Turnditch and District Playgroup

Turnditch and District Playgroup Inspection report for early years provision

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Unique reference number 206894 Inspection date 04/11/2011 Inspector Janice Hughes

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Setting address Crompton Inglefield Village Hall, Ashbourne Road, Turnditch, Belper, DERBYSHIRE, DE56 2LL Telephone number 01773 550303 Email Type of setting Childcare - Non-Domestic 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

Turnditch and District Playgroup is a community playgroup which opened in 1970 and operates in Crompton Inglefield Hall in Turnditch near Belper in Derbyshire. There is a large hall with all appropriate facilities including access to toilets, kitchen, storage space and a secure outdoor play area. The playgroup is open Tuesday, Wednesday and Friday from 9am to 1pm and also on Thursday afternoon between 12.15pm and 3.15pm, term time only.

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Description of the setting

The playgroup is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The playgroup is registered for a maximum of 24 children at any one time and currently has attending 17 children, of whom all are in the early years age range. Children come from the local community and surrounding areas.

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Description of the setting

The playgroup employs four staff working on a part-time basis, who all hold a recognised early years qualification. 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 this welcoming and inclusive setting, where they have suitable access to indoor activities. Children do not have choice when to play outside or when to have snack and this interrupts their concentration and learning. Staff do not effectively provide a balance of adult-led and child-initiated activities and do not fully plan for children's learning priorities. There are suitable procedures to keep children safe, but procedures for preventing cross-infection are not effective and may compromise children's health. The setting has an appropriate capacity to improve as staff reflect on their practice. They liaise satisfactorily with other agencies and have strong working relationships with parents which ensures staff can meet children's needs.

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further?

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

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further?

 promote the good health of children, take necessary steps to prevent the spread of cross-infection (Safeguarding and promoting children's welfare) 25/11/2011

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further?

 ensure observations and assessments are made in order to plan to meet children's individual needs; use these to plan experiences which are appropriate to children's development as they progress towards the 25/11/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 early learning goals (Organisation)  ensure there is a balance of adult-led and child- orientated activities to motivate learning experiences for each child through indoor and outdoor play (Organisation). 25/11/2011

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further?

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

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further?

 develop procedures and routines so that children have more control over their learning to keep their interest.

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the early years provision

The supervisor and staff help to protect children from harm and neglect as they have an appropriate knowledge of safeguarding procedures and a clear understanding of how to report any concerns. Satisfactory vetting and induction systems are in place to ensure all staff working with children are suitable to do so. Suitable procedures are in place for the arrival and collection of children and suitable measures are taken to ensure the premises are secure. Risk assessments are carried out for all areas used by children and any outings they undertake. Staff take steps to promote children's health and well-being. Procedures are in place to ensure the premises and equipment are kept clean to minimise cross infection. Unfortunately the children do not use running water to wash their hands after art and craft activities and help themselves to fruit using their hands at snack time. Both of these actions could spread infection and this may compromise children's

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the early years provision

health. All staff hold a relevant first aid certificate ensuring that if a child has an accident they are treated immediately and appropriately.

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the early years provision

Systems to identify areas for improvement are effective and purposeful. For example, the playgroup has recently developed a new outside area and a new book area has been put in place. These new areas enhance children's learning and development. Regular staff meetings provide valuable opportunities for staff to share practice and to identify their training needs, which are prioritised by the supervisor. The supervisor strives to ensure that the setting provides an inclusive service where all children and parents are welcome. A broad range of resources are organised to ensure that children can access them without help or with minimal assistance to aid their independence. For example, the staff set up the hall and provide boxes of toys and resources for each area that the children can choose for themselves. However, the children's learning is interrupted by snack time and the outside area is not used effectively to meet the needs of children.

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the early years provision

Staff are effectively deployed to support children during all activities and to ensure that supervision is consistently maintained.

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the early years provision

Strong relationships are established with parents to ensure each child's needs are identified and met. Effective systems are in place to include parents in children's learning and development. Parents' and carers' involvement is valued and respected at all times. Their suggestions and comments are actively sought so that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 all those involved with each child can work closely together to ensure continuity and complementary care. When children start an initial discussion an assessment takes place to obtain information about their child's interests and ability in order to determine their 'starting points'. Staff go to considerable lengths to ensure that parents are happy with the care their child receives and that they are settled. Parents receive verbal information about their child's progress on a regular basis. As a result, many parents provide help and support within the pre-school. The

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the early years provision

playgroup has systems in place to liaise with the children's other early years providers. The setting has sufficient links with neighbouring schools, ensuring that children transfer smoothly between settings when they are ready for full-time education.

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and outcomes for children

Children are happy, settled and form generally good relationships with each other and staff. Staff are developing their knowledge and understanding of the Early Years Foundation Stage. They are revising their systems to observe and plan for children's learning, to ensure they meet the children's individual needs. Planning is flexible and covers all areas of learning in the curriculum as staff plan around children's interests. However, it does not identify how activities are adapted for individual learning priorities. Staff are caring, considerate and sensitive to children's needs. As a result, children are motivated and make acceptable progress in their learning. There are some adult-led activities planned, however, there is not a balance between adult-led activities and free play. The opportunities for children to self-select resources and initiate their own play is appropriate. Consequently, the children make satisfactory progress towards the early learning goals.

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and outcomes for children

Children's current and ever-changing interests are fostered by their key workers. Staff use open-ended questions to effectively promote children's thinking and set out the hall to create a bright and cheerful environment. A buzz is generated in the room as children play and enjoy the activities provided. Children handle tools, objects and construction materials safely and with increasing control. For example, they cut and stick independently as they use the early writing materials. However, when children are involved in creative art and craft activities the supervision is too structured and the children do not use their creativity effectively. Children express their thoughts, ideas and imagination in a variety of ways. For example, they pretend to go to space in the spacecraft and are super heroes as they use the dressing-up clothes.

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and outcomes for children

Opportunities for children to learn about a healthy life style are reasonable. Discussions and topics such as 'All About Me' provide the children with a secure understanding of the importance of being healthy. They enjoy a healthy snack of oranges, apples and cheesy biscuits and a choice of water or milk to drink. Children's healthy life style is fostered effectively through daily outside play. They develop confidence and coordination when climbing and balancing along the adventure frame in the outside playground. This increases their physical development well. However, the children do not have free access to outdoor play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's understanding of safety issues are further extended through stories and discussions about road safety and strangers at circle time and visits from the community police.

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and outcomes for children

Children are self-assured in their play and confident to try new experiences in a supportive environment. They are sociable and readily engage their peers, staff and visitors in conversation and play. Children are keen to share experiences and enjoy listening to stories. They are excited to show how they match shapes and build towers out of construction bricks. Staff manage children's behaviour appropriately by creating an environment that sets, explains and maintains clear and consistent limits. Children are involved in discussions and activities about special events in their own lives and gain an awareness of beliefs and cultures outside their immediate experience. They celebrate festivals such as Diwali and make light holders and taste food from other cultures.

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and outcomes for children

Emphasis is placed on developing children's communication, language and literacy skills. For example, by encouraging listening skills, extending their vocabulary and linking sounds to letters as they attempt to write their names. Children are confident speakers and good listeners, and are keen to share experiences and enjoy listening to stories. They snuggle in the cosy book corner and look at books independently talking about the pictures. Children are encouraged to show an interest in numbers and are supported to develop the skills needed for counting. For example, through a range of interesting games, songs and everyday activities. The children's interest in information communication and technology is also fostered well which extends their skills for the future. They use a range of computer programmes that support their mathematical thinking and problem- solving skills. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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