Whiteshill Preschool Playgroup

Whiteshill Pre-School Playgroup Inspection report for early years provision

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Unique reference number EY348590 Inspection date 23/01/2012 Inspector Zahida Hatia

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Setting address Whiteshill Scout Hut, Whiteshill Playing Fields, Whiteshill, Stroud, Gloucestershire, GL6 6AS Telephone number 01453 752094 Email lisa.harris@zen.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

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

Whiteshill Pre-school Playgroup opened in 1996 and provides sessional care for children in the village of Whiteshill and local area. The group is run by a voluntary management committee. The playgroup moved to these premises in 2007. It operates from the village scout hut, which comprises of a hall, kitchen and toilet facilities and also outside areas. Opening hours are Monday, Tuesday, Thursday and Friday 09.00 to 12.00, term-time only.

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Description of the setting

The group is registered on the Early Years Register. The setting is registered to care for a maximum of 26 children in the early years age at any one time. There are currently 17 children on roll of whom 12 are funded three and four-year-olds. The group welcomes children with learning difficulties or disabilities and also those for whom English is an additional language. There are three members of staff employed, all of whom hold level three qualifications in child care.

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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

The setting provides an inclusive and welcoming environment. Staff know each child well and respect their uniqueness and individuality. Overall, planning and organisation is good, providing purposeful learning opportunities that support children in making progress in all areas of their learning and development. Systems for observation and assessment are being developed. Children enjoy a safe environment in which to play, and their welfare is promoted well. The setting has worked successfully to build partnerships with parents, although links with other settings involved with children's care are not yet fully established.

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further?

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

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further?

 improve observation and assessments records to clearly link to the early learning goals and consistently record children's next steps  improve the systems for sharing children's learning and development records with other practitioners for children who attend more than one setting.

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the early years provision

Children are protected and safeguarded because the staff demonstrate a good understanding of how to keep children safe and secure whilst in their care. Staff clearly describe the potential signs and indicators to look out for and the correct procedures to report concerns. Effective recruitment procedures and suitability This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 checks ensure that children are cared for by experienced and qualified staff. This combined with effective recording systems for medication administration, accidents and allergies, further ensures children are well protected. Comprehensive risk assessments are carried out for all areas of the premises, including outings, ensuring children remain safe. The learning environment is well planned to enable all children to easily access the good range of resources, encouraging free choice and independence. The setting benefits from a Specialist Educational Needs

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the early years provision

Coordinator who is confident in her role and positive about working with other providers to meet children's individual needs and to ensure an inclusive service. Important information, such as the setting's policies, certificate of registration and insurance documentation are clearly displayed. This helps keep parents informed about the setting.

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the early years provision

The enthusiastic team share good relationships, which contributes to the welcoming environment they provide. Partnerships with parents are well established which ensures children's individual needs are met. Staff successfully utilise notice boards, newsletters, daily discussions to ensure parents are kept suitably informed about the setting's organisation and events. Parents are encouraged to provide information about their child when starting at the setting, so that the child's key person knows their individual interests, welfare needs. Parents have access to their child's individual developmental records and they are suitably encouraged by staff to contribute and share information. However, links with other settings involved in children's learning and development are less well established. Consequently, information such as learning and development records are not consistently shared.

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the early years provision

All staff are positive about providing good quality care and education for all children. They reflect on training they have attended and meet regularly to discuss areas for improvement. They have made good use of the Ofsted self-evaluation form and have a secure understanding of areas for development. The recommendation raised at the previous inspection has been addressed. The setting has a clear system for notifying Ofsted of any serious injury that a child may receive in their care. This demonstrates the setting's ability to maintain continuous improvement. The staff have created an enabling environment in which a wide range of resources are well organised to promote children making independent choices. Staff deployment is good and children are supervised and supported at all times. Colourful displays of the children's work help to raise self-esteem and promote a sense of belonging for the children.

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the early years provision

Equality and diversity is effectively promoted throughout the setting. For example, recently when the setting celebrated the Chinese New Year, all the children had an opportunity to use chop sticks to eat their snacks with and learn about the difference between Chinese writing and English writing. The children were encouraged to write their own names pretending to make it look like Chinese writing; some children decided to use the opportunity to paint a Chinese dragon. As a result, all children learn about the lifestyles of others as they learn about different cultures within their community and the wider world. Children with special educational needs and/or disabilities are well supported through the key person system. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy, confident and settled at the setting. They are familiar with the surroundings and know the daily routines well. Furthermore, the warm and welcoming atmosphere creates a positive climate for learning. Children make good progress towards the early learning goals because staff have a clear understanding of the Early Years Foundation Stage and this is reflected in their practice. Observations and assessments are regularly carried out by each key person and children's learning journals include examples of their work. However, children's next steps in learning are not consistently recorded.

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and outcomes for children

Children are gaining a good understanding of the natural world. For example, they go on regular trips to the play park next to the setting, where they can use large apparatus and run around the football pitch. A variety of creative activities promote children's self-expression whilst having fun; for example, they paint, glue and decorate Chinese Dragons for the Chinese New Year festival. Children have good opportunities to develop their communication skills. They are confident speakers, approaching visitors to asks questions and talk confidently about what they enjoy at the setting. They all clearly enjoy books, as they listen attentively as staff read to them or they read independently to themselves and visitors. A variety of crayons and chalks, pens, pencils and paint brushes provide children with regular opportunities to mark make. They confidently recognise their names at circle time. Naturally inquisitive and keen to learn, children's skills for the future

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and outcomes for children

are developed through a good range of counting and problem solving activities. For example, all children join in enthusiastically, as they count out loud how many children are present in the morning. The children take the role of the baker in the role play area and each child uses a penny to buy the cake the baker has made. This helps children to learn in a fun and meaningful way. Children use electronic resources such as activities and games that pop-up or make different sounds. This further supports children in developing their skills for the future.

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and outcomes for children

Staff use age-appropriate techniques to manage children's behaviour and give lots of praise and encouragement, as a result children behave well in their care. The setting offers children healthy snacks during the day. Staff and children sit together at lunch time; this is a sociable time for them. Staff supervise children closely and help to raise their awareness of keeping safe, by giving simple explanations of boundaries and the use of gentle reminders when necessary. Staff talk to children about the hazards of running indoors and are encouraged to tidy up the toys on the floor as someone may trip over them. All children regularly participate in emergency evacuation drills so that they know what to do in an emergency. 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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