Fowlmere Playgroup

Fowlmere Playgroup Inspection report for early years provision

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Unique reference number 221791 Inspection date 29/09/2011 Inspector Susan Parker

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Setting address Fowlmere URC Chapel Hall, Chapel Lane, Fowlmere, ROYSTON, Hertfordshire, SG8 7SA Telephone number 07890 674743 Email fowlmereplaygroup@hotmail.co.uk 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

Fowlmere Playgroup opened in 1977 and operates from the chapel hall in Fowlmere, Hertfordshire. It is managed as a registered charity by a committee of parents. The playgroup is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the setting

A maximum of 20 children may attend the playgroup at any one time. The playgroup is open each weekday except Wednesdays from 9am to 12 noon during school term times. The Friday session is for older children preparing for school. Children have an enclosed outdoor play area.

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Description of the setting

There are currently 15 children aged from two and a half to under five years on roll, most of whom receive funding for early years education. Children mainly come from the local area. The playgroup supports children with special educational needs and/or disabilities and who speak English as an additional language. The playgroup currently employs four members of staff, three of whom hold appropriate early years qualifications.

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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's welfare needs are adequately promoted because the provider has taken appropriate steps to ensure that all requirements are met. Staff have an adequate understanding of the Early Years Foundation Stage and organisation of the sessions generally deliver adequate individualised learning opportunities for children. Evolving self-evaluation means issues have significantly improved.

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further?

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

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further?

 develop further systems to monitor and evaluate the quality of the provision to reflect current practice  provide more opportunities for children to develop independent personal care skills.

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the early years provision

Children's safety and welfare are adequately promoted. Risk assessments and daily checks ensure that hazards are minimised and children can explore in safety. Suitable checks are carried out to ensure that all staff are suitable to work with children. Any unchecked persons are supervised at all times. Most members of staff hold first aid certificates, which ensures that any accidents are dealt with appropriately. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Systems for self-evaluation are not fully effective for quality assuring and reflecting on the strengths and weaknesses of current practice in order to improve outcomes for children. All members of staff regularly exchange views and ideas through daily discussions and staff meetings. They seek feedback on their strengths and weaknesses from children, parents and carers. This is done through children reflecting on their day in group sessions. Parents are involved through

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the early years provision

communication books, invitations to join the committee, notices and newsletters. Staff are supported in attending further training and gaining qualifications. This helps create a positive learning environment where children make steady progress. The staff are developing effective links with other settings the children attend in order to support children's individual learning.

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the early years provision

Resources and equipment are generally of good quality and adequately used to promote children's learning and development. Suitable policies and procedures are in place and shared with parents. There has been a restructure of staff and management, which has improved the leadership and management of the setting and has a positive impact on the children attending.

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and outcomes for children

Children are making satisfactory progress in all areas of learning and are adequately supported in achieving because staff have a sound understanding of the Early Years Foundation Stage. Children display developmentally appropriate skills and attitudes towards learning as a direct result of the steady input from the staff team. They adequately observe and assess children as they play, using this information to inform activity planning. Staff generally respond to children's developmental needs, and adaptations to planned activities are carried out. Children's individual assessment records show they are making steady progress towards the early learning goals. The environment is attractive and accessible, enabling children to make independent choices and select some of their own resources. This adequately promotes children's confidence and self-motivation.

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and outcomes for children

Children can generally free flow between the indoor and outdoor learning environment. They display their feelings of safety as they confidently move from one area of play to another. They display an understanding of safety issues and behaviour is generally good. Children are rewarded with praise from staff, which further promotes their self-esteem. They have sound relationships with the staff, whose consistent approach to behaviour management enables children to feel secure and develop their understanding of appropriate behaviour. They show care and concern for each other, sharing resources, listening and taking turns in discussions. Sound assessment by each child's key worker allows any strengths or weakness to be identified, and adaptations to curriculum planning are made. Children display sound skills for the future as they share ideas and work together. For example, three children play together on the 'cycle bus', stopping at the traffic

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and outcomes for children

light when prompted to by staff. Children build cogs and cubes with construction kits, using mathematical terms in conversation with each other. The calm atmosphere helps the newest and youngest children to settle quickly, and as a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 result they display contentment and adopt the playgroup routines.

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and outcomes for children

Children's independence is generally promoted through giving them the choice of when to have their snack. This enables them to have sufficient time to explore their play without much interruption. Some personal independence skills, such as washing their hands and going to the toilet, are encouraged and children are supported in learning to do this for themselves. However, skills such as wiping their own nose and putting on shoes are sometimes overlooked.

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and outcomes for children

Children have sufficient opportunities to develop early reading and writing skills. They regularly make marks in everyday play and see familiar words around the room. Use of electronic toys, torches, magnifying glasses and keyboards develop children's understanding of the wider world. They have reasonable access to a suitable outdoor area, which is used effectively. Children can choose to play indoors and outside with most of the resources. They display competent skills when riding the bikes and using the magnifying glass to look closely at an ant. These sound activities result in a welcoming playgroup where children make steady progress towards the early learning goals. 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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