St Matthew's Playgroup

INSPECTION DETAILS

Inspection Date 31/03/2003 Inspector Name Marina Anna Howarth

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SETTING DETAILS

Setting Name St Matthew's Playgroup Setting Address c/o St Matthew's Infant School Chadderton Oldham OL9 0BN

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REGISTERED PROVIDER DETAILS

Name Mrs. Susan Hughes C/o St. Matthews Playgroup

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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

St Mathew's Playgroup is situated in Chadderton, an urban area on the outskirts of Oldham in Greater Manchester. The playgroup building is single storey, and is situated in the grounds of a local first school who are very supportive of the playgroup. The group opened in these premises in 1996, but was first established in a church hall in 1985. The children who attend are mainly from the immediate area although can be from as far away as Rochdale or Middleton. The playgroup offers nine sessions per week, five mornings and four afternoons, for children aged between two and a half and five years. There are currently 49 children on roll throughout the week, and of these there are eight funded four-year-olds and 16 funded three-year-olds. There are no children attending who do not have English as a first language and there are no children who have identified special needs. The playgroup is open for a maximum of 38 weeks per year and there are seven staff

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Information about the setting

working directly with the children. Five of the staff hold a recognised qualification, one member is unqualified and one member is working towards a qualification. The playgroup is a member of the Pre-School Learning Alliance and enjoy support from qualified teachers attached to the local Early Years Partnership. It is run by a management committee of parents. The playgroup operates in two large rooms that are warm and comfortable, easily accessible and brightly decorated. The outdoor area provides a hard surface area for wheeled vehicles and a large grassed area within the school grounds is used for climbing equipment and other equipment that requires a soft surface.

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How effective is the nursery education?

St Mathew's Playgroup offers good quality nursery education overall, where children enjoy learning through a wide range of stimulating activities. High priority is given to personal, social and emotional development where children are making very good progress. Children are making generally good progress in all other areas with some minor weaknesses in mathematics and communication, language and literacy. The teaching is generally good with some minor weak aspects. Staff have formed good strong relationships with the children who clearly feel secure within the setting and enjoy attending. Staff plan a good range of interesting and stimulating adult-led activities where children are encouraged and supported in their learning, however, staff's knowledge and understanding of the foundation stage of learning is not secure enough and this results in child-initiated activities not always being supported and extended in the same skilful way that structured activities are. The children have

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How effective is the nursery education?

access to good quality and plentiful resources. The leadership and management of the setting is generally good The staff are clear about their roles and responsibilities, work well together and are deployed effectively. Regular staff meetings, good staff training and support from an advisory teacher from the partnership all effectively contribute towards the development of the staff. The relationship with parents and carers is generally good and they are well informed of the educational provision offered by the playgroup. Information on their children's achievements and progress is shared verbally with them.

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What is being done well?

* Children are confident learners who are secure within the setting and have formed strong relationships with peers and adults. * Children are independent and show high levels of concentration and perseverance. * Children are fluent speakers who initiate conversations with peers and adults and clearly express their needs and wants. * Children use mathematical and positional language in context. * Children learn about time and place in meaningful activities. * Children move with confidence and control and negotiate space effectively. * Children have well developed imaginative skills. * Children's progress is shared with parents. * Staff are committed to the improvement of care and education for all children.

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What needs to be improved?

* Opportunities for children to mark make spontaneously throughout the session. * Develop the programme for mathematics to include opportunities for children to learn about measurement and solving simple mathematical problems in meaningful ways. * Plan to ensure children's individual needs are met in all aspects of the 6 learning areas. * Further develop staff's knowledge and understanding of the foundation stage of learning to ensure that child initiated play is supported, extended and consolidated. * Conduct a risk assessment on children moving between the two playrooms.

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What has improved since the last inspection?

Some generally good progress has been made since the last inspection. Children have developed good pencil control and skill in writing, copying and tracing their names and familiar words. However, they need opportunity to consolidate this learning as they use these skills in order to communicate meaning in everyday activities. Children need to have the opportunity to spontaneously mark-make throughout the session for example shopping lists, telephone pads, order pads, prescriptions, letters etc. The planning system has been developed to cover all six learning areas through themes. Children are assessed on their progression towards the early learning goals, however these assessments are not used to inform the planning and the planning does not clearly indicate links to early learning goals causing minor gaps in the programme. Further development of both key issues will continue.

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are making very good progress as strong emphasis is given to this area. Children are confident, interested and motivated to learn, showing high levels of concentration and perseverance in stimulating activities. Children have formed strong relationships and express their needs as they work co-operatively and independently. They are well-behaved, polite and show care and concern for each other. Children are developing independence skills.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are making generally good progress in this area. Children are good listeners and confident speakers who communicate well initiating conversation and recalling experiences and events. Children understand that print carries meaning through the use of books. They recognise familiar letters and words in their environment. Children link sounds to letters and use writing tools effectively to write their names, however they rarely develop this skill through spontaneous play.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in this area. Children show good understanding of shape, matching and sequencing as they fit shapes together, thread reels and number sequence. They count reliably beyond 10 and recognise some numerals. Children use mathematical and positional language well in their everyday activities however they rarely solve simple mathematical problems in the same way. Children's learning of measurement is limited.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are making generally good progress in this area. Children explore and investigate natural materials and objects using all their senses. They learn about the local environment through walks. Children use the computer with skill and confidence and are learning a sense of time and place as they discuss past and present events in their own and others lives. Children do not often consolidate learning during free play.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children's progress in this area is generally good. Children move with confidence and developing control and are able to negotiate space effectively. Children respect each others space. Children climb under, over and through climbing equipment and tunnels and show a good sense of balance. Children's fine motor skills are well-developed and children skilfully use a variety of small tools and equipment.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in this area. Children express their thoughts, ideas and feelings in both two and three dimensional work using a wide range of interesting materials. Children show good imagination in role-play as they use props to develop stories. Children confidently and enthusiastically take part in acting out songs, rhymes and stories.

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CREATIVE DEVELOPMENT

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

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of good quality overall. Children are making generally 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

Further develop the planning system to ensure that all aspects of the six areas of learning are included and inform your planning through the use of the children's assessment system. Give children opportunities to spontaneously mark-make in their free choice play. Develop the programme for mathematics to include measurement and give children opportunities to solve simple mathematical problems in everyday routines and activities.

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