Severnside Pupil Support Centre

Fairfield Playbox Inspection report for early years provision

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Unique reference number 131796 Inspection date 01/07/2011 Inspector Tracy Weight

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Setting address Methodist Church Hall, Fairfield South, Kingston Upon Thames, Surrey, KT1 2UJ Telephone number 020 8546 3213 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

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

Fairfield Playbox opened approximately 45 years ago, and meets in Kingston Methodist Church Hall at Fairfield South in Kingston, Surrey. The playgroup is open Tuesday to Friday between 9.30am and 12pm, term time only. The premises consists of one large playroom with direct access to a small outside play area, a kitchen, toilets and a vestry which is used for small group activities. There is also direct access to a large upstairs hall which is used for physical activities.

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Description of the setting

The playgroup is on the Early Years Register and id registered to provide care for a maximum of 25 children aged from two years to under five years at any one time. The playgroup specialises in the care and education of two year olds, as the majority of children move onto other early years provision in the area at around three and a half years of age. At present there are 44 children on roll, aged between two years and three years who attend a variety of sessions. The playgroup supports children learning English as an additional language and children who have special educational needs and/or disabilities. The playgroup also runs a separate parent and toddler group.

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Description of the setting

Ten staff, including the two joint managers, work in the playgroup on a rota system. Nine of these staff members hold recognised early years qualifications. One member of staff has Early Years Professional Status (EYPS). There are five volunteers who work in the provision on a regular basis, and the playgroup also provides placements for students on a regular basis.

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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 are motivated learners, who engage well in the wide range of activities and experiences provided for them in this highly inclusive playgroup. The staff put a strong emphasis on developing children's social and communication skills, and this provides a good basis for their future learning. The playgroup works effectively with parents and exceptionally well with other professionals and settings.

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The overall effectiveness of the early years provision

Staff know children well, and learning programmes are well planned to meet individual needs, with generally good outcomes for all children, including those learning English as an additional language and those with special educational needs and/or disabilities. Effective evaluation systems accurately identify areas for improvement and the playgroup staff act on the advice of outside professionals, so demonstrate a good capacity to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  enhance the provsiion by improving opportunities for children to select for themselves a wider range of recycled materials and resources for making things

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the early years provision

Children's well-being is prioritised and staff ensure that all children are effectively safeguarded whilst on the premises. The staff have a good understanding of child protection issues and are aware of the steps to follow should they have any concerns about the welfare of a child in their care. Robust recruitment procedures are in place to ensure that staff are suitable to work with children. The staff team work well together to ensure a safe environment, and are effective in helping children to gain a growing awareness about keeping themselves safe and healthy.

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the early years provision

Staff promote equality and diversity highly effectively across the playgroup, and help children to develop sensitivity towards cultures and beliefs other than their own. They know individual children and their backgrounds very well, and they help all children to feel that they belong in the setting by sensitively reflecting their home languages and traditions. Staff are deployed effectively, and they play and talk with children, skilfully extending their communication and thinking skills. Small group activities are used particularly well to develop children's personal, social, communication and literacy skills, and children are developing good skills for the future.

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the early years provision

Staff make sensitive and careful written observations and use the knowledge they gain to effectively plan exciting and motivating experiences which follow children's own interests. There are very effective systems in place for monitoring the progress of each child and the playgroup has strategies in place for overcoming any gaps in achievement. As a result outcomes for all children, including those learning English as an additional language and those who have special educational needs and/or disabilities, are good overall.

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the early years provision

The staff team is well-motivated, and leaders show a strong desire to drive future improvement, which they do well. Staff make good progress in improving their own qualifications and training, and they use the knowledge they gain effectively to improve the provision. Leaders have a good understanding of the strengths and weaknesses of the playgroup and they take effective action to bring about improvements. For example, the recent successful development of the outdoor area, improvements to resources to support children learning English as an additional language and improvements to planning and assessment have been identified for further improvement.

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the early years provision

The playgroup is well equipped and staff generally manage toys and resources effectively to ensure children's good learning and development. They successfully overcome restraints of using shared accommodation. The play areas are imaginatively laid out, and children benefit from an exciting range of activities both indoors and outdoors to support their learning. Organisation generally allows This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children to select their own activities and resources, but they have less access to creative materials for self-selection.

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the early years provision

The playgroup has developed effective relationships with all groups of parents and carers. The playgroup consults with parents to evaluate the effectiveness of communication, and as a result they have established highly inclusive systems of two-way communication. Parents are heavily involved in decision-making. Their views are regularly sought and used to help to improve the provision and outcomes for children. Some take part in the management of the playgroup by taking up the role of parent representatives on the committee.

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the early years provision

The playgroup has established excellent links with other providers and services in the area, and this has an exceptionally good impact on children's learning and well-being. Staff have been instrumental in building very effective links with other local early years settings, and as a consequence there is continuity in children's learning when they move on from the playgroup. Links with other agencies and professionals result in well-coordinated programmes of learning for children who have been identified as having special educational needs and/or disabilities.

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and outcomes for children

Children are cared for in a very warm, welcoming, and interesting environment by a caring and motivated staff team. Children know what is expected of them, behave well, and are learning to take turns and play co-operatively with their friends. Children show that they feel extremely secure and make a good positive contribution to the nursery community. They respond well to the organised routines and gentle guidance by staff, and the high adult/child ratios means they always have an adult to turn to if they need help or reassurance.

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and outcomes for children

Children learning English as an additional language are helped to feel secure in the playgroup by listening to recordings of their parents voices reassuring them in their home languages. Observations are linked to the six areas of learning and are generally used well to inform planning for children's next steps, particularly in personal, social and communication skills. This helps them to move forwards in their learning and gain good skills for the future.

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and outcomes for children

Children demonstrate increasing independence as they make choices about their play, take themselves to the toilet and serve their own snacks. They use a range of tools safely and with growing control, for example, they carefully spread their bread to make sandwiches for their 'Teddy Bears Picnic'. Children are keen to communicate and confidently start conversations with staff and each other. The effective teaching and grouping of children for language activities ensures that all children, including those at an early stage of language acquisition, are able to confidently contribute and share their ideas. Children enjoy listening to stories and they repeat words or phrases enthusiastically. They know a range of songs and rhymes, and all join in the actions. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children use a wide range of resources to make 'marks'; they enjoy painting,

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and outcomes for children

chalking or using large brushes and water to make marks on the paving outside. They solve problems in their play and through routines, for example, as they build with construction or work out how to cut their sandwiches into quarters. They show curiosity and excitement as they play with bubbles, comparing sizes, and see how long they can keep a bubble on their hand until it bursts. Children are energetic and thoroughly enjoy their physical play; balancing, climbing, running, jumping and riding bikes as part of a healthy lifestyle.. They show a growing awareness of their own physical needs, for example, they tell and adult or help themselves to a drink when they are thirsty from playing outside in the heat.

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and outcomes for children

Overall children thoroughly enjoy their time in the playgroup, and the high level of attention staff give to meeting their individual needs results in generally good learning outcomes for all children. 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 1 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 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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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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