The Dormston School

INSPECTION DETAILS

Inspection Date 10/03/2004 Inspector Name Mary Van De Peer

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Swallow Risers Playgroup and Out Of School Club Setting Address Maudene School Swallow Rise Chatham Kent ME5 7QB

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REGISTERED PROVIDER DETAILS

Name The Committee of Swallow Risers Playgroup And Out Of School Club

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ORGANISATION DETAILS

Name Swallow Risers Playgroup And Out Of School Club Address 72 Swallow Rise Chatham Kent ME5 7PR

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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

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?

Swallow Risers Playgroup 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 teaching has significant weaknesses. There is a lack of effective planning. Staff are not always using the stepping stones effectively to help them challenge the children appropriately in their independence and progress towards the early learning goals. The setting is developing a new planning, assessment and review system. This may help to improve the overall effectiveness of the group. Staff provide children with a wide range of activities and resources, although there is room to develop better overall use of the space. Staff have some knowledge of the foundation stage and early learning goals. The staff's skills in evaluating children's progress and achievements could be developed further to help them with future

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How effective is the nursery education?

planning. Children's behaviour is occasionally inappropriately managed resulting in short periods of chaotic play. The playgroup currently has one child with special educational needs. Their procedures to cater for children with special needs are satisfactory. There is also one child attending who speaks English as an additional language. Their procedures to support children who speak English as an additional language need to be reviewed. Leadership and management has significant weaknesses. There is a lack of effective communication between staff and management. This has resulted in a lack of clear guidance for staff. However, there are regular staff meetings and appraisals. Additional input from management can only help improve the quality of the provision. The partnership with parents is generally good. There is a range of information given to parents and on display. A newsletter is also available for parents. Parents are

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How effective is the nursery education?

given information about their child's progress and a contact book is used.

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What is being done well?

• There is some good interaction between adults and children. This is helping to build positive relationships for children to benefit from. • The children are good communicators. They are able to use appropriate language and express themselves well. • The children are making good progress in creative development. They are beginning to be able to explore and create designs using their own imagination. • The children have a good understanding of the world around them. They are able to learn about the way other people live.

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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 • The children are developing their co-ordination skills appropriately. They are becoming skilled users of small tools and equipment. • The setting provides a good range of information for parents. A contact book is used to enable children to receive continuity of care.

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What needs to be improved?

• the use of available space and how activities and resources are presented to children • the choices offered to children, enabling them to self-select more and further develop their personal independence • the boundaries for children's behaviour, helping them to learn what is and is not acceptable • the challenges for all children, especially more able children • the staff's knowledge and input of the early learning goals and the Foundation Stage • the effectiveness of the communication between staff and the management • the effectiveness of the leadership and management of the setting, to further improve the care and education for all the children.

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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: Significant Weaknesses There is good social interaction between children and adults. Children can play well together. Children are beginning to consider the consequences of their actions. However, there are missed opportunities for children to self-select and further develop their independence. Children are unaware of the group's boundaries at certain times in the session. There are missed opportunities for all children, especially more able children, to be more appropriately challenged.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are confident speakers, using appropriate language for the situation. They are beginning to recognise the shape of their own name. More able children are beginning to form letters. Children are beginning to know letters of the alphabet. There are missed opportunities for children to play more active parts in story telling. There are also some missed opportunities for children to mark make in everyday situations. The book corner is inappropriately positioned for optimum use.

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MATHEMATICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are able to count reliably up to 10. They are beginning to create their own patterns, naming some shapes used. There are missed opportunities for children to learn and use mathematical concepts throughout all activities. There are also missed opportunities for children to develop simple problem solving skills using addition and subtraction.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are beginning to explore and investigate different objects and materials. They are able to use a variety of different resources to construct objects. Children are beginning to learn about different cultures and people's beliefs. They are beginning to learn about information and technology. There are missed opportunities for more able children's learning to be extended.

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PHYSICAL DEVELOPMENT

Judgement: Significant Weaknesses Children are beginning to use a range of small equipment well. They are able to handle tools and creative resources with good co-ordination. Children do not always show a good awareness of their space. There are missed opportunities to learn about health and their bodies. Children do not always have an opportunity to use larger equipment.

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PHYSICAL DEVELOPMENT

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

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children are able to explore and use different materials and forms. They are beginning to recognise patterns in sounds and match their movements. Children are beginning to use their imaginations to create/build their own designs. They can name and recognise a variety of colours and shapes. There are some missed opportunities to provide more appropriate challenges for more able children.

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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 but has some significant areas for improvement. Children 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

• provide further opportunities for children to select activities and resources for themselves • provide children with clearer boundaries • provide further opportunities for all children to be more appropriately challenged • implement more effective leadership and management procedures. 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 Section 122 of the School Standards and Framework Act 1998

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