Barrow Pre-School Playgroup

INSPECTION DETAILS

Inspection Date 19/06/2003 Inspector Name Fiona Stephenson

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Barrow Pre-School Playgroup Setting Address Methodist Church Rooms North Street Barrow Upon Soar Leicestershire LE12 8PY

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REGISTERED PROVIDER DETAILS

Name Ms Roberta******* no working at t Cornish

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REGISTERED PROVIDER 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

Barrow pre-school playgroup was established in 1972. It operates from the Methodist Church Hall in Barrow Upon Soar village. The group has access to the main hall, small hall, kitchen and toilets. The play group provides sessional care for children and serves the Barrow Upon Soar community and the surrounding villages. The play group is registered to care for 34 children aged two to five years of age. There are currently 75 children from 2.5 to 5 years on the register. This includes 33 funded three year olds and 12 funded four year olds. Children attend a variety of sessions. There are no children with special educational needs although the playgroup has experience of working with children with special needs. There are no children who speak English as an additional language. The group opens five days a week during school term time only. Sessions are from 9.15am until 11.45 am. One full time and nine part time staff work with the children. Five staff have early

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Information about the setting

years qualifications. The setting receives support from Leicestershire Early Years Development Childcare Partnership.

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How good is the Day Care?

The playgroup provides Satisfactory care and operates a warm, friendly and stimulating environment for children. The playgroup makes effective use of the time available to make the hall warm and welcoming to children. Children are provided with a good range of activities that promote their development, with furniture and toys being of suitable design and condition. Some improvement to policies and procedures, and staff understanding of policies and procedures is required. The playgroup takes positive steps to promote safety within and outside the setting.

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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 There is good promotion of children's personal hygiene. The playgroup offers children a good variety of healthy and nutritious snacks, and is aware of individual dietary needs. It is committed to staff training on special needs and child protection issues. The playgroup does not have sufficient resources reflecting positive images of culture and disability. Staff have a positive, warm and caring approach to children. They are interested in what the children say and do. There is a wide range of activities and play opportunities available to children, to promote their learning and skills. Staff provide good role models for behaviour, with good behaviour of children valued and encouraged. The play group has a good partnership with parents. Parents are informed informally

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How good is the Day Care?

about their child's care on a daily basis. There is written information available about management committee meetings on the parent's notice board, and a regular newsletter for parents.

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What has improved since the last inspection?

The radiators are now safe to children; there is daily attendance records including arrival and departure times of staff and children; there is current public liability cover. The behaviour policy has been changed to include bullying but this has not been included in the policies available to parents. Child protection procedures and policies continue to require further work. Activities and facilities promoting equality of opportunity and anti discriminatory practice have improved but require further improvements.

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What is being done well?

• Children are provided with a stimulating environment to help promote their development. Standard 5) • Staff form good, caring relationships with children, praising and valuing children in their care.(standard 3) • Children behave well, with staff being good behaviour role models for children. (standard 11) • Children are provided with a nutritious range of snacks during the term. (standard 8)

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What needs to be improved?

• policies for child protection; complaints; lost and uncollected children; outings; permission for emergency medical advice or treatment; behaviour. (standards 6,7,11,12,13) • knowledge and understanding of all policies and procedures by all staff (standard 2) • resources reflecting positive images of people from differing cultures and of

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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 people with disabilities (standard 9)

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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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The Registered Person must take the following actions by the date shown

Std Action Date 14 provide a statement of procedure if a parent fails to collect a child, or if a child is lost. 24/07/2003

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by the time of the next inspection

Std Recommendation 2 ensure the operational plan includes information about staff deployment and training. 2 arrange effective induction of policies and procedures for new staff. 6 provide written operational procedures for outings to all staff involved in the outing. 7 request written permission from parents for seeking emergency medical advice or treatment 9 ensure that children have an appropriate range of activities and resources that promote equality of opportunity and anti-discriminatory practice 11 ensure behaviour statement includes information on how bullying will be dealt with in the setting. 12 ensure the complaints policy includes the address and telephone number of the regulator. 13 develop staff's knowledge and understanding of child protection issues. 13 ensure the child protection policy includes procedures to be followed in the event of a member of staff having an allegation made against them.

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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 playgroup is making generally good progress towards the Early Learning Goals. The quality of teaching is generally good. Observations and assessments are used well to target next steps for children's learning. Planning of the curriculum is progressing, however there are gaps in some areas of learning and some staff do not have a full understanding of the Early Learning Goals. Staff support children well and a good balance of free play and adult led activities is provided. The consistent practice and clear boundaries set by staff enable the children to behave well. The leadership and management of the setting is generally good. The staff work well as a team supported by the person in charge and the committee. There is a system of appraisal and development and the opinions of staff are valued. The group has a clear focus for the future and they will be building on the positive progress made over the past two years.

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How effective is the nursery education?

The partnership with parents is very good. Staff make themselves available for discussion at every session and parents value the information provided. Parents are informed verbally about their child's achievements and progress, and are provided with opportunities to share in their Childs learning.

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What is being done well?

• Children are polite, co-operative and behave well. They take turns and are motivated and eager to learn. • Children's ability to count and use number in everyday situations is fostered well. • Staff work well as a team and treat children with a high amount of respect. They nurture and develop each child's self esteem. • Staff have formed positive relationships with parents, they suggest ways of supporting learning at home and encourage parental involvement in the life of the playgroup.

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What needs to be improved?

• the planning of the curriculum to ensure all aspects of each learning area are covered consistently • the knowledge and understanding of some staff of the Early Learning Goals

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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 This is the first nursery funding 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 are interested and eager to participate in activities. They develop good concentration as they persevere with tasks. Children are very well behaved, they share and take turns and have a developing sense of responsibility. Children have good self help skills and an awareness of their own needs. Children choose confidently from a range of resources and are able to work alone or as part of a group.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak confidently and interact well with adults and peers. Older children use complex sentences to explain and recall events. Children handle books carefully, enjoy reading stories with an adult and listen and respond appropriately. Children are well motivated to write and have regular mark making opportunities. They can recognise their name and often those of their friends, they are aware of the initial sound of their name but are less able to link other sounds to letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children have many opportunities to count and use number in everyday situations. Most children are able to count to 10 recognise and record numerals to nine. Children know the names of basic shapes and can sort, match and recreate mathematical patterns. Children compare size and quantities as they measure their feet and weigh ingredients for cooking. Whilst most children can compare groups of objects, older children are not so able to offer solutions to mathematical problems.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children enjoy exploring objects and find out about and identify features of living things. They are curious about how things work and observe change through cooking activities. Children design, build and join things together with a purpose. They use technological equipment and can operate programmable toys to support their learning. Children talk about the lives of people familiar to them, however they have limited awareness of other cultures and beliefs.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move confidently and with increasing control and co-ordination. They have a good awareness of space when playing physical games and in movement sessions. Children handle tools such as scissors safely and are adept in the use of tweezers, pens and pencils. Children have good hygiene practices but are less able to recognise the importance of staying healthy or the effect of bodily changes.

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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 explore with colour and texture and enjoy painting and mixing colours. They enjoy using sensory play such as sand, cornflour and spaghetti. Children use their imagination well in a variety of role play situations and are able to act out stories and dance to music. Children can sing, play instruments and move to music. They are less able to explore sound patterns and how sounds are changed.

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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

• Ensure all staff have an understanding of the Early Learning Goals • Develop planning which uses the stepping stones to ensure all six areas of learning are covered consistently

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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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