Jotmans Hall Primary School

INSPECTION DETAILS

Inspection Date 20/09/2004 Inspector Name Miriam Sheila Brown

p.1

SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Dundry Playgroup Setting Address The Village Hall Crabtree Lane Dundry North Somerset BS41 8LW

p.1

ORGANISATION DETAILS

Name Dundry Playgroup Address The Village Hall Crabtree Lane Dundry, Bristol Avon BS41 8LW

p.1

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

p.1

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.

p.2

Information about the setting

Dundry playgroup is situated in Dundry, a village to the south-west of Bristol and is managed by a voluntary committee of parents. The playgroup operates from the village hall and has its own playroom and use of other hall facilities. The playgroup is open Monday to Thursday from 09.15 to 12.00 during school term time. There are currently 7 children on roll, of these, 4 are funded 3-year-olds. There are currently no children present with special educational needs or for whom English is an additional language. There are two members of staff, both of whom have recently completed National Vocational Qualification, level 3, in Childcare and Education Both staff have first aid and child protection training. The playgroup receive support from the curriculum development advisor and the local school reception teacher.

p.2

How good is the Day Care?

Dundry Playgroup provides good care for children. The premises are bright, clean and welcoming and have many attractive displays of children's work and printed materials. The playroom and hall provide good areas for children's quiet and more physical play. The operational plan covers all aspects of group organisation but not all policies are relevant to the setting. Safety issues are well addressed and staff are vigilant in protecting children. Good basic procedures to manage accidents, illness and hygiene are used to prevent the spread of infection. However, the contents of the first aid box is not in line with current guidelines. The group provide a varied snack menu and children are encouraged to help prepare these themselves, for example, spreading their own bread. Staff have a good awareness of child protection issues and have received child protection training. Staff organise a good range of activities and topic work to support children in their

p.2

How good is the Day Care?

development. Children play well together and are involved and interested in their

p.2

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 play. The group resources are equally accessible to boys and girls and individual needs are well met, for example, support for less confident children. Staff demonstrated a good awareness of caring for children with special needs, although they have not received any training in this area. Children's behaviour is good and staff are very supportive of children, providing them with positive role models and encouraging them to think of others. Parents are offered good information about the setting through newsletters, a parents page, detailing activities to do at home, and informal feedback with staff. They take an active part in group fund-raising and social events. All group policies are easily available and are comprehensive in the information offered, although the

p.2

How good is the Day Care?

complaints policy does not include a contact for the regulatory body. Discussion with parents demonstrated strong support for the group and the care provided.

p.3

What has improved since the last inspection?

At the last inspection the group agreed to produce a procedures statement for outings, ensure contingency arrangements were in place to cover for staff absence and conduct risk assessments on the premises. They also agreed to make glass panels safe and develop their awareness of child protection procedures. All of these actions have been successfully addressed. The outings statement provides clear guidelines for staff and parents and emergency cover is provided by a committee member who has received appropriate clearances. Regular risk assessments are completed on a daily, weekly and termly basis and are documented. Both staff members have completed child protection training. The glass panel doors have stickers applied and children's eye level to reduce the risk of accidents when using the hall. The successful completion of these actions help to ensure that parents are kept well informed and that their children are safe and well cared during their time at the

p.3

What is being done well?

• All aspects of children's safety are very well addressed. The detailed Health and Safety policy includes details regarding food and general hygiene, manual handling and illness. Staff are attentive to detail when preparing food and eating areas. They encourage children in good hygiene routines. The premises are secure at all times and staff vigilant in supervising children, particularly when children arrive and leave the premises. • Snack times are well organised and are pleasant social times when the children develop their social skills and have good opportunities to develop their independence. Fresh drinking water is available to children throughout the session. • Management of children's behaviour is supportive, consistent and positive. Children are encouraged to be thoughtful and caring of each other.

p.3

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 • Staff awareness of all aspects of child protection is good. They have both completed training and demonstrated through discussion, a good awareness of the procedures to follow should concern be expressed.

p.3

What needs to be improved?

• the policy for complaints to reflect Ofsted as the regulatory body and review of the operational plan to ensure all aspects are relevant • special educational needs training for staff • the contents of the first aid box.

p.4

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.

p.4

by the time of the next inspection

Std Recommendation 2 Review group policies for the setting, and include contact details for Ofsted within the complaints procedures. 7 Ensure that the first aid box and its contents comply with Health and Safety (First Aid) Regulation and that the contents are checked regularly.

p.4

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

p.4

How effective is the nursery education?

Dundry Playgroup provides good quality nursery education overall and children are making generally good progress towards the early learning goals. Children's personal, social and emotional and creative development is very good and other areas of learning are generally good with strong points in each. Teaching is generally good and staff have a good knowledge of the early learning goals and how these are used to assist in children's learning. Staff support the children appropriately in most areas of learning. However, free play activities to support children's mark making are not regularly available and activities to develop their awareness of different cultures and traditions, are not included in the programme for knowledge and understanding of the world. Staff have a very positive relationship with the children and management of their behaviour is good. There is scope to improve children's independent choice of free play activity which is

p.5

How effective is the nursery education?

currently limited due to organisation and storage of resources. Staff support children with special needs effectively. Assessments and observations are completed regularly and are used to assist in planning to meet the individual needs of children. The leadership and management of the nursery is generally good. There is an effective staff team who work well together and who are committed to continued improvement. They assess their own strengths and weaknesses through staff and committee meetings, outside agencies, the local reception teacher and feedback from parents. However, there is no staff appraisal system in place at present. The partnership with parents is very good. Parents are provided with good information about the setting through newsletters, weekly plans and informal discussion. They are encouraged to take an active part in their children's learning, receive termly reports and are invited to open evenings. Feedback from parents offer

p.5

What is being done well?

• The programme for children's personal, social and emotional development is good. They separate confidently from their parents and carers and are learning to behave appropriately at set times of the morning, for example, circle and snack times. Children demonstrate kindness and thoughtfulness to each other. • Snack time is a pleasant occasion when children are encouraged to develop their social skills and independence, for example, helping to prepare their own snack and chatting to each other and staff. • Children have good opportunities to explore a range of media and materials, for example, making 2 dimensional pictures, painting, using sand, dough, jelly and gloop.

p.5

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 • Parents are positively encouraged to take an active part in group activities, for example, helping on local visits, providing resources for interest tables They have good information about themed work and how this may be developed at home.

p.5

What needs to be improved?

• the opportunities for children to make marks in their play • children's access to free play resources • the programme to support children's awareness of different cultures and traditions and everyday technology • the planning to ensure that all areas of learning receive equal emphasis • the staff appraisal system.

p.6

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

p.6

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are growing in confidence in all their playgroup activities. They separate from their carers well, choose their own activities from a selection provided and are learning to sit and listen at circle and quiet times. Children demonstrate kindness and thoughtfulness to each other during their play. They are encouraged to develop their independence, for example, spreading their own toast or bread at snack times. They enjoy taking part in local events such as village celebrations.

p.7

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children talk happily about their families and recent events. They enjoy group circle times and respond well to staff questions about the weather. Children are growing in their awareness that print carries meaning through room displays and are starting to recognise their printed names on book bags. However, there is scope to improve children's free access to mark making in their play. Children use books appropriately and well and enjoy choosing one to take home and share, each day.

p.7

MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children practise counting in everyday routines and they are staring to relate numbers to numerals, for example, when playing hopscotch and circle games with numbers. Older children count backwards as well as forwards and are developing their early addition and subtraction. Children identify several basic mathematical shapes and enjoy comparing, measuring and weighing in planned activities such as making playdough.

p.7

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children have good opportunities to explore and investigate using sand, water, paint and dough. They regularly build and construct in two and three dimensions using a variety of materials. Their sense of time is well supported by group topic work such as growing bulbs, projects about 'me', and group routines. Children's opportunities to find out about different cultures and traditions and everyday technology are limited.

p.7

PHYSICAL DEVELOPMENT

Judgement: Generally Good Children enjoy moving through, under and over large equipment and balancing on stepping stones. They move well in restricted spaces, for example, parking their cars in marked bays and stopping at traffic lights. They are growing in their awareness of personal hygiene and how to keep healthy. Children use small equipment and tools with growing confidence and dexterity, for example, preparing their own snacks using knives, cutting, sticking and chalking.

p.7

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

p.7

CREATIVE DEVELOPMENT

Judgement: Very Good Children use different colours, shapes and textures to make pictures and models. They enjoy learning new songs and action rhymes and have regular opportunities to use a variety of musical instruments. They use their imaginations in the role-play area, acting out familiar scenes such as feeding babies and preparing meals for adults. They have good opportunities to express a range of feelings such as, excitement, fear and pleasure, during story times and group circle times.

p.8

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

p.8

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.9

WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• continue to develop planning to ensure that all areas of learning and the stepping stones receive equal emphasis • improve children's access to resources to enable them to have more self-selected, free play and mark making opportunities • develop a staff appraisal system to assist in identifying the strengths and weaknesses of the group.

p.9

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.9

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

p.9

STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

p.10

NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

p.10

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.

p.10

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

p.11