Stanwix Community Pre-School

INSPECTION DETAILS

Inspection Date 18/01/2005 Inspector Name Stephen Andrew Blake

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SETTING DETAILS

Day Care Type Sessional Day Care, Out of School Day Care Setting Name Stanwix Playgroup Setting Address Playgroup and Out of School Hut Church Road,Stanwix Carlisle Cumbria CA3 9DJ

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ORGANISATION DETAILS

Name Stanwix Playgroup Address Playgroup and Out of School Hut Church Street, Stanwix Carlisle Cumbria CA3 9DJ

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Stanwix Playgroup was first established in 1985 and moved to it's present site approximately 7 years ago. The Playgroup occupy a port cabin opposite Stanwix Primary School approximately 1 mile north of Carlisle city centre. The playgroup serves the immediate and extended urban and rural areas. Stanwix Playgroup is registered to provide Full Day Care to a maximum of 20 children aged 2 - 5 years. The Playgroup operate 2 sessions each weekday between 09:00 - 11:45 and 12:30 - 15:00 during term time only. Between sessions children may remain for lunch and these children are escorted by playgroup staff across the road to Stanwix Primary School. Playgroup staff supervise children's lunches on the school site before escorting them back to playgroup.

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Information about the setting

Stanwix Playgroup provides Foundation Stage education to Nursery Grant funded children. At present there are 37 children on the roll of whom, 18 are funded 3 and 4 year olds. There are no children with identified special needs and there are no children for whom English is an additional language. Children have access to the main pre-school room, toilets and a secure outdoor play area. Stanwix Playgroup is managed by a committee and employs 8 staff including 2 relief staff and a cleaner. Staff hold appropriate child care qualifications. Stanwix Playgroup is a member of the Pre-School Learning Alliance.

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How good is the Day Care?

Stanwix Playgroup provides good care for children. Staff are appropriately qualified and have a clear understanding of their roles and responsibilities. The available space is well organised so children have access to a range of resources and can rest appropriately. They plan an environment that is warm and welcoming to children and their parents. Staff meet regularly to ensure effective communication.

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How good is the Day Care?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 Documentation is generally well organised so children's individual care needs are clearly recorded. Confidentiality is appropriately maintained. Attention to safety is good. Staff undertake risk assessments and these are effective for example, preventing children from using the outside area until the storm-damaged fence is repaired. Policies and procedures are generally well written to ensure children's safety, within the registered premises and when engaged on outings. Staff do not have a written policy to be followed in the event of a child becoming lost or a statement relating to special needs. Staff implement appropriate health and hygiene practices and have a good understanding of child protection procedures.

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How good is the Day Care?

Staff provide children with a satisfactory range of age appropriate activities and accessible resources. They have a good awareness of equal opportunities and special needs. They have a very good relationship with children and know them well. The partnership with parents is good. Parents feel informed about their child within the setting and communicate with staff informally before and after sessions. Parents receive regular newsletters, a home/playgroup diary, attend open sessions and have access to policies and procedures. Parents participate in the management committee and are confident in the ability of staff to provide care in accordance with their child's individual needs.

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What has improved since the last inspection?

Since the last inspection Stanwix Playgroup has devised an action plan and a written assessment with regard to children crossing the road to use the school site at lunch times. The playgroup have also arranged a visit from the Fire Officer to ensure compliance with relevant fire safety issues, established arrangements for the safe storage of play equipment, made safe the outside play areas and provided a satisfactory nappy disposal system. This minimises hazards to children on the premises and when accessing and using the school site. The playgroup has established a written complaints procedure and made this available to parents and amended it's child protection policy to include staff responsibilities regarding reporting suspected abuse or neglect. However, this needs to be further amended and features as a recommendation in this report. The playgroup have also produced a written statement with regard to the operation of the

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What has improved since the last inspection?

breakfast club but this has now closed. The playgroup have also implemented steps to ensure appropriate checks are undertaken on all members of the management committee.

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What is being done well?

• Relationships between staff and children are good. Staff take time to listen to and value children's contributions. This promotes children's confidence and self esteem.

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • The environment is warm and welcoming for children and their parents and this enables children to settle quickly into their surroundings. • The partnership between staff and parents is good. Staff have a good understanding of children's individual needs and parents are confident in the ability of staff to meet their needs. • Organisation within the provision is good. Staff are clear about their roles and responsibilities and space and resources are well organised to maximise childrens choice. • The behaviour management policy works in practice and staff implement age appropriate and sensitive behaviour management strategies. Staff respond positively to good behaviour and children are well behaved and sensitive

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What needs to be improved?

• some aspects of documentation regarding the provision of a written statement about special needs, action to be taken in the event of a lost child and a statement to include action to be taken in the event of an allegation against a member of staff or volunteer • the written agreements with parents to, clarify arrangements regarding children who stay for lunch and the administration of medication.

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inspection or 1st April 2004 whichever is later.)

Since April 2004 there has been one anonymous complaint relating to Standard 1 Suitable Person, Standard 2 Organisation and Standard 7 Health. The complaint alleged that the person in charge had not been CRB checked and had not undertaken first aid and child protection training. Ofsted investigated the matter and determined the provider continues to meet the National Standards. The provider remains qualified for registration.

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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CONDITIONS OF REGISTRATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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by the time of the next inspection

Std Recommendation 12 Review the written agreement with parents to clarify arrangements regarding children who stay for lunch and the system for ensuring that the parent gives prior written permission to administer any medication. 13 Review the range of available documentation to include procedures to be followed in the event of a child being lost, a written statement about ‘special needs’ and a ‘child protection’ statement that includes procedures to be followed in the event of an allegation being made against a member of staff or volunteer.

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by the time of the next 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; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Stanwix Playgroup provides significantly weak nursery education overall which enables children to make significantly weak progress towards the Early Learning Goals. Children's progress in mathematical development is significantly weak. Children's progress in communication, language and literacy, knowledge and understanding of the world, physical development and creative development is generally good. Children's personal, social and emotional development is very good. The quality of teaching is significantly weak. Staff lack a secure understanding of the early learning goals and how to implement them and therefore children are not sufficiently challenged in some aspects of the curriculum. The manager and deputy hold appropriate child care qualifications. Staff manage the children well and have a very good relationship with them. Available space is well planned. Although staff have established long, medium and short term plans, the system for

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How effective is the nursery education?

planning the foundation stage curriculum does not include the desired learning outcomes for all individual children. This means that some learning opportunities are insufficiently exploited. The system of assessment does not ensure that children's learning is effectively monitored and assessments do not inform future planning. The quality of leadership and management is significantly weak. The 2 Points for Consideration raised at the last inspection have not been fully addressed. The manager meets regularly with the committee. There is no system to ensure that staff receive regular training in the foundation stage curriculum. The partnership with parents is very good. Parents exchange verbal information with staff daily, use a home/playgroup diary to exchange written information, have access to policies and procedures and to their child's work. Parents participate on the management committee.

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What is being done well?

• Relationships between staff and children are very good. Staff take time to listen to and value children's contributions for example, one child talked about his tiger. This promotes children's confidence and self esteem. Children are well behaved towards each other and to staff. • Staff provide an environment that is warm and welcoming. Available space is well planned and a wide range of resources are accessible to children. • The partnership with parents. Parents participate on the management committee, are involved in their child's learning and have access to written information about the setting. Parents find staff approachable.

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What is being done well?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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What needs to be improved?

• the system for planning activities. This should include the desired learning outcomes for all funded three and four year olds to ensure that learning opportunities during activities are clear and sufficiently exploited • the system of assessment to ensure that children's learning is effectively monitored and that assessments inform future planning • the system to ensure that staff attend relevant training on the Foundation Stage Curriculum • the range of opportunities for children to identify sounds and link them to letters • the range of activities to enable children to further explore numbers and labels for counting, calculation and raise their awareness of shape, space and measure • the range of indoor activities to enable children to express themselves through movement and extend their physical development • the range of opportunities for children to extend their creative development through the use of musical instruments.

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What has improved since the last inspection?

Limited progress has been made since the last inspection. The previous Nursery Education Inspection took place on 9th and 10th November 2000. Two ‘points for consideration’ were identified. The subsequent Action Plan has increased opportunities for older children to recognise rhyme in spoken word by developing rhyming and rhythmic activities but has not increased opportunities for younger children to identify initial letter sounds. The Action Plan has not developed plans to include individual needs and next steps to ensure challenge and progress for three and four year olds in all areas of the curriculum. All children enjoy planned and unplanned opportunities to recognise rhyme in spoken word and developing rhyming and rhythmic activities through the regular singing of nursery rhymes and songs. Staff have not increased opportunities for children to identify initial letter sounds. Although staff have established long, medium and short term plans, these do not

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What has improved since the last inspection?

include individual plans and next steps for all children. This means that in some areas of the curriculum, there are insufficient challenges for children and progress for three and four year olds is significantly weak.

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What has improved 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; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children enjoy working together and express themselves confidently through discussions and activities for example, during story and snack times. They take turns and share resources for example, when completing puzzles together or 'making tea' in the home corner. Children are relaxed, interested and enjoy learning for example, when decorating biscuits. They behave well towards each other and staff. They are aware of the needs of others for example, helping to carry boxes and put items away.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children have a good grasp of language and use it appropriately for example, when talking about the snow falling outside. Children use accessible tools and equipment with one hand and are developing hand and eye coordination to enable mark making for example, making lines on biscuits with an icing tube. They confidently talk amongst themselves and to the larger group. Children enjoy being read to and respond with interest. They have insufficient opportunities to link sounds with letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are beginning to count in familiar context and explore simple calculation for example, when counting backwards during rhymes and stories but the potential to extend this further has not been exploited. Children access resources with potential to extend their mathematical learning for example, cutting shapes when 'making glasses', using the computer to match shape and when using construction materials but the learning opportunities in these activities are insufficiently exploited.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children access resources to enable them to explore and investigate across the curriculum for example, to explore concepts of 'float' and 'sink' and the good range of magnets. However, the learning opportunities presented by these activities are insufficiently exploited. They participate enthusiastically in adult led activities for example, when making iced biscuits. They are beginning to learn about other people's cultures and activities for example, in celebrating Diwali and Christmas.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children confidently move around the available space and show a good awareness of themselves and others. They use a range of tools and materials appropriately for example in craft activities and construction. Children have a good awareness of their health and body for example, when washing their hands before snack time. There is a good range of outdoor equipment but activities to promote children's physical development indoors are limited.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children explore their imagination through a range of resources and activities for example, when constructing with duplo, role playing in the home corner and dressing up. They make good use of accessible materials to paint and explore texture. Children enjoy reciting rhythms from memory. There are insufficient opportunities for children to extend their creative development through the use of musical instruments.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable but has some significant areas for improvement. Children's progress towards the early learning goals is limited by some significant weaknesses. The next inspection will take place in one to two years time.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• review the system for planning activities. This should include the desired learning outcomes for all funded three and four year olds to ensure that learning opportunities during activities are clear and sufficiently exploited • review the system of assessment to ensure that children's learning is effectively monitored and that assessments inform future planning • ensure that staff attend relevant training on the Foundation Stage Curriculum • increase opportunities for children to identify sounds and link them to letters • extend the range of activities to enable children to further explore numbers and labels for counting, calculation and raise their awareness of shape, space and measure • extend the range of indoor activities to enable children to express themselves through movement and extend their physical development • provide opportunities for children to extend their creative development through the use of musical instruments.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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