Twyning Village Playgroup

Twyning Playgroup Village Hall, Fleet Lane, Twyning, Glos, GL20 6DG

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Inspection date

Previous inspection date 17/10/2012 07/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children settle quickly in the setting and happily engage in a wide range of activities, which enables them to make choices, become confident and independent.  Staff meet the requirements for children's safeguarding and welfare well.  The staff work well together to provide interesting, creative learning environments which contributes to promoting children's all round development and meetings their needs well.  The key person system works well and caring relationships between the children and staff are developing well.  The group are developing strong links parents and carers and with other early year settings that children attend.

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It is not yet outstanding because

 Staff encourage children to help with setting the table ready for snack time, but they miss opportunities to help children understand mathematical language, develop counting skills and problem solve.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector observed activities in the main hall, side room and outside area.

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Inspection activities

 The provider held a meeting with the management committee chair, the play leader and the staff present.  A joint observation of circle time with the children was achieved with the play leader.

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Inspection activities

 The inspector looked at a range of documentation, including children's learning journals and the planning book.  The inspector spoke to parents and carers.

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Information about the setting

Twyning Playgroup has been established since 1963. The group is registered on the Early Years Register. It is situated in rural Gloucestershire, and the children who attend are mainly from the local village community. The group, which is run by a voluntary management committee of parents, is held in Twyning Village Hall. The playgroup is open four days a week, Monday to Thursday. Sessions on Monday, Wednesday and Thursdays are from 9.30am to 12noon, on Tuesdays the session operates from 9.30am to 1pm when the preschool children are able to stay for lunch. There are currently 16 children on roll, aged from two-to four-years. The group is in receipt of funding for the provision of free early education for children aged three and four-years. There are currently three members of staff working with the children, all hold recognised childcare qualifications at level 3. The group can offer support to children with special educational needs and/or disabilities

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Information about the setting

and those who learn English as an additional language. Staff are assisted by a regular volunteer, parents will help when required.

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To further improve the quality of the early years provision the provider should:

 develop further opportunities for children to count purposefully, match numerals and quantity correctly and begin to understand mathematical language, such as finding out how many more plates they need when they help to lay the table at snack times.

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who attend

Children are supported well by their key person and this enables them to settle quickly into the setting and make friends and interact with each other well. Staff support children's developing communication, language and literacy skills. They speak to children clearly and regularly ask open questions to help them think, learn and problem solve as they play. For example, when a child presses the button on the fire engine and it does not work, the member of staff asks the child why they think it does not work. The child responds saying it may not have any batteries and turns the engine over to look where they may go. Children enjoy looking at books and are able to access these easily and look at them in the cosy book corner. They also enjoy listening to stories the staff read and take great delight in helping to tell the story and acting it out. Children have good access to writing materials which encourages them to start to make marks using various media,

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who attend

such as crayons, pens and chalks. Children, therefore, become confident in experimenting with writing. Children have easy access to craft materials and enjoy being able to cut confidently with scissors, use sticky tape, glue and boxes to create models. This means they use their imaginations well to create their own ideas from materials of their own choosing. Children organise their own play that enables them to develop useful skills for the future and become ready for their transition to school.

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who attend

Children make good progress in each area of learning, taking into account the frequency of attendance. Staff plan activities around children's interests and gain information about their starting points from parents and carers. Children are encouraged to help during snack times and put out the plates, cups and jugs of water. However, staff miss opportunities to develop children's counting and problem solving skills and to help them understand mathematical language, such as 'how many more plates do we need?'.

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who attend

Staff work well with parents, sharing regular information with them and inviting them to help during sessions. This means that parents are able to see their child's learning in progress and become involved in this. Staff have frequent conversations with parents and make sure they are informed about who their child's key person is. This enables all parents' to feel involved and share what they know about their child.

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The contribution of the early years provision to the well-being of children

Staff care for children in a warm, caring environment and the staff's calm approach helps children gain a good sense of belonging. As a result children are very comfortable with familiar people. The key person effectively supports children and their families. Staff are aware of children who require additional help and are proactive in requesting additional help when the need arises

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The contribution of the early years provision to the well-being of children

Children are happy at the setting as they enjoy and engage in a wide range of activities. They willingly share and take turns as they join in games and circle time. They understand about allowing others to speak and listen carefully as their friends sing songs. Children select from a wide range of resources that are easily accessible. The room layout has recently and successfully changed to allow children the independence to access the toilet and sinks. As a result most children need little or no reminding to wash their hands before eating or after using the toilet. Children are also able to choose whether to play inside or outside. Children enjoy using the outdoor space to explore and investigate the natural world and this supports children who learn better outside. As a result children are well- behaved and understand the rules of the setting well. Children take turns in being able to ring a bell to let their friends know it is time to tidy away, or the snack bar is open.

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The contribution of the early years provision to the well-being of children

Children enjoy helping to tidy away toys ready for the next activity.

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The contribution of the early years provision to the well-being of children

Children take great delight in helping put out plates, cups, small jugs of water and milk for snack time. They understand what is needed and a child comments that a knife is needed to cut the raw vegetables and quickly gets one. The staff support children well during snack time and encourage the children to peel and cut the carrots for themselves, only offering help when required. Children chat happily, as they sit for their snacks. They understand they are able to have a snack when they want and staff remind the children who have not had anything that snacks will soon be cleared away. This gives them the opportunity to make a decision about whether they want to eat or not. Children understand that after physical activity such as playing outside, they need to have a drink, and they can access their drinks bottles easily and do so regularly.

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provision

The staff effectively understand and implement the requirements of the Early Years Foundation Stage. Staff meet the safeguarding and welfare requirements consistently at all times and create a welcoming, safe and stimulating environment. Priority is given to keeping children safe and the staff carry out detailed risk assessments which contribute to maintaining a safe and secure setting. The recruitment process is robust and suitable procedures are in place to make sure that all adults are suitable to work with children. Staff are vigilant in their supervision of children and keep the main door locked when children are attending, this means that children can independently and safely access the toilet area. All necessary records and documentation are in place and effectively maintained.

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provision

The staff work particularly well developing links with other early years settings that children attend. Staff regularly encourage children's other key persons to visit the children within the group. They speak to them about the children's individual needs, interests and progress. The management and staff have clear aspirations for the quality of the provision. These are reflected through regular training needs being identified. Staff are well motivated and enthusiastic and work hard to provide good quality childcare. The focus on evaluating the provision is ongoing and some changes have already taken place for the benefit of the children attending. For example, the playroom has been changed around so the craft area is near to sinks so children are able to wash their hands easily and the side hall door is open during the sessions to enable children to have free access to the enclosed outside play space. This demonstrates staff are aware of their responsibilities

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provision

in delivering the learning and development requirements and making ongoing improvements with regard to children's learning.

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provision

Parents' spoken to indicate they are very happy with the care provided, the layout of the setting and how information is shared with them. The notice board, accessible policies and procedures and regularly updated white board of what activities the children have taken part in, all help to keep parents fully involved in their child's care.

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 101697 Local authority Gloucestershire Inspection number 813204 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 26 Number of children on roll 16 Name of provider Twyning Playgroup Date of previous inspection 07/07/2009 Telephone number 01684 292816

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Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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