Wrens Nest Primary School

INSPECTION DETAILS

Inspection Date 22/03/2004 Inspector Name Jacqueline Fryer

p.1

SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Lordswood Under Fives Playgroup Setting Address Play Hut Ballens Road, Lordswood Chatham Kent ME5 8PG

p.1

ORGANISATION DETAILS

Name Lordswood Under Fives PG Committee Address Play Hut Ballens Road,Lordswood Chatham Kent ME5 8PG

p.1

ORGANISATION DETAILS

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

p.1

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.

p.2

Information about the setting

Lordswood Under Fives Playgroup opened in 1976. It operates from two rooms in a single storey play hut in Lordswood, Chatham. The pre-school serves the local area. There are currently 44 children from 2 years to 5 years on roll. This includes 21 funded 3-year-olds and 5 funded 4-year-olds. Children attend for a variety of sessions. The group supports 2 children who speak English as an additional language, and could support children with special needs.

p.2

Information about the setting

The group opens four days a week during school term times. Sessions are from 09.15 until 11.45 and from 12.45 until 15.15. There are five staff who work with the children. Four have early years qualifications. One staff member is currently on a training programme. The setting receives support from a teacher from the Early Years Development and Childcare Partnership (EYDCP).

p.2

Information about the setting

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

p.2

How effective is the nursery education?

Lordswood Under Fives provision is acceptable and is of good quality overall. Children are making generally good progress towards the early learning goals. Teaching is generally good. Most staff have a basic knowledge of how children learn. Planning needs to continue to develop to include details of what children are expected to learn, planning for the outside and how the older, more able children are set suitable challenges. Children with special needs benefit from a good staff ratio. The staff's caring and committed attitude enhances the environment in which children play and progress. Children are able to self select some activities. They are well behaved and generally live up to high expectations staff have of them. Praise and encouragement is often seen to be given. Staff are animated and clearly enjoy working with the children. The group foster good relationships with parents, who are welcomed into the setting

p.3

How effective is the nursery education?

to give and receive information about their child's progress. A key worker system allows parents to speak to the member of staff who has the most contact with their child. All policies are written up and shared with parents. Parents also receive information about the group and the children via newsletters and the parents' notice board. The group is continuing to work with parents to identify children's next steps and produce individual play plans. Leadership and management is generally good. The staff benefit from having strong and clear guidance. They work hard at providing play and learning opportunities for the children. The room is attractively laid out and resources are changed regularly. Staff show they are committed to the care and development of all children. They are given opportunities to attend training. New practices and information are cascaded down to all staff. All staff attend meetings where their thoughts and ideas are valued

p.3

What is being done well?

• Children's spoken language is developing well. They learn to communicate in pretend and real life situations. • Staff's relationships with children ensures they are confident learners, able to mix well with their peers and adults. • Children's behaviour is generally good. Staff are good role models for the children and are consistent in their approach. The children play within clear boundaries. • Leadership and management is good. Staff feel they are well supported by their supervisors, who spend time talking and listening to them and offer regular training opportunities.

p.3

What is being done well?

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

p.3

What needs to be improved?

• planning for the outside area • suitable challenges for the older, more able children • planning which shows how children are progressing • opportunities for children to self select.

p.4

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

p.4

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good The children are confident learners, interested in their peers and other adults. They generally form good relationships with those around them. Children make choices about where they play. They show they are familiar with the routines and have opportunities to play independently or alongside their peers. The children's behaviour is generally good. This is shown as they help to tidy up at the end of the sessions. Children's independent skills could be increased at snack time.

p.5

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Most children are becoming confident speakers, they communicate well with their peers and significant adults. Children are given opportunities to practise mark making and writing. Opportunities are given for children to recognise and use name cards. All children need to be given suitable opportunities to develop writing skills for a variety of purposes. Children enjoy listening to stories with adult support.

p.5

MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Good ratios mean that staff are able to support children in small groups and in one-to-one sessions. Children use their knowledge of shape and colour to successfully complete a range of activities. Staff's use of mathematical language is good. They plan some practical activities for children to understand space, shape and measure. More able children would benefit from suitable challenges. Children have opportunities to recognise and use numbers up to ten.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are given opportunities to find out about how things grow and flower. The children investigate and explore objects to find out how and why things work. They use their local surroundings to enhance their learning. Children are interested in new people and ask appropriate questions to find out more. This leads to discussions about themselves. There are limited resources for children to explore and learn about information and communication technology.

p.5

PHYSICAL DEVELOPMENT

Judgement: Generally Good The children are given very good opportunities to develop their small motor skills. They are becoming confident in using a range of small tools and equipment. The children move confidently and safely around the tables and show they are aware of space. The children use their large motor skills well. They climb up, over, on and through equipment. The outdoor area is not planned for. Through topics and themes the children learn about their bodies and staying healthy.

p.5

PHYSICAL DEVELOPMENT

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

p.5

CREATIVE DEVELOPMENT

Judgement: Generally Good Good resources and equipment show that most children are using their imaginations well. They are becoming confident in playing out pretend and real life situations with appropriate language and props. The children are offered a wide range of experiences and resources, which allows them to use their imaginations in art and design. They explore a variety of materials to express their creative abilities. The children are given good opportunities in music, song and dance.

p.6

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

p.6

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.

p.7

WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• Ensure planning includes details of i) what children are expected to learn; ii) differentiation for the more able children; iii) how children's next steps are identified. • Continue to share children's progress with parents and involve them in planning children's next steps.

p.7

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.

p.7

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

p.7