Homestead Road Playgroup

Homestead Road Playgroup Inspection report for early years provision

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Unique reference number 226213 Inspection date 28/11/2011 Inspector Janice Hughes

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Setting address Miners Welfare, Homestead Road, Thringstone, COALVILLE, Leicestershire, LE67 8LL Telephone number 07980 498028 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

Homestead Road Playgroup opened in 1980. It operates from the main hall of a single storey community building in Thringstone, Leicestershire. The setting is open Mondays to Fridays from 9am to 1pm, during term time. There is a secure enclosed outdoor play area.

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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 to care for 24 children under the age of eight years and there are currently 15 children on roll, all of whom are in the early years age range. The playgroup currently receives early education funding for three- and four-year-olds.

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Description of the setting

The playgroup employs four members of staff who work with the children, three of which hold appropriate early years qualifications. The setting receives support from Leicestershire local authority and are members of the Pre-School Learning Alliance.

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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

Strong relationships are formed with children, each other, parents and other professionals. The environment provides an inclusive practice that is mainly well organised which helps children to make good progress in their learning and development. Documentation is detailed and regularly reviewed, but not always kept on the premises. There are good procedures to ensure the health and safety of the children. The self-evaluation process is developing and has identified some areas for improvement, but is not yet fully effective.

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further?

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

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further?

 make records easily accessible and available for inspection by Ofsted (Documentation). 16/12/2011

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further?

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

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further?

 further develop evaluating systems to effectively target priorities for improvement  develop resources so that children find ways to develop random marks, lines and drawings and form the basis of recognisable letters. 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 through good supervision and detailed policies and procedures. Effective recruitment and vetting procedures ensure that adults working with the children are suitable to do so. They are knowledgeable of their responsibilities to protect children in their care. Comprehensive risk assessments are carried out in all areas and any necessary actions or equipment are put in place to minimise risks to children. Most of the required documentation is organised to ensure that the setting delivers effective quality care and education. However, on the day of the inspection there were records missing from the premises and permission for this had not been granted by Ofsted. Children's good health and well-being is effectively promoted and detailed procedures regarding the administration of medication protect children's welfare when they are ill.

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the early years provision

The playgroup is a bright and attractive space, in which all children are welcome. The toys and resources are well organised and easily accessible so that children can select them independently. Staff deploy themselves skilfully and support children effectively so that each child makes good progress towards the early learning goals. Regular appraisals and staff development ensures that a programme of continuing professional development is in place. The setting have recently started to develop a system to monitor and evaluate the provision. However, they have not used this to target and prioritise areas for improvement and so it is not fully effective.

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the early years provision

Staff develop strong relationships with all parents and carers. Parents receive detailed information about their children's time within the setting and parents feel thoroughly involved in their child's learning and development. There are good systems in place to enable parents to know exactly what is happening in the playgroup at any given time. For example, they receive regular newsletters and communicate daily with their children's key worker. The playgroup has effective systems to share information with other early years settings and professionals to ensure a cohesive approach to children's care and learning. Purposeful links with local schools make a significant contribution to the children's transition to school. The setting has produced an effective transition form to aid the transfer from playgroup to school.

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and outcomes for children

Children are progressing well towards the early learning goals. This is mainly because the staff have a good understanding of how children learn and know when to get involved, listen or pose carefully framed questions to encourage children to talk about what they are doing. Children regularly make choices regarding their play and staff ensure that the environment is stimulating, attractive and accessible to all children so that they can learn independently. Resources are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 available to cover most areas of learning, however, there are limited resources to promote mark making independently and this compromises the development of early writing skills. The welcoming secure garden offers children opportunities to engage in different activities from inside and enhance their learning. For example, the children dig the soil and pretend to be farmers.

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and outcomes for children

Spontaneous observations enable staff to plan for children's interests and respond quickly to expand their learning. For instance, children taking an interest in books about cold weather motivated the staff to plan activities about ice. Children explore and investigate the ice and glitter. This gives staff opportunities to talk about the different textures and observe children's creativity. There is a good balance between adult-led activities and free play. Staff observe and monitor children's achievements and plan experiences that help children's progress. These plans and assessments are consistently evaluated for individual children. Staff are able to identify learning priorities for each child and planning systems are in place. As a consequence, children are reaching their full learning potential. 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.

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and outcomes for children

They celebrate festivals and find out about different countries, such as,making Diwali lamps.

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and outcomes for children

Opportunities for children to learn about a healthy lifestyle are good. Through discussions, topics and social interaction with staff, children have a secure understanding of the importance of being healthy. Children are provided with healthy snacks, such as, fruit and vegetables. Children's healthy lifestyle is fostered effectively through daily access to outdoor play. They develop confidence and coordination when climbing up the slide and riding bicycles and running in the fresh air, this increases their physical development well. Children have a good understanding of hand washing procedures and use the bathroom independently. Children's understanding of safety issues are further extended through stories and discussions about, for example, road saftey and how to use scissors properly.

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and outcomes for children

Children are confident speakers and good listeners, they are keen to share experiences and enjoy listening to adults. For example, they enjoy participating in the group activity about writing letters to 'Santa' and choosing the toys they would like to have for Christmas. They learn to cut and stick and to how to communicate their feelings. Children are encouraged to show an interest in numbers and mathematical language. This is supported well as staff provide the skills needed for counting, through a range of interesting games, songs and activities. For example, they make aeroplanes, put numbers on the wings and measure how far they can fly them. Children know about the uses of everyday technology and most children learn how to operate computer equipment and use the compact disc player confidently. These activities aid children's skills for the future. Staff manage children's behaviour well by creating an environment that sets, explains and

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and outcomes for children

maintains clear and consistent limits. 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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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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