North Wraxall Pre-School Playgroup

North Wraxall Pre-School Playgroup Inspection report for early years provision

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Unique reference number 199393 Inspection date 30/11/2011 Inspector Jan Moutter

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Setting address The New Hall, North Wraxall, Chippenham, Wiltshire, SN14 7AJ Telephone number 01225 891550 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. 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

North Wraxall Pre-school Playgroup has been established since 1969. It is managed by a voluntary committee and is a registered charity. It operates from the village hall, with access to a kitchen, toilets, and an outside play area.

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Description of the setting

The setting is permitted to care for a maximum of 25 children aged from two to under eight years. There are currently 37 children on roll, including 27 funded three to four-year-olds. It is open from Monday to Thursday from 9.00am to 3.00pm throughout school term times, for a variety of morning and lunch time sessions. The group supports children who have learning special educational needs and/or disabilities and who have English as an additional language.

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Description of the setting

There are eight members of staff working directly with the children. The supervisor has 11 years experience and has completed her NVQ level 3 in an Early Years qualification. Most staff are qualified or are working towards an early years qualification and two staff are teacher qualified. Regular support is received 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 make very good progress towards the early learning goals in this safe, friendly and organised pre-school. Staff are motivated and enthusiastic. They know children extremely well and effectively plan activities to suit their individual needs. They support most children's learning well and plan to develop their outside play area. Highly effective partnerships with all parents and good links with outside agencies and other early years settings, ensure continuity in children's care and learning. Self-evaluation processes reflect rigorous monitoring, and actions are carefully targeted to ensure continuous improvement.

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further?

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

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further?

 develop a system to ensure that all parents have regular opportunities to add to their child's records of achievements  monitor the child-led activities both inside and out, to ensure sufficient materials are available to enable the children free expression and to consistently cover all six areas of learning including creative play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded effectively in the pre-school by adults who have a thorough knowledge of safeguarding issues, and the procedures to follow in the event of concerns. The staff are committed to updating their knowledge of child protection issues. They have attended training and ensure information is regularly updated. Recruitment procedures are robust and ensure that all adults having access to the children are suitable. Adults complete thorough risk assessments of the pre-school and these ensure the premises are highly safe and secure. Children therefore, move around freely both indoors and out. They play and explore the environment with confidence.

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the early years provision

Children have access to a wide range of stimulating equipment that promotes their development in the six areas of learning. Adults create an exciting learning environment daily with various resources set out for children to explore, which they do eagerly. Children confidently choose from a wide range of toys and equipment through self-selection. They request any toys or equipment they feel they need and staff respond. This significantly promotes their independence in initiating their own play and learning. Most resources are well deployed to improve outcomes for children. However, the organisation of resources on offer outside were limited, as were the creative activities inside. This means that the child-led activities both inside and out, do not have sufficient materials available to enable the children free expression, such as painting and recyclable modelling.

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the early years provision

Children with special educational needs and/or disabilities and children with English as an additional language have their needs met, through collaborative working with other agencies. They are highly integrated into the pre-school where they make friends and settle well. They make very good progress in their learning and development. Children have access to a wide range of resources and activities that help them learn about the wider world. They share a wide range of family backgrounds within the pre-school. They celebrate the festivals of other countries and cultures, including Thanksgiving Day and experience food, languages and clothes from around the world.

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the early years provision

Children benefit from the strong and well established partnership with all parents and have their individual needs fully met. The regular exchange of information regarding children's welfare, as well as their learning, forms a cohesive learning experience tailored to their individual needs. Parents are fully informed of the activities their children engage in. Some contribute to their learning journeys regarding their views on their child's development. Verbal statements confirm they are extremely happy with the progress their children are making in the pre-school. Staff have strong links with the other early years settings and schools to aid children's transition, and with other professionals working with them. This means children have consistent support in the pre-school for their current and future needs. The key persons, through their observations, highlight children who need additional support and seek input from specialist agencies. This ensures every child

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the early years provision

receives high levels of support at an early stage. Adults evaluate the pre-school extremely effectively; involve the committee and actively action key priorities for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 improvements. They seek the views of staff, parents and the children and use feedback to improve outcomes for children. Staff are exceptionally enthusiastic and committed to improving their practice. They attend training and implement new ideas that benefit the outcomes for children. Since the previous inspection, the children have benefitted from the planning of purposeful activities. These have encouraged children to take responsibility and build their self-esteem. The new and improved learning journals record progression in all six areas of learning. The staff have worked hard to address the previous recommendations whole heartedly. This shows their commitment to and vision of making constant improvements to

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and outcomes for children

Children enter the pre-school with confidence and settle well. They demonstrate a strong sense of belonging as they self-register and eagerly explore the activities on offer. Children actively engage in activities and spend long periods engrossed in them, developing high levels of concentration. They enjoy exploring both the inside and outdoor areas. They are confident in explaining to adults the exciting things that they have found. Adults value the children and take their time to listen to what they have to say, especially when doing tabletop activities together. Children talk with confidence in group situations and use a wide range of vocabulary to express themselves. They demonstrate high levels of trust as they share their plans in their personal lives, such as visits they are going on during the weekend.

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and outcomes for children

They demonstrate a love of books. They select them and ask adults to read with them. They sit and concentrate at story time, eagerly predicting the next words and requesting more stories when they are finished. The home corner has been extended as requested by the children, to include a shop. For example, effective use of a poster displaying fruit and vegetables remind children what is healthy to buy when doing their shopping. All these experiences help children develop excellent skills for the future, especially in communication and problem solving.

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and outcomes for children

Children have access to an interesting and stimulating range of adult-led and child- initiated activities. These help them make excellent progress towards the early learning goals. Adults make regular observations of the children at play and provide clear examples of their work. They use these in detail to plan the next steps for each individual child's learning and development. Learning journeys clearly show each child's progress since they started in the pre-school. Children have free access to the outdoor area, but all six areas of learning and development are not fully in place. The pre-school is a busy place where the children share role- play and construction with others. They demonstrate pride in their achievements, sharing their new-found skills with their friends.

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and outcomes for children

Children demonstrate positive attitudes towards fresh air and exercise. They independently go outside to play during the session. They also have planned play with access to an adjacent play park in the grounds. They develop an awareness of the importance of healthy eating through the nutritious snacks they enjoy and help This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themselves to water when thirsty. The children take turns to lay the table ready for snack time. Lunch time is a very social occasion too. Children follow good hygiene routines and explain that the reason for hand washing is 'not to get germs in my tummy'. Children demonstrate a strong and secure understanding of how to keep themselves and their peers safe. They demonstrate a well developed awareness of the rules of the pre-school and behave in ways that do not put themselves or their friends at risk from harm. These 'Golden Rules' are clearly displayed at eye level

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and outcomes for children

and adults refer to them throughout the session. They engage in activities to further their understanding of safety issues, including carrying out regular fire drills. Adults are excellent role models to the children. This helps them understand right from wrong. Adults are consistent with regard to the methods they use to manage unwanted behaviour. They use strategies tailored to each individual child's needs. Children are therefore, animated and engaged in vibrant and purposeful play and their behaviour is extremely good. 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 1 The extent to which children develop skills for the future 1

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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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