Mentmore Under Fives

INSPECTION DETAILS

Inspection Date 09/07/2004 Inspector Name Kelly Eyre

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Mentmore Under 5's Setting Address The Pavillion Mentmore Road Leighton Buzzard Bedfordshire LU7

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REGISTERED PROVIDER DETAILS

Name The Committee of Mentmore Under 5s 1022404

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ORGANISATION DETAILS

Name Mentmore Under 5s Address The Pavillion Mentmore Road Leighton Buzzard Bedfordshire LU7

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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

Mentmore Road Under 5's Playgroup opened in 1978. It operates from the sports pavilion on the Mentmore Road playing fields in Leighton Buzzard and serves the local and wider neighbouring areas. The group has use of one main room and has access to a kitchen and toilet facilities. They also have access to outdoor playing facilities. There are currently thirty children from two to eight years on roll. This includes fifteen funded three year olds and one funded four year old. The setting is able to support children who have special needs and currently supports one child who speaks English as an additional language. The playgroup opens on Monday, Wednesday, Thursday and Friday during term time only. Opening times are from 09:30 to 12:00. Children can attend for a variety of sessions. Five permanent staff and three relief staff work with the children. Two staff have recognised early years qualifications and a further two staff are currently working

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Information about the setting

towards this. The setting receives support from the Early Years Development and Childcare Partnership (EYDCP) and is accredited through the Pre-School Learning Alliance (PSLA) Accreditation Scheme.

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How good is the Day Care?

Mentmore Road Under 5's Playgroup provides good quality care for children. They are well organised and make the best use of staff skills and experience. This means that they are able to offer children a variety of activities and resources that are both stimulating and good fun. The children are interested in their play and the staff use their experience and knowledge to make sure that all can participate in the opportunities offered and gain as much as they can, on both an educational and social level. Children can choose activities and are given adult support when needed, thus developing their self esteem and independence.

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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 Well documented policies and procedures mean that staff always act in the best interests of the children. There are clear and consistent strategies for managing behaviour and the children know what is expected of them. The atmosphere is calm but busy and the children respond well to the staff and show a good level of care and understanding for each other. Their health and safety are given a high priority. Staff are aware of children's dietary needs and there are good hygiene practices in place. Staff have good relationships with parents. They have created a welcoming environment and parents are provided with information to enable them to take an active role and work in partnership with the staff. Parents are also given clear

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How good is the Day Care?

information about the setting in a handbook and then kept up to date through regular newsletters, good use of notice boards and discussions with their child's keyworker. Staff ensure that all paperwork is in place and updated as necessary so that they can meet the individual children's needs. They regularly evaluate their work and demonstrate a good commitment to seeking and attending training to further the development of the pre-school and extend the opportunities and care they offer.

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What has improved since the last inspection?

At their last inspection, the group was asked to develop and extend some of their policies. They have provided a policy regarding left or lost children, implemented a sick child policy and extended their behaviour management policy to include action to be taken regarding bullying. These changes have all been put into daily practice, further improving the care offered to all children.

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What is being done well?

• The group are well organised and make the best use of staff skills and experience. The careful organisation apparent in all areas means that the children are offered a range of activities and move easily from one activity to another, naturally grouping themselves and receiving appropriate adult support when needed. • Children are offered a wide range of activities covering all areas of learning. These activities are carefully planned and are changed mid-way through the session. Children move freely from one activity to another and are not forced to participate in a particular activity. However, staff note daily which activities each child has participated in and this influences future planning. Staff ensure that activities offer challenge by intervening appropriately to extend the activity and learning experience. There is plenty of opportunity for staff to work in small groups or on a one-to-one basis. Children are therefore able to

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What is being done well?

receive additional support and attention when needed. • Staff know the children well and the needs of all children are taken into account. This means that they are able to effectively implement the equal opportunities policy and ensure that all the children have appropriate access to the resources and opportunities offered.

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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 • There is an active commitment to ensuring all children are included and their needs are met. Staff have attended additional training regarding special needs and are active in seeking training to enable them to acquire specific skills to meet individual children's needs. • The playgroup is well organised. This is apparent in all areas of their work. They pay meticulous attention to planning of activities and are active in assessing and reviewing these, making any changes necessary in order to improve their work. Individual children's progress is well tracked and recorded and the group has good links with local schools, enabling children to have a smooth transition from playgroup to school.

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What needs to be improved?

• the range of resources to promote equality of opportunity • the procedure at snack time.

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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 5 ensure that there is a range of resources which can be used to promote equality of opportunity 8 develop procedures for snack time so that children are offered opportunities to participate and develop their independence

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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?

The provision for nursery education at Mentmore Under 5s Playgroup is of good quality. It enables children to make very good progress in personal, social and emotional development and mathematical development. The children are making generally good progress in communication language and literacy, knowledge and understanding of the world, physical and creative development. The quality of teaching is good. Staff have a sound understanding of the Foundation Stages and early learning goals. They use the accommodation and resources to provide worthwhile learning experiences for the children but do not always provide sufficient challenge for the more able children. The quality of staff interaction with children is very good with effective use made of open questioning, suggesting, praise and encouragement, which stimulates discussion and makes children think. The standard of children's behaviour is very good.

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How effective is the nursery education?

Planning is effective but does not always support the areas of the curriculum for the more able children. Assessments of children's learning are perceptively accurate. The records measuring children's progress against the stepping stones is good with evaluations feeding further planning. Leadership and management is generally good. Staff regularly evaluate their practice and training needs through discussion and the appraisal system. The group have a strong commitment to training. Discussion at the beginning of the week ensures all staff know the stepping stones to be evaluated and have a clear learning intention. Teamwork features highly with the Playleader encouragement and support. The partnership with parents and carers is very good. Parents are provided with useful and thorough information about the educational provision and share information daily about their children. Play sheets, reports, parents rotas, newsletters

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How effective is the nursery education?

and an informative notice board all contribution to a productive and purposeful relationship.

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What is being done well?

• Children's personal social an emotional development is very good. They are confident and keen learners, are well behaved and able to work alone and in groups effectively. • Children are very competent at using numbers and have a good understanding of mathematical language. • Staff use effective questioning techniques to encourage the children to think for themselves and use their own knowledge. • Management have devised an effective assessment system which clearly

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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 shows the child's progress and is used skilfully by staff to set future targets. • The relationship with parents is very good. They are kept well informed about the topics and educational progress through play sheets, newsletters and an informative notice board. This gives them ideas for extending activities with the children at home.

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What needs to be improved?

• the organisation of story time to ensure that children remain fully engaged throughout the period • the planning, to link the intentions for children's learning more closely to the stepping stones for the more able children • provide more opportunities for children to view the written word and practice letter formation and phonics

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What has improved since the last inspection?

This is the group's first funded inspection.

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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 select their own resources and develop good levels of independence through making choices about their learning. Children confidently express their needs and ideas, and relationships are very good. They become interested and involved in their play, which underpins their learning in many areas. Children develop good concentration skills on self chosen activities and most can focus well during group sessions. Children's behaviour is very good. Children are developing a sense of community.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Many children are confident speakers and engage easily in conversations with each other and adults. Children can make marks, recognise their name and some can form letters but there is a lack of opportunities to see words around the playgroup and practice letter forming and phonics. Language is encouraged and extended through role play such as shops and hospitals. Some children sit and enjoy stories but the large group does not always cater for all abilities and interests.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children count with confidence, many up to twenty, and are beginning to recognise corresponding numerals. They have a practical approach to problem solving and calculation with children sharing out money at the shop, and carrying out simple addition and subtraction and recalculation. Many opportunities are given for children to explore shape, space and measuring e.g. the height of the sunflowers, number of brown/blue eyed children in the group etc.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are competent builders and designers with a range of construction toys and junk medium. Children talk about their experiences and learn about other cultures through topic work and the celebrating of festivals. However, resources are limited. Technological resources are good and children are competent in their use. The children have a sound appreciation of their community through outings and visits from local personalities such as the mayor, MP and the fire brigade.

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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 use physical equipment competently, they travel over, under, through with increasing skill and co-ordination. They are able to balance, peddle, run, jump, skip, bend, kick and hop safely, and have developed a sense of their own space and others around them. Children effectively use small tools adeptly and with confidence. Planned activities have developed the children's understanding of their bodies and the importance of staying healthy including resting after exercise and how it feels.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children express their ideas through planned activities such as junk modelling and painting in two and three dimensions. Children confidently sing, and speak as they take part in story and circle time. However, some of the children were not fully engaged. The provision for role play focuses on scenarios such as shops, home and hospitals. Children's imagination is suitably developed through regular sensory activities, movement, dance and music.

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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

• review the organisation of story time to ensure that children remain fully engaged throughout the period • review the planning, to link the intentions for children's learning more closely to the Stepping Stones for the more able children • provide more opportunities for children to view the written word and practice letter formation and phonics

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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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