St Peter's Playgroup

St Peter's Playgroup Inspection report for early years provision

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Unique reference number 206875 Inspection date 03/11/2011 Inspector Cathryn Parry

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Setting address St. Peter's Church Hall, St. Peter's Road, Buxton, Derbyshire, SK17 7DX Telephone number 01298 79737 or 07970 780160 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

St Peter's Playgroup is privately owned and managed. It was registered in 1981 and operates from St Peter's Church Hall in Fairfield, Buxton. Children access a secure enclosed outdoor play area. The setting is open Monday to Friday from 9.15am to 12.15pm during term time.

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Description of the setting

The setting is registered to care for a maximum of 33 children aged from two years to under eight years at any one time. There are currently 18 children on roll, all of whom are in the early years age group. Of whom, nine receive funding for the provision of free early education. The setting is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The setting supports children with special educational needs and/or disabilities and those who speak English as an additional language.

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Description of the setting

There are five members of staff, including the manager, who work directly with the children. Of these, one holds a degree in early years, one holds a degree in Speech Science and is a qualified speech and language therapist, three hold a qualification at level 3 in early years and one holds a qualification at level 2 in early years. 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 good.

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The overall effectiveness of the early years provision

Children are happy and settled in this friendly and welcoming setting. The staff promote and support children's needs well in an inclusive environment. The stimulating experiences provided give all children the opportunity to make good progress in their learning and development. Partnerships with other practitioners are developing and most of the required records are in place. The manager links with an early years professional from the local authority as part of the process to ensure continuous improvement is effectively maintained.

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further?

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

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further?

 maintain effective systems for recording each risk assessment undertaken, clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation). 17/11/2011

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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 ensure continuity and coherence by sharing relevant information with other practitioners where a child receives education This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and care in more than one setting.

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the early years provision

The premises are secure with effective procedures being in place for the collection of children, ensuring they are well protected. Staff have a good knowledge and understanding of their role and responsibility with regard to safeguarding. The setting has robust recruitment and vetting procedures in place to ensure staff are checked for their suitability to work with children. Consequently, children are well protected. Comprehensive risk assessments take place regularly for the premises and any outings. These are complemented with daily written checklists. These effectively reduce the chance of accidental injury. However, the risk assessments are not recorded, which is a breach of the requirements. Staff further their childcare knowledge by attending a variety of training. Resources are plentiful, of good quality and support children's learning and development effectively.

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the early years provision

Equality and diversity is effectively promoted throughout all aspects of the setting. Relationships between the parents, carers and staff are good. Effective communication systems ensure parents and carers are fully informed of their children's progress. These relationships are particularly beneficial to children with special education needs and/or disabilities and those who speak English as an additional language. The setting is committed to working in partnership with others, including a specialist teacher for hearing impairments. This enables them to enhance children's learning opportunities. Effective procedures for transition when children leave the group and go to school are implemented well. The setting have developed links with some practitioners where children receive care and education in more than one setting. However, systems for sharing information with others are not fully established. This impacts slightly on promoting continuity and

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the early years provision

The setting is effectively managed, resulting in a dedicated staff team who work well together to promote positive outcomes for children. The manager clearly evaluates the setting with input from staff, parents, carers and children. Consequently, she is able to ensure the needs of those currently attending are effectively met. The recommendations raised at the previous inspection have been positively addressed. This has a favourable impact on improving outcomes for children.

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and outcomes for children

Children are well supported in their learning through the staff's secure knowledge and understanding of the Early Years Foundation Stage. The range of planned and spontaneous activities offered ensures each of the areas of learning is well covered. Staff effectively evaluate activities to clearly inform future planning. They monitor children's progress towards the early learning goals by recording observations of the children in their individual Learning Journeys. The good pace of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the session means that children are actively engaged improving their concentration skills.

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and outcomes for children

Children are learning to value peoples' differences through the celebration of festivals and accessing resources, which positively reflect race, gender and disability. They are forming friendships with their peers and play cooperatively, learning to take turns, share and compromise. Children show skill and control when they create imaginative movements during action songs and use the climbing equipment. They have good opportunities to learn about living things as they feed the horses and nurture strawberries. Children become familiar with letters and simple words through regular access to books, including visits from the mobile library. Problem solving, reasoning and numeracy skills are promoted effectively through the provision of number puzzles, weighing scales and sorting activities. Children delight in using their imagination, for instance when pretending to be the shop assistant in the pretend supermarket.

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and outcomes for children

Children develop their skills for the future as the staff encourage them to identify the different parts of the computer, including the mouse. Their knowledge about personal safety is encouraged by gentle reminders to pick up the toys so they do not trip, road safety activities and regular evacuation drills. This positively contributes to children developing a sense of danger and how to keep themselves safe. Children demonstrate a good understanding of healthy food options. This is supported with activities such as fruit tasting and positive discussion at snack time. Children are learning good personal hygiene practices through consistent routines and positive role modelling. They develop and test their physical skills through stimulating daily indoor and outdoor experiences. 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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