Cypress Primary School

Woodchester Playgroup Inspection report for early years provision

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Unique reference number 101715 Inspection date 22/03/2012 Inspector Gail Robertson

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Setting address Woodchester Primary School, Church Road, North Woodchester, Stroud, Gloucestershire, GL5 5PD Telephone number 01453 873004 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

Woodchester Playgroup is set within the grounds of Woodchester school. It was registered in 1993. The Playgroup may care for no more than 24 children from two years to the end of the early years age group at any one time. The group operates from their own building with an enclosed garden for outdoor play. They also have use of the school playground. The group is managed by a committee of parents and serves a wide rural area around Stroud, Gloucestershire. The playgroup is open each weekday from 9am to 3pm Monday through to Thursday including a lunch time and from 9am to 12pm on Friday during school terms. It is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Registers. There are currently 43 children on roll. Of these, 41 children are in receipt of funding for nursery education. Children with special educational needs and/or disabilities or children who speak English as an

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Description of the setting

additional language are welcomed. The group employs four staff, all of whom are qualified at Level 3 in childcare. The playgroup works closely with the primary school, receives regular support visits from the Local Authority and has links with many other providers of early years education.

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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

Provision is good and children love coming to this inclusive, safe playschool. The well-written 'Learning Journeys' show how all children make consistently good progress and how successfully their needs are met because staff know their interests and needs. The outside area is underdeveloped and does not reflect the busy interesting classroom. The well organised manager is fully aware of the situation and plans in her drive for improvement are intended to rectify this, and ensure children have greater independence at snack time. The capacity for continuous improvement is good.

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further?

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

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further?

 develop children's independence by encouraging their involvement in preparation and clearing away at snack times  develop the outside area to stimulate children's curiosity and support their learning in the world around them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

All records, policies and procedures necessary for the safe and effective management of the playgroup are well maintained, and shared with the parents and carers. Staff know well the procedures to take if they have a concern about a child. There are rigorous daily checks to keep children safe and free from harm. Fire drills are practiced at different times so all children are involved. The manager is known to all children and parents and carers. She is a happy, well- informed educator and children respond most positively to her. She has built up a professional team of early years staff who work well together to improve what they offer parents and carers and the children.There are effective systems to monitor and evaluate the quality of the provision through discussion and the regular questionnaire and, as a result, the playgroup continues to improve all aspects of its work. The efficient manager has the required and necessary paper work well

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the early years provision

organised for quick retrieval if necessary. Staff regularly undertake training to keep their skills and knowledge upto date. The main points of training are shared and discussed in the early morning daily meetings. The trustees are fully involved in the management and have systems to check the playgroups' work and to fund and support improvements. There is a wealth of good-quality stimulating resources for the children to use inside. However, the outside lacks notices and resources to stimulate children's curiosity in the world outside. Staff work hard to set up an interesting and attractive environment inside but outdoors is mainly for children's physical and social development. Staff take great care when taking children outside as there are many steps to negotiate before they reach the garden. Resources inside have been organised at the children's height allowing them to be independent and take responsibility for what they wish to play and work with.

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the early years provision

This is an inclusive setting where children and adults are fully respected. The promotion of equality and diversity is good. Staff know the children they have responsibility for, they are dedicated to helping them develop. They go that extra mile with children who have medical difficulty and ensure children with any additional learning needs are well supported. There are outstanding links with the parents and carers. They all spoke highly of the care and support their children receive. One said, 'The staff here are wonderful and they are part of my family.' Parents and carers have great confidence in this playgroup. There are outstanding partnerships with other providers, in particular the host school. Events and information are shared regularly. The Reception class teacher is a frequent visitor and children go into the school on certain days for their snack time. Great care is taken to make the transition to school at five as smooth as

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the early years provision

possible. Many other professional relationships are maintained to support children in their progress across all areas of learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The Playgroup is welcoming, and attractive, because staff cleverly display and value the children's work. These displays help to give children a great sense of belonging and pride in the work they do and show how creative they can be. Children and staff share a warm and caring relationship. Children's needs and interests are met because staff take the time to talk to children and their parents and carers regularly to find out about their interests and development. Children are pleased to see their friends and immediately set to work once registration and early morning discussion has taken place. Children are confident, interested and motivated by the carefully planned and prepared activities. They concentrate for long periods of time and persevere in completing tasks. One of their favourite activities is moving to music or making a story come alive with actions. What enjoyment they had acting out 'Going On a Bear Hunt.' There was

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and outcomes for children

serious thinking as they tried to remember the sequence of events and much laughter as they hung on to every word and action. They have a great sense of belonging to Woodchester Playgroup and wear their uniform with great pride. Older children act as good role models for the younger ones. Children know the preschool routines and feel extremely relaxed and safe. They know when they need to take extra caution to keep themselves free from harm. For example, when one child decided to make a pattern with a shape game using wooden hammers and tacks, he immediately put on a builders' hard hat and a pair of goggles to protect his eyes. All behave well because they know that this is what is expected of them. They share equipment and ask politely if they need something. Staff are competent in dealing with children who have special educational needs and/or disabilities. Assessment of what children can do and the

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and outcomes for children

identification of the next step in learning is thorough. Practitioners evaluate the day's work and this forms the basis of future planning. Children love stories and enjoy being read to. Throughout the session, children were observed poring over the books but only inside. Children know how to turn the pages of a book correctly and, if no adult is present, they read the story to themselves or to each other. Outside, children release their energy as they run, jump and climb enthusiastically. They have a digging area and soon they found worms. One boy shouted with sympathy, 'I have a dead one'. He was joined by others and then a great cry came, 'Look he wriggled'. The adult supervising lost no opportunity and drew the children's attention to the different sizes of worms and how they burrowed into the soil. Children became spell bound. Children are fully aware of healthy lifestyles; they go outside each day engaging in

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and outcomes for children

a range of physical activities; have access to a drink throughout the session; become independent in their self-care skills, washing their hands before a snack. However, they do not help in the preparation of the snack nor help themselves to the food on offer or clear away the plates afterwards promoting further independence. Children thoroughly enjoy the planned activities, they are extremely happy and contented and well prepared for the next phase of education. 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 1 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 1 The extent to which children make a positive contribution 1 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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