Codicote Pre-School

Codicote Playgroup Inspection report for early years provision

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Unique reference number EY411303 Inspection date 01/03/2011 Inspector Alison Reeves

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Setting address St Giles Parish Centre, Bury Lane, Codicote, HITCHIN, Hertfordshire, SG4 8XX Telephone number 07542285412 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

Codicote Playgroup re-registered in 2010, following a move of premises. It operates from The Parish Centre, St Giles Church in Codicote, Hertfordshire. Children have access to an outdoor play area. They are open each weekday from 9.25am to 12.25pm during term-time.

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Description of the setting

The playgroup is registered on the Early Years Register. A maximum of 24 children may attend the setting at any one time. There are currently 27 children aged from two years to four years on roll, attending various sessions. The setting welcomes children with special educational needs and/or disabilities and those with English as an additional language.

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Description of the setting

There are five members of staff working with the children including the manager. All members of staff have relevant Early Years qualifications. The manager has a qualification at Level 5 and the deputy manager at Level 4.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children in the Early Years Foundation Stage are well supported and benefit from a team of enthusiastic staff who have a clear understanding of each child's specific needs. Children are valued and play a role in shaping the provision of activities. This ensures they are making good progress towards the early learning goals, appropriate to their age, ability and starting points. Most aspects of planning and assessing children's progress are successful. Policies and procedures are implemented highly effectively to promote children's welfare and safety. Relationships with parents are superb and those with other providers are established. Self evaluation is embedded and demonstrates the commitment to further developing practice to promote better outcomes for children.

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further?

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

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further?

 develop evaluation and assessment systems to better inform planning for children's next steps.

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the early years provision

Children are safeguarded and extremely well protected in the setting because staff have an excellent understanding of child protection issues. Detailed policies and procedures covering all aspects of safeguarding are updated, clearly understood and implemented consistently and very effectively. This means that children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safety and well-being is secured.

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the early years provision

Staff make very effective use of up-to-date risk assessments to support them in ensuring all areas used by children are safe. By monitoring all aspects of the premises and making changes, hazards are minimised and the likelihood of accidents is reduced. For example, the addition of a safety surface on the decking means that children are less likely to slip and the impact of any fall is absorbed by the surface.

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the early years provision

Staff have a good level of knowledge in relation to the Early Years Foundation Stage and use this well to support children in their learning. They regularly attend training to gain further qualifications and to expand their knowledge of particular aspects of care and education practice. The environment is attractive, well organised and accessible to the children. For example, a wide variety of stimulating activities are made available at each session, this means that children are able to thrive and make good progress in their development.

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the early years provision

The setting has a team approach to self evaluation, ensuring all staff are able to share their views and provide evidence to support their evaluation. They use different strategies to identify strengths and areas for development. The staff team involve parents, through questionnaires, in looking for ways to improve the provision for the children. As a result, clear and challenging targets are set and everyone understands how to plan to secure these achievements.

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the early years provision

The staff team forms highly effective working relationships with parents and carers. They work together sharing vital information about the children such as favourite activities, significant people in their lives and parents expectations for their child. This means staff plan diligently to support children in settling at the setting and their individual needs are effectively met. Staff, with input from the parents have a clear understanding of children's starting points and can build on this as soon as children begin attending sessions. Parents are informed and involved in their child's learning, making contributions to achievement records through the 'magic moment' sheets and helping their child to find topic related items to share. Each child is well supported in making progress towards the early learning goals. Effective relationships with other settings and professionals involved with the children are well established and contribute well to supporting

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the early years provision

Staff offer very sensitive support to children who need additional assistance with activities. They plan for individuals and readily adapt activities to ensure that all children can access them. An effective equal opportunities policy is regularly reviewed and supports the staff well. This means that the individual needs of all children are met and all children are included fully in the life of the setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and have an excellent understanding of how to stay safe. For example, they know why it is important to walk in the hall and can clearly explain that you might fall over if you run. Staff consistently apply the rules and use circle time very well to remind children of how to keep them safe.

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and outcomes for children

Children are developing independence skills as they learn to use the toilet and wash their hands to prevent the spread of germs. They enjoy a variety of healthy snacks that provide energy for play, vitamins and minerals for nutrition. They have time to talk about the food they eat, learning about which foods are good for the body. Children use the outdoor area each day for a variety of challenging physical play and during fine weather operate free flow play between indoors and outside. The children enjoy climbing up the ladder and sliding, in pairs, down the double width slide. Many children use small tools for mark-making and cutting with skill. This means that children are developing healthy habits and an understanding of how their bodies work.

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and outcomes for children

Children's language within speaking and thinking is well promoted, with lots of opportunity for them to communicate in well supported small and large groups. An extensive range of books is freely available and children frequently engage staff in small group and individual story sessions. The setting operates a lending library and children are eager to choose a book to take home. Children use mathematical language in their play and staff encourage number awareness by counting the children present, singing songs that develop sequencing and number recognition. When doing the register children and staff count the children. Another child arrives for a visit and one child comments that as another friend is here they must add one more to the number counted. Children use a variety of simple cause and effect toys, such as pushing a button to the make sound of the countdown and launch the new toy rocket. Children are very imaginative and enjoy sharing their

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and outcomes for children

experiences of the world with others as they act out roles. Children demonstrate their understanding of the care of others as they serve food and drink to each other in the cafe.

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and outcomes for children

Staff regularly observe children as they play to assess their stage of development. These observations, along with parent comments on their children's achievements, are used to identify children's next steps. Many activities are evaluated but do not consistently identify the needs of specific individuals. As a result there is a slight lack of clarity in how these are used to influence planning. Key workers, however, do know the children very well and can confidently explain individual stages and targets. Therefore, children are making good progress towards the early learning goals in all six areas of learning.

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and outcomes for children

Children behave very well in the setting because the staff set clear and appropriate boundaries. Children are helped to understand why these are important and the simple explanation and regular reminders help children retain this information. Children are developing a respect for themselves and others as they play together. They are learning about the local community, cultures and beliefs. This is because This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 staff make effective use of books, activities and children's own family background to introduce new ideas and promote diversity. 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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 1 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

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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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