Marjorie McClure School

INSPECTION DETAILS

Inspection Date 15/09/2003 Inspector Name Miriam Sheila Brown

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Twyning Playgroup Setting Address Village Hall Fleet Lane Twyning Glos GL20 6DG

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ORGANISATION DETAILS

Name Twyning Playgroup Address Twyning Village Hall Twyning,, Tewkesbury Glos GL20 6

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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

Twyning Playgroup has been established since 1963. It is situated in rural Gloucestershire, and the children who attend are mainly from the local village community. The group, which is run by a management committee of parents, is held in Twyning Village Hall. All equipment is set up and stored away daily. Four members of staff work with the children, assisted by volunteers and rota parents. There are four morning sessions which include Monday to Thursday from 09.30 until 12.00. The Tuesday session, which is specifically for pre-school children, lasts for an additional hour after the Christmas break. Also on a Tuesday there is an afternoon session from 13.30 until 16.00 for the younger children. The Wednesday morning session is open to accompanied toddlers. At present there are 25 children on roll, 16 of whom are funded three year olds and 1 funded four year old. The group receive teaching support from the learning support

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How good is the Day Care?

Twyning Playgroup provides satisfactory care for children and has many areas of particular strength. Staff are currently updating their training in line with regulation. The group is supported by a strong management committee. The clear operational plan works well in practice and meets all requirements of registration. The premises are clean, well maintained and welcoming, although there are few wall displays of children's work. Space, furniture and resources are appropriate to the age and number of children and are generally well used to meet their needs. Staff use effective routines and procedures to keep children safe on visits and on the premises. Playgroup routines support good basic hygiene procedures and staff have undertaken first aid training. Children are cared for appropriately if they become unwell although there are no permissions for emergency medical treatment in place. The playgroup provide a good variety of healthy snacks and children's dietary needs

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How good is the Day Care?

are sensitively met. All staff have a very good awareness of child protection

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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 procedures and have received training. Children enjoy many varied and interesting activities that support their development appropriately in all areas. The playleader has received special educational needs training and has experience in supporting children with special needs although none attend at present. Staff plan a good range of activities to promote equal opportunities but the group have very limited multi-cultural resources. Children's behaviour is very good and staff are calm, consistent and use good strategies to manage children's behaviour. The group work closely with parents who receive comprehensive information about all aspects of the group and the care offered. They have regular opportunities to

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How good is the Day Care?

share information about their children and are welcomed to the group at all times. The complaints policy does not include the Ofsted contact point.

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What has improved since the last inspection?

The group had five areas to address from the last inspection. Three of these were to make policies available to parents. Policies are now displayed on the notice board and in a folder which is available to parents daily. The group also had to produce an action plan to meet staff training requirements. The action plan was produced and the two staff involved are currently undertaking level three training. The final action was to make the toilet door locks safe and has been satisfactorily addressed. The improvements help to ensure that parents are better informed about the provision and staff are able to offer a safer environment for the children to play and learn.

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What is being done well?

• The good organisation of the group helps to ensure that children's needs and regulations are met effectively. • A good variety of healthy snacks that meet children's dietary needs are offered each day. • Staff management of children's behaviour is good. Staff are calm, consistent and use appropriate strategies to develop children's self-esteem. • Staff have a very good knowledge of the Code of Practice for the Identification of Children with Special Needs and have experience of caring for children with special needs. • Staff knowledge of child protection is good and all have received training.

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What needs to be improved?

• complaints policy to include an Ofsted contact number and or address; • permission from parents for seeking emergency medical advice or treatment; • resources reflecting positive images of culture, ethnicity, gender and disability.

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What needs to be improved?

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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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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by the time of the next inspection

Std Recommendation 7 request written permission from parents for seeking emergency medical advice or treatment. 9 ensure that children have access to toys and resources that promote and reflect equality of opportunity and anti-discriminatory practice. 12 ensure complaints policy contains contact for Ofsted as the regulatory body.

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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?

Twyning Playgroup offers good quality provision which helps the children to make generally good progress towards the early learning goals. Personal, social and emotional development and mathematical development are very good areas and the other four areas of learning are generally good. The teaching of children is generally good. Staff have a good awareness of the Foundation Stage and stepping stones and the play leader has attended Foundation Stage training which is cascaded to other staff. This enables them to support the children well and to meet individual needs effectively. Children's behaviour is managed consistently and good group systems such as children's 'special days' help to develop their self esteem. Staff use appropriate and effective open-ended questioning techniques to develop children's thinking. Opportunities for child-initiated play is limited and role-play and writing areas are not organised to fully develop

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How effective is the nursery education?

children's imaginations. Wall displays in the group are very limited. Staff complete regular assessments and observations of the children and these are used well to inform planning to meet the individual needs of the children. The leadership and management of the group is very good. The playleader is dedicated and has a strong staff team who work well together. The group is managed by a voluntary committee of parents who support the staff, their training needs and provide funding for group resources. The group receive support from the local school reception teacher and outside agencies when appropriate. This assists the group to assess the educational provision and to highlight any areas for improvement. The partnership with parents is very good. They have comprehensive information about staff, group activities and how to assist their children at home. Parents are offered regular opportunities to discuss their children's progress, both formally and

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How effective is the nursery education?

informally. Parents are welcomed to the group at all times.

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What is being done well?

• Children's personal, social and emotional development is very good. They are confident, listen well and are well behaved. • Mathematical development is very good and children have many good opportunities to learn and practise their developing skills throughout each session. • The partnership with parents is very good and the group enables them to take an active part in their children's learning by keeping them well informed and operating a welcoming and friendly setting. • The group is well-led and managed by a dedicated leader, strong staff team

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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 and effective committee who are committed to providing quality care for the children.

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What needs to be improved?

• children's independence in self-initiated activities; • organisation of role-play areas to develop children's imaginative play more fully; • resources in writing areas to support dexterity and early writing skills; • displays of children's work and learning resources.

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What has improved since the last inspection?

The group have made generally good progress since the last inspection. Planning now includes extension activities for children and these were observed in use during the visit. Recording of number was not seen but planning and discussions with staff demonstrated that children have good opportunities to do this. Free-writing areas are now used daily although resources in this area are not well presented. Children now enjoy a wide range of music and songs and have good opportunities to use musical instruments. Role-play areas are still not used to their full potential resulting in children missing some opportunities to develop their imaginative play.

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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 separate from parents and carers confidently and speak well in group situations. They are starting to make positive relationships with each other and staff. Good group procedures support children's behaviour well and develop positive self-esteem through 'special days' for each child. The well-planned programme of visits to and from the group supports the children's awareness of the local community and their understanding of the needs of others.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children talk animatedly at circle times about their experiences. They are beginning to recognise initial sounds and some initial letters. Some children can write their names and they have good opportunities to practise this although free-writing areas lack some resources. Group displays of children's work and learning resources are limited. There is a varied range of books, including reference books, and children have a quiet area of the hall in which to enjoy these.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good All children can count to ten and some beyond. They compare numbers and have good opportunities to practise measuring skills in everyday situations. Awareness and knowledge of shape is developing well and children copy patterns confidently. Good opportunities are planned to look at shapes and patterns outside, such as stone rubbings and building shapes. Mathematical language is well supported by staff through play activities, songs and snack times.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children explore and investigate a wide variety of materials and enjoy using their senses. They enjoyed making their wormeries and looking for worms in the earth. Planned visits to the post sorting office and hospital develop their awareness of the use of technology and this is further supported in group activities. Topic work supports the children's awareness of other cultures and beliefs although resources in this area are limited.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move confidently inside and outside the premises. They negotiate small spaces well at circle times and moving from one area to another. Staff plan visits to the park so the children may enjoy using a greater variety of large equipment to develop their climbing skills. Children have a good awareness of keeping healthy and staff promote this positively. Some opportunities are missed to provide a wide variety of small tools and equipment in writing areas and role-play.

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PHYSICAL DEVELOPMENT

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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CREATIVE DEVELOPMENT

Judgement: Generally Good Children's awareness of colour and texture is developing well through a variety of interesting planned activities such as bubble painting and making mud pies. They listen to a varied range of music and have a large repertoire of songs and rhymes. Role-play areas require more planning to enable children to develop their play more imaginatively. Staff provide good opportunities for children to express their feelings when using their senses, for example how did the giant snail feel to them.

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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 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: THE KEY ISSUES

• create more opportunities for children to initiate activities; • develop role-play areas to enable more imaginary play opportunities for children; • provide more resources in writing areas to support dexterity and early-writing skills; • consider ways of displaying children's work and learning resources such as friezes and posters within the setting.

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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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