Winteringham Under Fives

Winteringham Under Fives Inspection report for early years provision

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Unique reference number 205725 Inspection date 17/05/2011 Inspector Helen Blackburn

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Setting address Winteringham Village Hall, Frost Close, Winteringham, Scunthorpe, North Lincs, DN15 9PL Telephone number 07708 647316 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

Winteringham Under Fives Playgroup opened in 1989 and it is managed by a voluntary committee. It operates from a village hall in a rural village, close to Barton in the Scunthorpe area. There is a school, park, some village shops and public transport links in the local area. Children have access to a fully enclosed outdoor area. The playgroup is open each weekday from 9.30am to 12.30pm, term time only.

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Description of the setting

The playgroup is registered on the Early Years Register. A maximum of 26 children may attend the playgroup at any one time. There are currently 30 children aged from two years six months to under five years on roll. The playgroup supports children with special educational needs and/or disabilities and children with English as an additional language.

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Description of the setting

There are seven members of staff. Of these, all staff hold early years qualifications to at least level 2. In addition, two members of staff are currently working towards a further qualification. The playgroup is a member of the Pre-School Learning Alliance. They have completed two levels out of three of the Yorkshire and Humber Region Steps to Quality Assurance Scheme.

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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

There are good relationships between parents and others involved in children's learning. The children are very happy and settled. They approach their play with enthusiasm and they thoroughly enjoy playing with the extensive range of activities on offer. Practitioners provide a safe and calm learning environment, which effectively promotes good behaviour, diversity, difference and independence. Overall, most documentation, policies and procedures contribute to promoting and safeguarding children's welfare. Practitioners have excellent relationships with children and they support them in making good progress in their learning. Practitioner's commitment and approach to promoting improvement is good and, overall, their self-evaluation processes support them in sustaining ongoing improvement.

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further?

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

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further?

 improve documentation to ensure the risk assessment record includes the date of review and keep a record of the unique reference numbers of Criminal Records Bureau disclosures and the date on which they were obtained for anyone who works directly with the children (Documentation). 07/06/2011 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?

 improve self-evaluation processes to ensure they effectively monitor all aspects of the service, especially documentation.

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the early years provision

Practitioners have good arrangements in place to ensure they promote and safeguard children's welfare. They fully understand their roles and responsibilities in protecting children from harm. For example, they regularly access safeguarding training, they are aware of possible signs of abuse and neglect and the procedures for reporting and monitoring concerns. This contributes to ensuring children's welfare is paramount at all times. Overall, the group maintains a good range of documentation, policies and procedures. However, some mandatory documentation or information is lacking, which results in breaches of specific legal requirements. For example, the record of risk assessment does not always include the date of review. In addition, although the group ensures staff are suitable to work with children through their recruitment, vetting and induction procedures, they do not maintain a record of the Criminal Record Bureau disclosures that they

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the early years provision

carry out on staff. Practitioners provide a safe environment for children to play. For example, they carry out numerous safety checks and complete regular risk assessments. In addition, practitioners supervise children and any visitors at all times, which contributes to protecting children from harm. Through effective organisation of resources, children can make safe and independent choices in their play. Staff retention at the group is good. Therefore, practitioners work well together and they make good use of their time and available resources. For example, they deploy themselves well so that that they can support and become involved in children's play. Practitioners also make good use of resources within the local community to extend children's experiences. For example, they go on local walks and they invite people into the group, such as the police, health professionals and fire department. This helps children to develop a knowledge and

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the early years provision

understanding of the world in which they live.

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the early years provision

Practitioner's commitment and drive towards promoting improvement is good. For example, through a number of quality improvement process, such as self- evaluation and working through an endorsed quality assurance scheme, overall, they evaluate and monitor their service well. However, there are some gaps in the process around monitoring documentation, resulting in omissions in record keeping. Practitioners have addressed all the recommendations made at the last inspection. For example, by adding water dispensers for children to access drinks independently, they promote children's health well. Self-evaluation is inclusive because practitioners welcome any feedback from parents, children and other professionals. Practitioners access a wide range of training courses to extend their skills and experiences. This demonstrates their commitment towards promoting their ongoing professional development and promotes positive outcomes for

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the early years provision

children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Practitioners have good relationships with parents and others involved in children's learning. For instance, they regularly share and exchange relevant information, which contributes to meeting children's needs and promotes continuity in their learning. In addition, because the group has good links with school, transitions arrangements for children starting school are good. Policies, procedures, newsletters and noticeboards provide parents with good quality information about the service children receive. Parental feedback about the group is positive. For instance, they speak highly of the welcoming feel, the friendliness of the practitioners and the good range of activities on offer for children. Practitioners encourage parents to be involved in their children's learning and progression. For example, they have access to their child's progress records and, through

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the early years provision

observation sheets, parents share children's experiences at home.

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and outcomes for children

Practitioners have excellent relationships with the children and through their high levels of involvement in their play, children make good progress in their learning. Through effective observation, planning and assessment practitioners have a good understanding of children's abilities and this enables them to successfully plan for their next steps in learning. This includes planning activities based around children's likes and interests. The children independently access an extensive range of activities across all areas of learning, which means they are extremely excited, motivated and enthusiastic learners. For example, during pirate's day, the children are very imaginative and creative as they dress up and sail in the ship they have made, using their treasure maps to help them find the hidden treasure. The children are confident and curious learners. For example, they eagerly ask questions and they solve simple problems and become critical thinkers as they

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and outcomes for children

work out for themselves what materials they need to make binoculars. Children take part in a good range of activities that help them develop their literacy, reasoning and numeracy skills. For example, they count in everyday situations, they match and sort objects by colour and shape, they make marks in a number of ways, such as making lists, drawing, painting with water on walls when playing outdoors and, through self-registration, they learn to recognise their name.

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and outcomes for children

Through everyday routines, children are developing a good understanding of the importance of effective personal hygiene practices. For example, they wash their hands at appropriate times throughout the day. Through nutritious snacks and other activities, such as growing their own beans and tomatoes, children are learning about making healthy choices. Opportunities for children to be active are good, which supports their physical development. For example, when playing outdoors children skillfully ride their bikes around obstacles. They roll balls down tubes and balance, climb and run with skill. In addition, they build and construct with a wide range of media. For example, they create dens and large models using tyres, planks, crates and fabrics. Through manipulating different medias and textures, such as sand, dough and rice, children are developing their dexterity and coordination skills well. The children have good and trusting relationships with

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and outcomes for children

practitioners and this results in them feeling safe in their care. The children have a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good understanding of how to keep themselves and others safe. For example, they take part in fire evacuation practices and they learn how to use equipment, such as scissors, in safe ways.

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and outcomes for children

The children's behaviour is good. Practitioners provide consistent boundaries, established routines, positive and calm role models for children. Through play, children talk about being kind, sharing and taking turns. This results in children having harmonious and cooperative relationships with their peers. The children's confidence and self-esteem is good. This is because practitioners praise and value their contributions, such as incorporating their ideas into the planning. The children are learning about diversity, difference and the world in which they live. This is because they talk about differences, celebrate different festivals and traditions and access a good selection of resources that promote positive images of all people in society. 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 2 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 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

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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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