Pierremont Pre-School

Pierremont Playgroup Inspection report for early years provision

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Unique reference number 301170 Inspection date 14/02/2011 Inspector Eileen Grimes

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Setting address Holy Trinity Youth Centre, Pierremont Road, Darlington, County Durham, DL3 6DG Telephone number 01325 461561 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.

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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.

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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

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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.

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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).

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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

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Description of the setting

Pierrement Playgroup was registered in 1999. It operates from Holy Trinity Youth and Community centre close to Darlington town centre. The group serves the local area. The group is accessible to all children and there is a fully enclosed area available for outdoor play.

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Description of the setting

The group opens Monday to Thursday during school term times. Sessions are from 9.30am to 11.30am. Children are able to attend for a variety of sessions. A maximum of 26 children may attend the group at any one time. There are currently 39 children attending who are within the Early Years Foundation Stage. The group is registered on the Early Years Register. The group supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the setting

The group employs five members of child care staff. Of these, all hold appropriate early years qualifications at Level 2 and two at Level 3 or above. The setting receives support from the local authority.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Knowledge of each child's needs ensures that staff are successful in promoting children's welfare and learning. Children are safe and secure, enjoying their time in the group, learning about the world around them in practical ways with sensitive support from staff. There are strong partnerships with parents and carers ensuring that the needs of all children are met, along with any additional support needs. As a result, children are progressing well. There is a drive towards further improvement with all the actions and recommendation from the previous inspection addressed. The partnerships with other providers are not yet fully established, and the systems of evaluation of the provision are in the very early stages.

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further?

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

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further?

 develop procedures to promote reflective practice and self-evaluation and identify priorities for development to improve outcomes for children  continue to develop continuity and progression by sharing relevant information about children's learning with other provisions. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff have a good understanding of how to protect children, and recognise that this is their first priority. They are vigilant, aware of the signs and symptoms of possible abuse and know the appropriate procedures to follow should they have concerns about a child. All records, policies and procedures are well documented and ensure that the needs of all children are met. Management are fully aware of who is on the premises at any one time. Regular risk assessments are carried out on a daily basis to minimise risks to children. The environment, both indoors and out, is organised flexibly and creatively so children can choose to access areas and resources offering different activities to extend their play and develop their independence. Children are cared for by qualified and experienced staff who are well deployed so that they receive good adult support at all times.

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the early years provision

Since the last inspection the group has addressed all the actions and recommendations raised, to a high standard. They sought support and advice from the local authority and other professionals. However, to date they have not yet started the process of self-evaluation.

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the early years provision

The group has established very sound working relationships with parents. Parents and staff share what they know about each child's interests, achievements and learning and work together to ensure that each child's learning and development needs are met effectively. Parents have good opportunities to contribute to their child's learning, for example, by sharing the assessment and recording of their child's progress. The group has started to develop links with local settings that the children attend to ensure progression and continuity of learning and care. However, this is not yet fully developed.

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and outcomes for children

Children are very happy and confident in the welcoming, bright environment. They have fun as they eagerly choose activities and learn to make their own decisions. The development of children's independence and promotion of active learning are key strengths throughout the group. Resources are thoughtfully stored for children and small steps in learning are encouraged in self-help skills, such as dressing or toileting. Areas of continuous provision, in the indoor and outdoor environment, provide a stimulating range of inviting opportunities for children across the age ranges.

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and outcomes for children

Children are offered appropriate challenges to extend their experiences with time to explore, practise and apply their learning. Staff intervene sensitively and provide explanations to make children think, as they work alongside them and extend learning. For example, staff take time to compare Big Ben in London with the town hall clock to explain similarities for children. The development of children's language and communication skills are given a high priority. Children join in lively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 action songs or share stories.

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and outcomes for children

Children's individual starting points are informally discussed by parents and the keyworker, during the settling in period. Staff regularly observe children as they play and identify next steps in learning for each child. Children's individual progress towards the early learning goals is recorded in their learning journey, with observations, photographs and art examples. Children's preferences and interests are identified to inform future planning and staff use information from observations to plan daily activities. A balance of adult-led and child-initiated opportunities are provided. Focus activities are recorded and evaluated to inform future practice.

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and outcomes for children

A healthy lifestyle is promoted. The flow of activities between the indoor and outdoor environments, ensure that children benefit from regular exercise and fresh air. Children wrap up in hats, gloves and coats to access the outdoor area in wet weather. Children have healthy snacks of fruit and milk, which is taken together in a social setting.

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and outcomes for children

Children are encouraged to consider and recognise potential risks and dangers as they gradually accept responsibility for their own safety. For example on the indoor climbing frame. They begin to consider the consequences of their actions and learn to recognise different feelings and emotions. Children develop a strong sense of ownership and work collaboratively to clear away resources. Children are encouraged to develop skills for their future well-being as they learn to solve problems together and understand technology. Children confidently activate programmes on a computer, and use remote controlled toys. Children are well- behaved as they happily share, take turns and play together cooperatively. They learn to be considerate towards adults and each other in the friendly, consistent atmosphere where staff act as positive role models. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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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

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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

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