Holymoorside Pre-School

Holymoorside Pre-School Playgroup Inspection report for early years provision

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Unique reference number 206796 Inspection date 23/09/2011 Inspector Tara Street

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Setting address Village Hall Holymoor Road, Holymoor Road, Holymoorside, Chesterfield, Derbyshire, S42 7EB Telephone number 07505011076 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

Holymoorside Pre-School Playgroup is run by a voluntary committee. It was registered in 1992 and operates from within Holymoorside village hall in Chesterfield, Derbyshire. Outdoor play is provided in the adjacent public playing field. A maximum of 26 children aged two to five years may attend the setting at any one time. The setting is open Monday, Tuesday, Wednesday and Friday from 8.45am to 12.30pm during term time only. The setting serves the local community and surrounding area and children attend for a variety of sessions.

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Description of the setting

There are currently 29 children on roll who are within the early years age range, some of whom are in receipt of funding for early education. The setting supports children who speak English as an additional language. The setting is registered by Ofsted on the Early Years Register.

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Description of the setting

There are five members of staff, including the manager, who work directly with the children. Of these, four hold a qualification at level 3 in early years and one holds a qualification at level 2. The setting is a member of the Pre-School Learning Alliance and 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 good.

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The overall effectiveness of the early years provision

Children thoroughly enjoy coming to the setting and achieve well in a bright, stimulating and inclusive environment. They enjoy an interesting range of indoor and outdoor activities which cover most areas of learning. Staff successfully meet each child's individual needs, and policies and procedures are implemented effectively to safeguard and promote children's welfare. Staff work hard to build and maintain strong relationships with parents, carers and other early years professionals. The manager and staff have a clear understanding of the setting's strengths and areas for improvement. They regularly reflect on and evaluate their practice to ensure continuous and sustained improvements in the care and education they provide for children.

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further?

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

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further?

 maximise opportunities for children to learn about the food chain and planting, growing, gathering, preparing and using different foods  provide additional 'tool boxes' containing things that make marks, so that children can explore their use independently for the whole of the session. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children experience very good levels of supervision, and a range of safety equipment is in place to ensure hazards are effectively reduced. They are protected well as staff have a secure understanding of safeguarding issues. A robust recruitment procedure is in place. Consequently, all staff are checked with regard to their experience, qualifications and suitability in order to keep children safe. Regular risk assessments, both indoors and out, minimise the chance of accidental injury effectively. The staff's ongoing commitment to training has a significant impact on the high quality of care provided. They are vigilant in supervising the children to ensure their safety, and a good range of equipment is used that is safe and suitable for their age.

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the early years provision

Good relationships have been developed with parents and carers. Information is shared on a daily basis through discussions, newsletters and a range of informative notice boards. They also access their children's learning journeys and receive regular questionnaires, ensuring continuity of care. Equality and diversity are effectively promoted throughout all aspects of the setting. The staff link closely with outside agencies and other early years professionals to ensure children with special educational needs and/or disabilities or who speak English as an additional language are effectively supported and meet their full potential. Partnerships with local schools, childminders and other practitioners are good and information is shared effectively. This enables the staff to complement and extend activities. The manager has a clear vision of how she wants the setting to move forward. Part of the effective evaluation process includes completing a self-evaluation form

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the early years provision

with input from staff, parents, carers and children. This helps her identify key areas for improvement. Consequently, staff are able to adapt the environment and tailor the learning and development opportunities they provide to those currently attending. The recommendations raised at the previous inspection have been positively addressed. This has a favourable impact on improving outcomes for children.

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and outcomes for children

Staff have a secure understanding of the Early Years Foundation Stage Framework and implement it very well. A good balance of adult-led and child-initiated learning and development opportunities are provided across the six areas of learning. The staff regularly observe children and plan experiences giving high regard to their interests and capabilities. Assigned key staff know the children very well and can easily discuss their achievements and next steps in learning. The staff's confident approach to equality and diversity actively contributes to children's positive attitudes to the wider community. Children are happy and secure as a result of the staff's praise and support. They are learning right from wrong and are starting to take responsibility for their own words and actions.

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and outcomes for children

Children have access to a wide range of experiences which enable them to learn This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 through their senses. Examples of this are where they explore the properties of jelly, cornflour, spaghetti and ice cubes. Children enthusiastically use torches and magnifying glasses to investigate the dens they have built from tables and large sheets of fabric. Their communication skills are fostered well through various activities. Children enthusiastically participate in letter recognition games using songs and actions. They enjoy stories and listen avidly when they are read by staff, joining in with discussions about the different characters. Children confidently use dairies and pencils to write lists. However, other opportunities for children to use 'tool boxes' containing things that make marks, so that they can explore their use independently for the whole of the session, are less well developed. Children's

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and outcomes for children

problem solving, reasoning and numeracy skills are nurtured as they use counting and numbers well in everyday play situations. For example, children discuss how best to build a tower from small cardboard boxes and confidently count how many circles they have used when making a caterpillar collage picture. Celebrations and festivals are carefully planned to enhance children's awareness of the wider world and a wide range of resources give positive images of themselves or diversity within society. In addition, children regularly participate in walks in the community, where they listen to different sounds they can hear, look for wildlife and visit the shops and church. Good opportunities are provided for children to effectively develop their skills for the future. These include using information and communication technology when accessing carefully chosen educational games on the computer.

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and outcomes for children

Children demonstrate a strong sense of belonging due to the staff's warm and caring nature. Routines, such as tidying away resources from the floor, encourage children to take responsibility for their own safety. Children enjoy a wide range of experiences that promote a healthy lifestyle. They eagerly participate in circle games, chase bubbles, negotiate obstacles and practise their throwing and catching skills with balls and hoops. However, although children have some opportunities to plant cress, carrot tops and sunflowers, other opportunities for them to learn about the food chain and planting, growing, gathering, preparing and using different foods are not always maximised. Children have a good understanding of simple health and hygiene practices. They wash their hands before snack and spontaneously remind each other to cover their mouths when they cough. All of the required information is captured regarding children's health

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and outcomes for children

and dietary needs, and a healthy snack is available to promote children's understanding of healthy eating. 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 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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