Site) Inspection report for early years provision

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Unique reference number 101662 Inspection date 16/03/2010 Inspector Elizabeth Dickson

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Setting address Staunton & Corse C of E Aided School, Gloucester Road, Corse, Gloucester, Gloucestershire, GL19 3RA Telephone number 01452 425 522 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 .

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You may copy all or parts of this document for non-commercial educational purposes, as long as 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

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.

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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

Corse and Staunton Playgroup operates on Tuesday mornings n term-time from 9.00am to 11.30am in the school hall at Corse and Staunton Primary School. The playgroup is attended by pre-school children from surrounding villages.

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Description of the setting

The playgroup is registered to provide sessional day care for 24 children aged from two years to under eight years. The children have access to the main hall, the side room and the toilets but must remain under direct supervision at all times. There are currently 12 children on roll, all of whom receive funded nursery education.

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Description of the setting

The children are cared for by three regular staff members. Two of these hold a Level 3 childcare qualification, and the third member holds a Level 2 qualification. Staff are assisted by parents who undertake rota duties. There are no children attending at present who speak English as an additional language. The setting supports children who have special educational needs and/or disabilities. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The children are happy and settled in this friendly and welcoming environment where they and their families are known well to staff. Staff provide children with varied activities and experiences which help them to develop new skills, knowledge and have fun. Children make sound progress in their learning and development. There is a successful partnership with parents. Organisation and use of the indoor and outdoor environment is good. The setting has started to make use of self- evaluation procedures. However, systems to evaluate their practice and to ensure all requirements are monitored are still developing. There is a satisfactory capacity for improvement.

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further?

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

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further?

 ensure the setting displays an up to date certificate of registration (Documentation). 30/04/2010

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further?

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

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further?

 strengthen the use of observations and assessments of plan children’s learning and provide more opportunities for children to develop their mathematical skills  update the manager’s training in child protection and the equal opportunities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policy.

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the early years provision

The staff team are committed to improving the setting and most recommendations from the previous inspection have been addressed. For example, the setting now encourages parents to share information about their child’s progress through contributions to children’s diaries. Some of the setting's strengths and weaknesses have been identified and an action plan for improvement has been drawn up. Monitoring systems are beginning to strengthen but there is more to do to ensure that they are as robust as possible. Those in charge demonstrate the capacity to improve. For example, a few policies, such as the equal opportunities policy, are currently under review as they are out of date. The current Certificate of Registration was not on display during the inspector's visit.

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the early years provision

Working within the school building, access to the site is monitored well so staff know who to expect. Each Tuesday morning they set up the school hall, making it theirs for the morning. They supervise the children well at all times and check the premises and equipment before the start of each session. Risk assessment is undertaken for outings and staff review their practice when needed. Play activities are well-presented, and with resources readily available at their level, children can easily help themselves to what they wish to use and they have fun in a safe and caring environment. The setting has satisfactory safeguarding procedures in place to ensure staff have been checked to ensure their suitability. Although adults working in the pre-school know what to do if they are concerned that a child is being abused, the manager, who is the designated person for child protection, is aware of the need to update her training in this area. The pre-school runs

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the early years provision

smoothly, staff know what is expected of them and they promote equal opportunities for the children in their care.

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the early years provision

The partnership with parents and carers is strong. Some serve on the management committee, and help on outings. They take turns on a parent volunteer rota and are very involved in running the setting. They particularly appreciate their child’s diary which keeps them up to date with what is happening at the pre-school and is illustrated with photographs and samples of their child’s work, and which offers them opportunities to contribute information on their child’s development. One parent who wrote an account of her day as a volunteer helper praised the time taken by staff to, ‘observe the children and fill in their diaries as well as taking lots of photos’. Staff enthusiastically organise activities for children and their families such as the ‘snuggle and story’ evening event where children came dressed in pyjamas for a snack and bedtime story. Suitable systems, including links with outside agencies, are in place to support children with special educational needs

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the early years provision

and/or disabilities. Very good links with the primary school mean that children are familiar with the school environment before making this important step into their next stage of education. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children enjoy their time at the pre-school. They have a good range of activities available to them, both indoors and outdoors, and make sound progress in their learning and development. They form relaxed and friendly relationships with staff, and are settled and happy. They work and play well alongside each other, sharing resources and taking turns. They develop confidence and good levels of self- esteem because they receive praise and recognition for their achievements. They are comfortable in approaching staff if they have any worries or if they wish to show something they have been doing. Staff involve them well in selecting resources and activities for the session, such as the fairy castle inspired by the setting’s visit to Goodrich Castle.

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and outcomes for children

They are eager to help when requested. For example, children help with tidying up and carrying resources to and from the outdoor area. At snack time children sit sensibly at the table and staff encourage them to help hand out plates and cups. They carefully pour their drinks and use knives to spread butter on their bread. Healthy snacks are provided and drinking water is available at all times. Their behaviour is generally good and this is reinforced by the staff who use praise to build children’s self-esteem. They have a good understanding of how to keep themselves safe, for example by using knives and scissors sensibly, and knowing they should line up with an adult to go outside to play.

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and outcomes for children

Generally staff work effectively with the children, talking with them and helping them learn new skills. A group of children, under adult guidance, enjoyed using clay to make model boats and other objects, while others absorbed themselves in independent activities such as playing with the fairy castle or drawing and making greetings cards. At the end of each morning children enthusiastically choose a ‘story bag’ to take home, containing a book and a special ‘prop’ for their story.

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and outcomes for children

Records are in place for each child, which include basic observations. However, these are not always linked to the areas of learning and do not clearly identify what children need to do in their next steps of learning. Observations are not conducted on a very regular basis. This means that although planning is in place, it is generalised for all children and does not clearly reflect personalised learning for children. While children’s communication and language skills are generally promoted well, through stories, songs and activities, their mathematical skills are underdeveloped. 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 3 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 3

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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 3 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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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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