Herga Opportunity PlaygroupOfsted inspection, 12 Oct 2010

Herga Opportunity Playgroup Inspection report for early years provision

p.1

Unique reference number 509003 Inspection date 12/10/2010 Inspector Julie Biddle

p.1

Setting address Northolt Road Communal Hall, Northolt Road, South Harrow, Middlesex, HA2 0NR Telephone number 07950 265078 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

p.1

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.3

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the setting

Herga Opportunity Playgroup opened over 25 years ago. It is situated in the community centre in the London Borough of Harrow . A maximum of 25 children may attend the playgroup at any one time. The playgroup is open each weekday between 9.15am and 12.00 midday with afternoon sessions between 1.00pm to 4.00pm. All children share access to a secure outdoor area.

p.4

Description of the setting

The playgroup is registered on the Early Years Register.

p.4

Description of the setting

A maximum of 25 children may attend the nursery at any one time. There are currently 34 children on roll in the early years age group. Eight of the places are reserved for children with special educational needs who are referred by the Education department.

p.4

Description of the setting

The playgroup supports children who speak English as an additional language.

p.4

Description of the setting

The playgroup employs nine staff, some of whom work part time. All of the staff hold appropriate qualifications.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are clearly flourishing in this happy, in this busy stimulating environment. Staff actively encourage children to develop at their own individual pace. Staff are skilled at recognising the uniqueness of each child and providing for their individual needs. The manager and her team have clear vision for the future and aware of the strengths and areas for improvement within the setting. Thus ensuring that outcomes for children are foremost in all they do.

p.4

further?

To further improve the early years provision the registered person should:

p.4

further?

 plan snack time to encourage children's independence  develop systems to inform parents of how the activities in the setting are linked to the Early Years Foundation Stage

p.4

the early years provision

Successful procedures ensure children are safeguarded in the setting. Clear and robust recruitment procedures that include Criminal Record Bureau checks and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 references are in place to ensure adults working with children are suitable to do so.Children are further protected as staff understand and are knowledgeable in their roles in protecting children. In addition all required documentation is in place. Risk assessments are detailed and staff take actions to eliminate risks to children both in the setting and on trips in the community. Children's safety is further promoted due to staff's excellent understanding of appropriate supervision levels both inside and out. High levels of staff interaction and good organisational skills mean children gain a sense of security and thus increasing their levels of confidence.

p.4

the early years provision

The management team are successful, they offer good support to the staff group. The staff team are strong who work productively together. They discuss planning and any issues that may have arisen during the session, they use ideas from the children to inspire planning systems. For example children suggested the play dough was pink so staff made pink dough, children showed an interest in cooking so staff included cooking pizzas in the plans. Staff are encouraged to access training and so in turn bringing fresh ideas and activities into the setting.

p.5

the early years provision

The setting is highly committed to developing relationships with other who support the children. They have developed very effective channels of communication between all adults involved with individual children. This successful system promotes the learning and welfare of each child in the setting.In addition children are supported through the transition to 'big school' by effective partnerships with teachers who visit the setting to see the children in action. Well written transitional documents also support this phrase in the children lives. Partnerships with parents is highly valued by staff. Newsletters, daily informal discussion with staff ensure parents remain updated with child's development and activities. Parents are unanimous in their praise of the setting and in particularly how happy and settled their children are. Parents are given feedback of the days activities and spend time with staff discussing their child's progress. However there

p.5

the early years provision

is little information on how the sessions events and activities are linked to the Early Years Foundation Stage.

p.5

the early years provision

The manager and the staff team constantly look at self evaluation and ways to improve the setting to benefit the children. Actions taken are well chosen and lead to sustained improvements. The staff group are working very hard to successfully implement free flow play and to improve the outdoor area for all the children. Children benefit from a fully inclusive environment. The setting actively promotes equality of opportunity by ensuring all the children and their families are valued and respected. Planning for individual children helps to narrow the achievement gap and sustain good progress for all children. Varied and interesting toys encourage children's sense of curiosity and interest in the world around them. Signs, labels and posters support children's understanding of language and routines in the setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children are eager to attend and are greeted by the staff with warmth and kindness. Staff plan a daily routine that is flexible for the children, their individual needs and requests are sought and respected. Resources in the setting are displayed in a way that allows children to make informed choices about their play. Staff ensure children have time and space to concentrate on activities and so develop their own skills and interests. For example, children who are involved in play at tidy up time are allowed time to complete their activity. Children are absolutely delighted as they play with glitter creating pictures, and feeling the glitter on their hands. Children are encouraged to develop healthy lifestyles through the provision of nutritious snacks that support their individual dietary needs. Snack time is a social time where children and staff chat about the days events. Staff serve the fruit and

p.6

and outcomes for children

drinks to the children meaning there is little opportunity for independence at this time. Children thoroughly enjoy their time in the garden they run up and down the hill, drive cars and push buggies. Children have a wonderful time as they fly the kites they have made they spin around and laugh as their kites fly behind them. Although the garden provides a good learning environment staff are constantly looking at ways to develop this area. Children are developing an understanding a good understanding of personal hygiene as they wash their hands at appropriate times. Children show an understanding of technology they use cameras and a laptop to look at the photrgraphs they have taken.

p.6

and outcomes for children

Staff interaction with the children is off a high level they pose questions that encourage children to think for themselves. Staff ask children 'shall we dress Mickey', children laugh as they reply 'he is already dressed'. Staff encourage children to consider temperature as they go to play in the garden. Staff and children discuss the sun shinning but, the wind is cold. 'Do you think you might need your coat?. Staff support children with English as an additional language well. Signs labels and photographs around the setting and staff's use of sign language assists children's communications skills. All children are very well supported by staff who motivate and stimulate the children to make very good progress and to thoroughly enjoy their experience of this process. Children use mathematical concepts regularly, they understand how to use a timer as they are learning to share. The discuss open and close as they use the zip on their coat.

p.6

and outcomes for children

Staff are good role models they are calm and reflective as they talk to the children. Children are developing good friendships with each other, they are encouraged to show kindness and understanding to their peers. Children are delighted as they sing their favourite songs they all laugh and giggle as they pretend to be crocodiles and sleeping bunnies. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

p.7

Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7