Skendleby Playgroup

INSPECTION DETAILS

Inspection Date 19/02/2003 Inspector Name Susan Hoult

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SETTING DETAILS

Setting Name Skendleby Scamps Setting Address The Old School Nr Spilsby Lincs

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REGISTERED PROVIDER DETAILS

Name The Committee of Skendleby Playgroup Committee

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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.

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Information about the setting

Skendleby Scamps is a committee run playgroup which has been operating for approximately twenty-five years. It operates from the village hall and serves the local community and surrounding rural villages. The premises consists of a foyer, main hall, storage room and wash basin area. The toilets are situated outside at the rear of the building. There are two enclosed outside play areas. There are currently eleven children aged from two to four years on roll. This includes four funded three year olds and two funded four year olds. Children attend for a variety of sessions. No children have special needs and all children speak English as their first language. The playgroup is registered to care for a maximum of sixteen children and opens three days a week during school term times. Sessions are from 9.30 am until 12.00 pm. One full time and two part time staff work with the children. Two members of staff have early years qualifications. The playgroup have received support from the

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Information about the setting

Early Years Development and Childcare Partnership.

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How effective is the nursery education?

Skendleby Scamps provides a happy, friendly environment where children make generally good progress towards the early learning goals in the six areas of learning. The quality of teaching is generally good. Staff are knowledgeable about individual children and their abilities. They have high expectations of children's behaviour and generally manage it well which has a positive effect on relationships within the playgroup. However planning does not clearly identify the focus for children's learning in each activity nor differentiate for less/more able children. Assessments are not used effectively to inform future planning. The leadership and management of the playgroup is generally good. The staff are keen to improve the quality of care and education for children and are contacting the Early Years Development and Childcare Partnership for support. Staff meet together to discuss planning and the new supervisor is introducing a key worker system. Monitoring systems however are

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How effective is the nursery education?

not fully effective in identifying gaps in planning and resources needed. Staff deployment is not always effective in supporting children's learning. The partnership with parents is generally good. Parents receive regular written information about the playgroup. Parents share information about their child with staff and receive information about their child's development. Staff inform parents of the long term and daily plans however parents do not receive information about the foundation stage and the early learning goals.

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What is being done well?

- Staff give high priority to children's personal, social and emotional development. Behaviour is good and children are confident and able to express their needs. - Staff have a good understanding of the importance of partnership with parents and this has a positive impact on children's learning and development. - Staff encourage children's interest in books.

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What needs to be improved?

- planning: to clearly identify what children are expected to learn from the activities provided, how the activity can be differentiated for varying abilities and to ensure that learning opportunities across the curriculum are identified in all activities; - assessments: use records of children's achievements effectively to inform future planning of activities and build on children's previous learning; - monitoring systems: to ensure they are effective in identifying gaps in planning and resources needed particularly for aspects of physical development and knowledge and understanding of the world.

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What has improved since the last inspection?

The progress made since the last inspection is limited. The assessment process has been developed to identify more clearly what children know however it is not yet effectively used to inform future planning or build on children's previous learning. Staff have the skills to question and encourage children to make predictions as to why things happen and how things work but they miss opportunities to do this especially during free play. Not all the resources stated in the action plan for ICT and mathematical development following the last inspection are used. Staff are now aware of the Code of Practice on the Identification and Assessment of Special Educational Needs and the supervisor is supervisor is keen to attend relevant training.

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Children are confident and able to express their needs. They relate positively to each other and are able to share and take turns. Children's behaviour is good. However children's involvement at snack time is not fully optimised, nor do staff sit with them to encourage conversation and socialisation.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children talk about a variety of real and imaginary experiences, asking questions and expressing preferences. Good use is made of the comfortable book corner, extending children's literacy experience and understanding that print carries meaning. Staff miss opportunities however to extend children's vocabulary during free play. There are few opportunities for children to attempt writing for a variety of purposes - e.g. lists, notes, stories.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are gaining confidence in using mathematical language in everyday situations. They are enthusiastic about number rhymes and songs. However there are missed opportunities for children to recognise and record numbers and to develop mathematical ideas and methods to solve practical problems.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children are developing an understanding of their own and other's cultures. They develop skills as they take part in planned activities which help them make sense of the world around them. However, opportunities for children to make independent choices in their exploration, experimentation and investigation of the world around them are limited. Children do not have the use of ICT and have few experiences of everyday technology and programmable toys to support their learning.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children move confidently and in safety showing respect for other children's personal space when playing among them. However there is insufficient use of climbing and balancing equipment to provide challenges for older/more able children.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children enjoy role play within the home corner and are confident to extend their imaginary play into other areas of the room. There is a good use of songs, rhymes and movement to music however children have little opportunity to create music and explore rhythm and how sounds can be changed. -Although there was evidence in the themes of creative activities relating to art and design there is no evidence that children are able to make spontaneous choices on a day to day basis.

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CREATIVE DEVELOPMENT

Children's spiritual, moral, social, and cultural development is fostered appropriately: Y

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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

- identify in written plans what children are expected to learn from the activities provided, how activities can be differentiated for children's varying abilities and ensure that learning opportunities across the curriculum are identified in all activities; - develop the system for recording children's achievements so that it is effective for planning future activities and ensure that activities build on children's previous learning; - develop monitoring systems to ensure that they are effective in identifying gaps in planning and resources needed particularly for aspects of mathematical development, physical development and knowledge and understanding of the world.

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