Sutton Bonington Pre-School Playgroup

INSPECTION DETAILS

Inspection Date 25/11/2004 Inspector Name Ros Church

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Sutton Bonington Playgroup Setting Address The Old School Rooms Bucks Lane Sutton Bonington Leicestershire LE12 5PB

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REGISTERED PROVIDER DETAILS

Name The Committee of Sutton Bonington Playgroup

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ORGANISATION DETAILS

Name Sutton Bonington Playgroup Address The Old School Rooms, Bucks Lane Sutton Bonington Loughborough Leicestershire LE12 5PB

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ORGANISATION DETAILS

This inspection was carried out under the provisions of 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 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

Sutton Bonnington Playgroup opened in 1968. It operates from the old school rooms in the village of Sutton Bonnington, in Nottinghamshire. The group have access to a large hall, toilets and an enclosed outdoor play area. Opening times are Monday to Friday 09:00 to 11:45, with lunch club 11:45 to 12:45, and an additional session for four-year-olds on Thursday afternoons from 13:15 to 15:45. There are currently 38 children aged two to five years on roll. Of these 33 children receive funding for nursery education. Children attend mainly from the local area and surrounding villages. The playgroup supports children with special educational needs. The playgroup is managed by a committee who employ seven staff. Five staff have early years qualifications. The setting receives support from the Nottinghamshire Early Years Development and Childcare Partnership.

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Information about the setting

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Sutton Bonnington Playgroup provides high quality nursery education, it provides a happy, welcoming and stimulating environment where children make very good progress within all areas towards the early learning goals. The quality of teaching is very good. Staff demonstrate a sound knowledge and understanding of the Foundation Stage Curriculum. They plan together a very good range of practical activities within both the indoor and outdoor areas. Short term plans clearly take account of the early learning goals and children's assessment records. Staff are currently developing the long term planning to link with the Foundation Stage. Staff know the children well, they effectively challenge individual children and adapt activities to meet individual learning needs, enabling them to meet their full potential. Good support is provided for children with special educational needs. Resources are very well organised and accessible to both staff

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How effective is the nursery education?

and children. Staff have some good methods for managing children's behaviour, they are consistent with their approach and take into account individual development and understanding. Leadership and management are very good. The committee and staff work well together as a team. The staff are committed to improving the standards of care and education, they access early years courses to update their knowledge. The group is looking to set up a system of staff appraisals. Staff and committee are able to recognise their own strengths and weaknesses and act upon them. The partnership with parents and carers is very good. Parents receive good information about the setting, this includes the six areas of learning. Parents are encouraged to be involved in their child's learning, through linking activities with home and pre-school. Parents are kept well informed about their child's progress and achievements.

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What is being done well?

• Children's independence skills are developing very well, these are promoted through the very good range of resources and activities which are well organised within the room. This provides children with easy access to equipment and the opportunity to make choices and extend their play. • The outside area is planned well and takes into account all areas of learning. • Children's behaviour is managed very well. Staff are good role models and use very good methods of managing children's behaviour and gaining their attention, such as through the use of puppets. Through positive behaviour management staff encourage children's self esteem and confidence. • Children have very good communication skills. Four-year-old's are beginning to develop a sense of humour and are learning to tell jokes. Children are able

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 to express their feelings and imagination. • Children have very good opportunities to use mathematical language and problem solve, during a range of practical activities and everyday situations.

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What needs to be improved?

• the long term planning to link with the Foundation Stage Curriculum • the development of the staff appraisal system.

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What has improved since the last inspection?

The group have made very good improvement since the last inspection. They have set up an action plan and addressed the point for consideration. Staff have put in place and regularly review procedures for the monitoring of children's behaviour and the encouraging of positive behaviour.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are confident within the group, they join in with the activities, show interest and are motivated to learn. Children are forming good relationships with both adults and other children, four-year-olds join together at activities with friends. Independence is developing well, children select their own activities and resources, and four-year-olds are able to put on coats. Children show an awareness of what is right and wrong, they learn to show care and concern for one another.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children have very good language skills, they listen well in small and large group activities. Language is extended through the learning of new words, such as naming different fruits and describing how these feel to touch. Children's reading and writing is developing well, they enjoy looking at books, listening to stories and are able to use books as a source for reference. Children are able to recognise and write their own names, and learn to read and write other familiar words.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children have very good opportunities to use number in everyday situations. Many children can count, recognise and sequence numbers to nine, with older children recognising and counting above this. They use mathematical skills to problem solve, and are able to undertake simple calculations. Children use mathematical language to describe an object and its position. Through a very good range of practical activities children learn to sort, weigh and measure.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children experience very good opportunities to learn about the world around them, they explore natural materials, find out about different fruits, where they come from and how they grow. They learn about their environment through local visits and nature walks. Children are able to design and construct models using a very good range of construction toys and junk materials. Through topic work and discussion children are learning about different cultures and beliefs.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children move confidently around the setting, within both the indoor and outdoor areas. They use a very good range of large and small equipment with control and co-ordination. Children learn about the space needed of themselves and others whilst accessing activities, and joining in with music and movement. Children's manipulative skills are developing very well through good opportunities to use various tools, such as pencils, scissors, sellotape and knives for spreading and cutting.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children use a very good range of media and materials, where they learn about colour, shape, texture and space, they respond to these in a variety of different ways. Children enthusiastically join in with singing, they sing many songs and rhymes from memory, and use musical instruments to explore how sounds can be made and changed. Children use their imagination during role play, where they act out their experiences, and demonstrate their creativity through art and dance.

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

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no significant weaknesses to report, but consideration should be given to improving the following: • continue to develop the long term planning to link with the Foundation Stage Curriculum • continue to develop the staff appraisal system. 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

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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