Borthyn V.C. Primary School

INSPECTION DETAILS

Inspection Date 10/07/2003 Inspector Name Linda Bagnall

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Kirkbymoorside Pre-School Playgroup Setting Address The Old Canteen Westfields Kirkbymoorside North Yorkshire YO62 6EW

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REGISTERED PROVIDER DETAILS

Name The Committee of Kirkbymoorside Pre School Playgroup Committee

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ORGANISATION DETAILS

Name Kirkbymoorside Pre School Playgroup Committee Address The Old Canteen Westfields Kirkbymoorside North Yorkshire YO62 6EW

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ORGANISATION DETAILS

This inspection was carried out under the provisions of 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 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

Kirkbymoorside Pre-School Playgroup is managed by a voluntary committee of parents. They are based in the Old School Canteen on the Westfield's in Kirkbymoorside, which is adjacent to the Primary School. They provide sessional care for a maximum of 26 children aged 2 yrs to 5 yrs, in term time only. There are 7 threee year olds and 4 four year olds who receive funding. All children speak English as their first language and there are no children currently attending with special educational needs.The sessions are Mon to Fri from 12:45 to 15:15pm. A Parent and Toddler session is offered on a Mon and Wed morning 9am to 11am. The person in charge and her deputy hold a Level 3 childcare qualification. All staff have a current First Aid Certificate. The group shows an ongoing commitment to training for staff The group is a member of the Early Years Partnership and offer funded places for three and four year olds.

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Information about the setting

They are also a member of the Pre-School Learning Alliance.

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Information about the setting

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

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How effective is the nursery education?

Children are making generally good progress towards the early learning goals. They are provided with a suitable range of resources to encourage their development in all six areas of learning.Staff have a generally good knowledge and understanding of the Foundation Stage Curriculum and have developed an appropriate planning system. The long term plans have not been personalised to the group but the mid and short term plans are particularly well structured. Teaching overall is generally good, children interact well and receive guidance when required however challenges set for older or more able children are sometimes limited. Leadership and management within the setting is generally good. Staff work well together as a team and offer appropriate guidance to helpers. A system for the group to evaluate and monitor weakness within the provision requires devising and implementing. A good partnership has been established with parents. There is an effective settling

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How effective is the nursery education?

in programme which caters for the needs of children and parents. Parents are encouraged to be involved within the group through the committee or as helpers.Parents are provided with regular newsletters as well as being invited to attend sports day events and outings. Photographs of the children playing are displayed but require dating to establish when the events took place. Detailed children's records are available for parents which reflect their child's progress. Records to detail any regressive steps require developing.

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What is being done well?

• Children are happy and confident when approaching staff members and enjoy many opportunities for discussion with staff and each other. • Organisation within the setting ensures very good staff: child ratios are maintained. This involves staff members and rota parents. • Children are provided with a good variety of resources available at their level within the setting, which benefits from being able to leave equipment set up all the time. • Plans are used effectively to ensure children are offered a good range of experiences covering the six areas of learning. The mid term and short term plans are well structured. • Evaluation sheets are used which show children's progress. Individual education plans are in place for special educational needs children.

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Behaviour is managed through calm discussion. Children are not excluded from any activities. • Newsletters are provided for parents each half term which include forthcoming themes and requests for parental involvement. This can be teaching children selected songs, providing an awareness of forthcoming activities or bringing any relevant skills into the group.

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What needs to be improved?

• the use of more visual stimulation displays on the walls. • availability of sorting and grouping activities. • opportunities for simple problem solving activities. • the range of available instruments. • opportunities for children to be more creative when using the free painting activities. • the long term plans to ensure they are personalised to the group. • evaluation forms to show both children's progress and any regressive steps. • challenges for older or more able children. • the ability of the group to assess their own strengths and weaknesses.

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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

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are making very good progress in personal, social and emotional development. They are excited, interested and motivated to learn. Group activities are organised throughout the session which all children are encouraged to join in with. Children are happy and confident when separating from their parents. They are able to sit quietly & concentrate and enjoy story sessions as well as showing independence at snack times by pouring their own drinks and taking turns in giving out snacks.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children are making generally good progress in communication, language and literacy. They are encouraged to discuss past and present events and enjoy relating stories to each other and at group discussion times. Children interact well with each other and are developing good negotiation skills when taking turns and sharing. A free access writing area with a variety of drawing implements is available. Children are not always provided with sufficient opportunities for linking sounds and letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in mathematical development. They are encouraged to count objects as part of group activities. Some number displays are available at child height within the setting as well as appropriate resources including beads, jigsaws and matching games. Regular sorting or grouping activities require developing as well as opportunities for children to be presented with simple problem solving challenges.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children are making very good progress in knowledge and understanding of the world. They are encouraged to learn about living things by caring for resident pet fish as well as currently observing the development of tadpoles. Children have free access to a good variety of construction equipment. All children are encouraged to complete a personalised book about home. Children are familiar with routines, including health and hygiene, and predict events e.g. snack time and outdoor play time.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children are making very good progress in physical development. Space is well organised enabling children to move confidently and creatively. The school gym is regularly used. Large and small equipment provides opportunities to develop climbing and balancing skills as well as the use of craft tools. Children know where resources are stored and how to tidy away effectively. Plans are used to ensure a range of malleable materials are provided. Instruments available for free access are limited.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children are making generally good progress in creative development. They are provided with resources to support current themes. Ideas are provided by adults for children to develop for themselves. Some children's work is displayed on the wall, this could be developed further. Free painting is available but provides limited opportunities for further creativity. Craft activities are simple and cater for all the children however challenges for older or more able children are not always explored.

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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

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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

• develop the use of more visual stimulation displays on the walls. • extend the availability of sorting and grouping activities. • provide opportunities for simple problem solving activities. • extend the range of available instruments. • provide opportunities for children to be more creative when using the free painting activities. • review the long term plans to ensure they are personalised to the group. • devise evaluation forms to show both children's progress and any regressive steps. • provide challenges for older or more able children. • devise and implement a system to assess the settings own strengths and weaknesses.

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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 Section 122 of the School Standards and Framework Act 1998

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