Tysoe Children's Group Limited

Tysoe Children's Group Inspection report for early years provision

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Unique reference number EY284242 Inspection date 24/03/2011 Inspector Hayley Lapworth

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Setting address The Old Fire Station, Main Street, Middle Tysoe, Warwick, CV35 0SR Telephone number 01295 680624 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. You may copy all or parts of this document for non-commercial educational purposes, as long as

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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

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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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

Tysoe Children's Group opened in April 2004. It is a community facility for children and adults which operates from the old fire station in the village of Tysoe, Warwickshire. It serves the village, other local villages and the surrounding rural area. There is a large pre-school room and a separate room for before and after school care. There is a large enclosed playground for outdoor play. The pre-school is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The pre-school opens five days a week from 8am to 6pm for 50 weeks a year. During term time, children are offered pre-school sessions from 9am to 12 noon and 1pm to 4.00, with a lunch club from 12 noon to 1pm. There is also a toddler group on Wednesday morning. For pre-school and primary school aged children there is a before and after school club which operates from 8am to 9am and 3.30 to 6pm. In school holidays there is a holiday club for children from pre-school age

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Description of the setting

up to the age of 14 years from 8am to 6pm. The nursery is registered to receive a maximum of 40 children at any one time. There are currently 50 children on roll. Children attend for a variety of sessions. There are six staff employed to work directly with the children. Including the manager, all hold appropriate early years qualifications. 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

Children are cared for in a clean, bright and welcoming environment which ensures they settle easily into their day. Staff know the children well and provide an inclusive service, actively supporting all children to participate in activities which meet their individual interests. Staff build good relationships with the parents, sharing information readily, and are beginning to develop relationships with other providers where children attend more than one setting. Some of the risk assessments are written and parental consents are obtained to use in the event of an emergency. The emergency evacuation procedure is not always displayed and the record of fire drills needs to be further developed. Self-evaluation is good.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that the risk assessment identifies all aspects of the environment that need to be checked on a regular basis (Suitable premises, environment and equipment) (also applies to both parts of the Childcare Register) 12/04/2011

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further?

 ensure there is an emergency evacuation procedure in place at all times. 12/04/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 develop further systems to ensure that what is provided for children complements the education and care they receive in other settings and ensures consistency  make sure the fire log book includes any problems which were encountered and how they were resolved.

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the early years provision

The manager and staff are confident and clear about their responsibilities in relation to ensuring children remain safe and protected. They have a good understanding of how to recognise signs and symptoms of abuse and there are clear procedures to follow should they have any concerns about children in their care. The setting has good recruitment and selection procedures in place to check staff's initial and ongoing suitability to work with children. Induction procedures are effective. Staff who are new to the setting and in the process of completing vetting procedures are not left alone with the children. The good deployment of staff ensures children are effectively supported in their learning as well as remaining safe. Risk assessments are undertaken and regularly reviewed, which enables the provider to be proactive in ensuring children's care and safety are given priority. However, the written documents do not include all of the potential risks to

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the early years provision

children. The emergency evacuation procedure is not always displayed and the record of fire drills does not include sufficient detail. For example, any problems which were encountered and subsequent action taken. Consequently, this may impact upon their safety. Most documentation is well maintained and organised effectively to support children's needs and the efficient running of the setting.

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the early years provision

Secure relationships are developed with parents and carers. They are well informed about the provision and are able to share information about their children's care needs. This is achieved through methods such as verbal discussions at the start and end of each session. Parents are also invited to attend progress meetings where they are informed about their children's overall development. Parents speak positively about many aspects of the provision. They share that they especially appreciate the recent changes to the building, with an extension to allow all types of activities at all times, for example, sand and water. Parents also share that their children enjoy coming to the pre-school and are helped by staff to settle in. Parents of the after school club share that there are good relationships between the school-aged children and the pre-schoolers. Parents are also invited to participate in fundraising events, such as a 'pudding and pamper' evening.

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the early years provision

Continuous improvement is good. The staff team share a clear vision for the setting and since the last inspection they have fully met the recommendations raised. As a result, this positively impacts upon the information provided to parents. There are good systems in place to support children with special needs and/or This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 disabilities. Ramps and wide doors mean the setting is easily accessible. Staff liaise closely with parents and external agencies to ensure children's needs are met and they are fully supported and included within the life of the setting. Staff are aware of developing links with other providers where children attend more than one setting. However, this is not yet fully developed. Consequently, this means their care and educational goals are not consistently applied which may impact upon the progress they make.

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and outcomes for children

Children access a good variety of resources. Activities are attractively displayed and children make choices independently about what they would like to play with. They are supported by staff who let them lead their own learning as well as providing them with a good balance of planned adult-led experiences. Children's interests and actions are observed by staff, who act upon them. For example, resources to support role play are made available as a group of children create their own game of 'being asleep in bed' in the comfy book area.

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and outcomes for children

Staff have grasped a secure understanding of the early years foundation stage and how young children learn. They are aware of the six areas of learning and provide opportunities for learning, both indoors and outdoors. For example, indoors they provide a doctors surgery role play area and outdoors they provide materials for planting, growing and recycling. Staff make planned and spontaneous observations of the children's learning. They then use this information to assess their stage of development and plan for their next steps in their learning journeys. Therefore, children are making good progress.

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and outcomes for children

Children are happy and confident individuals who clearly enjoy time spent with their peers. Lunch and snack times are sociable occasions where children relate well to one another and to adults. They expressively use their language skills in conversations with staff, often relating to their own experiences. Children's language skills are further supported by the staff, who ask them questions that make them think. For example, staff ask children 'why is it a good idea to have fruit in our lunch boxes?'. Books are regularly used by children, who sit in comfy areas to read to themselves or by staff who read stories to a group of children. During story time many children who are familiar with the book of the week pre- empt what is going to happen next and recite the word they have previously heard. Chilldren develop a wide range of vocabulary as they are introduced to words like 'mustered' when referring to gathering a group of sheep together and

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and outcomes for children

words like 'shearing' and 'clippers' when explaining how wool is taken from sheep. Consequently, children also begin to learn about the world around them and how natural resources are used.

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and outcomes for children

Children are encouraged to be polite, use their manners and talk kindly to one another. They learn to share equipment as they play together, with any disputes used as opportunities for staff to develop children's understanding of fair play. Children learn to problem solve and take turns. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children learn good procedures regarding personal hygiene through regular routines. Their overall health and nutrition is enhanced as they are encouraged to eat a variety of fresh food and fruit. They participate in monitoring how many of their 'five a day' they have eaten by displaying pictures of fruit with their names on. Snack times include boiled eggs and wholemeal bread, which are thoroughly enjoyed by the children. Parents are provided with information about what to provide in children's lunch boxes and food and drinks to avoid, for example, fizzy

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and outcomes for children

drinks. As a result, children enjoy healthy lunches consisting of sandwiches, yoghurts, green beans and a wide variety of fruit. All children have daily opportunities for fresh air and exercise. Children are beginning to learn about their own safety and the safety of others. This is achieved as they are involved in practising the fire drill and receive regular reminders from staff about how to behave. As a result, children learn what is expected of them and understand right from wrong. 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 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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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the Early years section of the report (Suitability and safety of premises and equipment) 12/04/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the Early years section of the report (Suitability and safety of premises and equipment) 12/04/2011

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