Little John's Pre-school

The Park Playgroup

Inspection report for early years provision

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The Park Playgroup

Unique Reference Number 226940 Inspection date 23 November 2005 Inspector Alison Edwards

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The Park Playgroup

Setting Address St John the Baptist Church Rooms, Clarendon Park Road, Leicester, Leicestershire, LE2 3AD Telephone number 0116 2708611 + 07718214249

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E-mail

Registered person The Park Playgroup Type of inspection Integrated Type of care Sessional care

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E-mail

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are inadequate - notice of action to improve. The registered person does not meet the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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WHAT SORT OF SETTING IS IT?

The Park Playgroup is a committee-run group which opened over 10 years ago and operates from St John the Baptist Church Rooms in the Clarendon Park area of Leicester. Children are based in the main church hall and also have access to the partitioned back room, lobby and adjacent toilets. Kitchen and storage facilities are accessible to staff.

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 The playgroup opens on Monday, Tuesday and Wednesday mornings from 09:15 to 12:00 with additional Wednesday afternoon sessions when there is a demand. It serves the local community and is registered to care for a maximum of 24 children aged from 2 years to under 5 years. It offers nursery education to funded children. It makes provision for children with special educational needs and for children with English as an additional language. There are currently 21 children on roll of whom 8 receive funding for nursery education. There are 4 regular childcare staff of whom one holds a relevant qualification currently recognised at level 3.

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Helping children to be healthy

The provision is satisfactory. Children are cared for in clean and modern premises which offer sufficient space for them to be physically active and relax, and where the main playroom and foyer are naturally lit and ventilated. This helps to maintain their good health. Walks within the immediate neighbourhood help provide children with fresh air and exercise. Staff talk to children about simple hygiene routines such as hand-washing when supervising their use of the cloakroom facilities. Children therefore begin to learn how to care for themselves and minimise risks of cross-infection. Older children begin to show understanding of simple self-care issues in their conversation, for example talking about wearing a vest and a jumper because of the cold weather. Required personal details are methodically maintained for children, enabling staff to meet individual health and dietary needs. Several staff hold current paediatric first aid

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Helping children to be healthy

certificates helping them to act effectively in children’s best interests in the event of an accident. However, accident records occasionally lack relevant details to enable staff and parents to monitor and minimise causes and circumstances of children’s accidents. Children develop increasing control of their small muscle skills as they use small tools such as crayons and brushes to make marks or rolling pins to shape playdough. They frequently use their large muscle skills as they manoeuvre wheeled toys, use a climbing frame or equipment such as balls and hoops. However planning for physical play does not always take full account of children’s individual stages of development to provide good levels of progression and challenge. Mid-morning snacks include varied items including biscuits or chopped fresh fruit, so contributing to a balanced and sufficient diet. In addition to a choice of milk or water

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Helping children to be healthy

at snack time, children are able to have water on request, so helping to ensure they take sufficient fluids. Children sometimes participate in food preparation and tasting activities relating to different festivals or cultural traditions, helping introduce them to a varied diet.

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children settle readily in the main playroom of the warm and suitably-maintained premises. They are able to safely choose from a selection of suitable resources and play materials which are in clean and sound condition and generally appropriate for their stage of development, for example a sturdy wooden climbing frame or plastic play food. Accompanied use of other areas of the building at specific times provides sufficient space for them to safely extend their range of activities, for example through adult-supervised use of suitable equipment such as wheeled toys. Children recognise a number of routine precautions to minimise potential risks to their safety, such as the use of radiator guards and socket covers. Some planned activities, such as a topic on road safety, help them begin to learn how to keep

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Protecting children from harm or neglect and helping them stay safe

themselves safe and avoid accidental injury, for example with play activities using pretend traffic lights and zebra crossings. Staff recognise their responsibility to maintain children’s safety in an emergency such as a fire or delayed collection, and are familiar with the procedures to be followed. External doors are kept secured during playgroup hours of operation to minimise the risks of children leaving the premises unsupervised. However, current arrangements are not fully effective in ensuring children cannot gain unsupervised access to other areas of the building. Staff are aware of what child abuse and neglect mean and recognise their responsibility to report any child protection concerns to the relevant agencies. However the written child protection policy is not yet fully in line with identified national and local guidelines and so does not fully support the playgroup in safeguarding children’s welfare.

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Helping children achieve well and enjoy what they do

The provision is satisfactory. Children across the age range usually settle quickly on arrival at the session. They are confident in their dealings with familiar staff, for example, talking casually about recent events and experiences. They show curiosity about unfamiliar visitors, for example asking what they are doing in the playgroup. Children participate willingly in a varied range of play activities generally suited to their stage of development, such as building with construction sets, manipulating playdough or clambering on a climbing frame. Staff often spend time talking and playing with children, such as when sharing books with them or encouraging their involvement in pretend play activities. This helps children communicate and feel valued. Adult-led activities help introduce children to ideas such as floating and sinking, or using batteries to power simple electrical circuits. Free play activities, such as using magnetic blocks,

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Helping children achieve well and enjoy what they do

sometimes enable them to further build on their curiosity and develop their understanding of how things work. On occasions children across the age range are restless and lack interest in stories and songs in whole-group sessions because of a lack of clear expectations for their behaviour. Staff have some awareness of the ‘Birth to three matters’ framework giving guidance on provision for younger children and are beginning to consider how to use this in their practice with younger children. Nursery Education The quality of teaching and learning for nursery education is satisfactory. Children

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 experience a broad range of activities helping to support their development because staff have a generally sound awareness of the ‘Curriculum guidance for the foundation stage’. Longer term planning linked to particular topics such as ‘transport’ or ‘new life’ helps provide children with a variety of activities offering generally balanced coverage across the identified aspects of learning. For example they make leaf prints to explore different creative processes and prepare and taste noodles to learn about aspects of different cultures. Staff are experienced in working with children with English as an additional language and with some identified special educational needs such as autistic spectrum disorders. This helps them accommodate children’s specific needs. Children’s learning is generally appropriately

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Helping children achieve well and enjoy what they do

supported through varied teaching methods including child-chosen play and adult-led activities. However, staff are not consistently successful in maintaining children’s interest in whole group story and singing sessions because expectations for children’s behaviour lack clarity and do not take full account of their varying levels of understanding and maturity. Children are often confident and busy in their play, handling toys and books appropriately and beginning to take some responsibility for their surroundings as they help staff tidy up. They start to learn about their own and different lifestyles as they make visits in the local neighbourhood or use books and play materials including images of different cultures. They sometimes exercise independence in simple tasks such as using a tissue or trying to write their own names on a drawing. Children often use spoken language with confidence to link their experiences and

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Helping children achieve well and enjoy what they do

ideas, for example when a child suggests that ‘wellies’ would be a good idea when going on a bear hunt. They handle books with care and show interest in stories individually or in small groups in the book corner. They sometimes begin to use purposeful writing in role play activities such as an optician’s shop. Children begin to recognise numerals and count in sequence in their play or when using simple sequencing worksheets. They sometimes begin to compare and combine numbers, for example, when using simple dice games or sharing out biscuits at snack time. However these activities are not consistently planned to match individual children’s stage of development so as to provide appropriate challenge and progression for younger or more able children. Children develop their knowledge and understanding of the world at they mark different festivals such as Hanukkah, build with construction sets, or sow seeds.

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Helping children achieve well and enjoy what they do

Adult-led activities, such as making an electrical circuit with a battery or making icing sugar hearts, introduce children to the properties of different materials and substances. They have some opportunities to explore and investigate their ideas independently, for example when constructing with magnetic bricks. Children begin to learn about colour, texture, form and shape as they are introduced to a range of different art and craft materials and techniques such as leaf printing or colour mixing, or when they paint and draw independently. They sometimes show sustained interest in simple imaginative play, for example when having a tea party in the home corner and sometimes enjoy joining in action songs such as ‘We’re going on a bear hunt’.

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Staff make frequent records of their observations of children’s activities and development and also regularly set targets for individual children’s learning. However as yet these observations and targets do not clearly track children’s progress through the stepping stones towards the early learning goals across the aspects of learning identified in the ‘Curriculum guidance for the foundation stage’. They are therefore not yet fully effective in informing short-term planning to match activities with individual children’s stage of development to provide sufficient challenge and stimulation to promote progress to the next stage of learning.

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Helping children make a positive contribution

The provision is satisfactory. Children settle quickly on arrival and are relaxed and at ease in their daily dealings with staff, for example talking about why they are wearing warm clothes. They are able to exercise choice in their activities at most times and often busy and occupied in their play. They sometimes begin to cooperate with each other, for example, when using a toy washing machine in the home corner. They handle books and play materials appropriately when using them and sometimes begin to develop independence in simple self-care tasks such as using tissues to wipe their noses. Children undertake various planned activities helping them learn about cultural and religious diversity, for example creative or food-tasting activities linked to particular festivals such as Eid or Diwali. They use a selection of resources reflecting different lifestyles, such as books about different family groupings or playpeople with different

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Helping children make a positive contribution

skin tones and styles of clothing, so helping them begin to recognise and respect individual differences. They begin to learn about their local community through visits to local facilities such as green areas. Staff have a sound awareness of children’s individual cultural, care and dietary needs, enabling these to be met. The premises are accessible for users with limited mobility and staff have some experience in supporting children with identified special needs, such as autistic spectrum disorder. Children’s spiritual, moral, social and cultural development is fostered. The partnership with parents and carers is satisfactory. Informal discussions and provision of a leaflet about the playgroup’s arrangements give parents a useful outline of how the playgroup operates. However, systems are not fully effective in providing parents with accurate information on their children’s care as details of staff

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Helping children make a positive contribution

qualifications are incorrect and comprehensive current policies and procedures are not always readily accessible. Staff use home-playgroup link books and regularly updated notices on planned topics and activities to share information about children’s activities. Regular opportunities to meet with the staff member who has key responsibility for their child enables parents and staff to share more detailed information on children’s development. However, as yet this does not give a clear overview of funded children’s progress through the stepping stones towards the early learning goals. Parents are able to contribute to the running of the playgroup through participation in the management committee, or by involvement in particular activities, for example demonstrating how to care for the family rabbit.

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Organisation

The organisation is inadequate. The leadership and management of the funded nursery education programme is satisfactory. Staff appraisals help identify areas for further professional development in their understanding of planning and provision for children’s learning. Staff make use of available local training and mentoring to help build their understanding of the foundation stage and how children learn. Children therefore experience a broad range of activities helping to support their development. The educational needs of children receiving funded nursery education are therefore met. Children across the age range are settled and relaxed in the playgroup and often show interest in their play because they are cared for by sufficient familiar adults with whom they begin to develop confident relationships. Appropriate contact and personal details are maintained, enabling staff to take account of children’s individual

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Organisation

health and care needs. Staff are generally aware of relevant procedures to be followed to maintain children’s welfare, for examples actions to be followed in the event of an emergency. However policies, such as that regarding child protection, sometimes lack clarity and are not well-organised to enable adults to easily refer to them to underpin their work with children. The playgroup manager is sufficiently qualified to lead the group as a result of a combination of initial and subsequent training. Other staff are currently undertaking relevant training to ensure that children are cared for by staff with relevant recognised qualifications. However, children’s care needs are not met because current organisation of the playgroup does not adequately ensure that all those responsible for managing the provision or looking after children are suitable to do so. This arises from several factors. First, current systems are inadequate to notify Ofsted of

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Organisation

changes to the committee responsible for the playgroup. Necessary clearances are therefore not undertaken to determine their suitability to manage the group. Second, recruitment and vetting procedures for adults working with children are insufficient to ensure that all existing childcare staff have undertaken necessary clearance procedures. Additionally management are unaware of their current legal responsibilities with regard to checking staff suitability. This means that overall the range of children’s needs are not met.

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Improvements since the last inspection

At the last inspection the playgroup was asked to take two actions to ensure its day care provision met National Standards, with regard to identifying how the person in charge would achieve a recognised level 3 qualification, and to ensuring at least one staff member with suitable first aid qualification was present at all times. Documentary evidence identifies the manager holds a qualification currently recognised at level 3 through a combination of initial training and subsequent course attendance. Several staff now hold current paediatric first aid certification, ensuring at least one of them is present at all times. The playgroup was also asked to have regard to a number of recommendations to

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Improvements since the last inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 improve its day care provision. These included ensuring Ofsted was notified of current management committee members to enable necessary clearances to be undertaken, providing documentary evidence of staff qualifications, and developing policies, procedures and records relating to child protection, equal opportunities, special needs, fire drills and procedures to be followed in the event of a child being lost. The playgroup has not established systems to ensure Ofsted is notified of changes to the management committee, with the result that vetting procedures have not been undertaken to ensure the current committee are suitable to manage the childcare provision. This results in the organisation of childcare being inadequate, resulting in a further action being raised at this inspection. Documentary evidence of staff

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Improvements since the last inspection

qualifications is now available, showing that necessary training to meet staff qualification requirements is in progress. Policies and procedures are in place regarding equal opportunities, lost child, special needs and child protection, although the latter is not fully consistent with current guidelines. A record of fire drills is now maintained. The last inspection also identified two key issues for improvement within the provision for funded nursery education, with regard to evaluating organisation and activities within large group times to better meet the developmental needs of all children, and with regard to providing more opportunities for children to observe the written word. Display boards and activities such as role play now include some use of the written word, enabling children to experience print within their environment. Staff now sometimes divide children into smaller groups to better match activities such as

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Improvements since the last inspection

stories and songs to their developmental stage. However whole-group story and singing sessions are not yet effectively organised to prevent children becoming restless on occasions.

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Complaints since the last inspection

There have been no complaints made to Ofsted since 1 April 2004. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are inadequate - notice of action to improve. The registered person does not meet the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are satisfactory.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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The quality and standards of the care

To improve the quality and standards of care, the registered person must take the following actions: • establish effective systems to ensure that committee members submit to required clearance procedures • establish secure vetting and recruitment procedures to demonstrate that all those working with children are suitable to do so • ensure there are procedures in place to notify Ofsted promptly of any changes to the registered body or person in charge These actions are set out in a notice of action to improve and must be completed by the date specified in the notice.

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • develop more effective ways to track and record children’s progress through the stepping stones towards the early learning goals and to use these observations to inform short-term planning so that activities offer good levels of challenge and differentiation for younger and more able children • develop more effective methods to establish clear expectations for children’s behaviour and consistently engage their interest in group times, taking account of their levels of understanding and maturity.

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The quality and standards of the nursery education

procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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