Tysoe Children's Group Limited

Tysoe Children's Group The Old Fire Station, Main Street, Middle Tysoe, Warwick, CV35 0SR

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Inspection date

Previous inspection date 12/12/2012 24/03/2011

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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

 All staff have a secure understanding of how children learn. They make the most of every opportunity to promote children's learning through a broad and well-balanced curriculum.  Children are happy, active and enthusiastic to learn. They behave extremely well and show signs of becoming confident and independent learners.  The well-established key person system helps children form strong attachments enabling them to benefit from an enjoyable early years experience that secures their future learning.  There are warm and caring relationships between children and all staff, particularly key persons. Children's behaviour is good and they are settled and secure.

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It is not yet outstanding because

 Staff do not accurately use what they know about each child's interests to inform and guide the programme for learning in order to fully support their next steps.  Fire drills are infrequent and do not fully ensure children understand about their own safety.

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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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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in main play rooms and in the garden.

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Inspection activities

 The inspector looked at assessment procedures, and the pre-school policies and procedures.

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Inspection activities

 The inspector discussed leadership and management of the pre-school with the manager.  The inspector spoke to parents during the inspection.  The inspector and manager undertook a joint observation of an outdoor activity.

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Information about the setting

Tysoe Children's Group opened in April 2004. It is a community facility for children and adults which operates from the old fire station in the village of Tysoe, Warwickshire. It serves the village, other local villages and the surrounding rural area. There is a large pre- school room and a separate room for before and after school care. There is a large enclosed playground for outdoor play. The pre-school is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The pre-school opens five days a week from 8am to 6pm for 50 weeks a year. During term time, children are offered pre-school sessions from 9am to 12 noon and 1pm to 4pm, with a lunch club from 12 noon to 1pm. There is also a toddler group on Wednesday morning. For pre-school and primary school aged children there is a before and after school club which operates from 8am to 9am and

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Information about the setting

3.30pm to 6pm. In school holidays there is a holiday club for children from pre-school age up to the age of 14 years from 8am to 6pm.

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Information about the setting

There are currently 14 children on roll who attend the pre-school. Children attend for a variety of sessions. There are five staff employed to work directly with the children. All hold appropriate early years qualifications, including the manager who holds an Early Years Professional status qualification. The pre-school receives support from the local authority.

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

 ensure staff use what they know about each child's interests to inform and guide the programme for learning in order to fully support their next steps

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

 ensure regular fire drills are carried out to fully ensure children understand about their own safety.

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who attend

Children are consistently well occupied, active and enthusiastic in their learning because they take part in a good range of activities and exciting learning experiences. Their high levels of engagement reflect positively on their exemplary behaviour. Staff are confident in their approach to children's learning and make learning fun, relevant and interesting. For example, when staff find large empty cardboard boxes children turn them into a jail and space ship. They count down, 'ten, nine, eight... blast off.' This sparks an interest in mark making and children draw buttons on the space ship to operate it and blast it off to space.

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who attend

The planned range of activities includes a good balance between child-initiated play events and those led by adults. Staff are skilful at questioning children and listening to what they have to say. They question children about where the honey they spread on their toast comes from and children also ask questions about their food. Staff help children to remember what they have learnt and also to think about new possibilities. For example, when children find a container of leaves frozen in a block of ice, staff take it indoors and place it on a tray for children to explore. They poke it and try to pull out the frozen leaves and throughout the day they return to see how much it has melted.

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who attend

An enabling and flexible environment is created using both indoor and outdoor areas which children continually access. Children enjoy expending energy and using their large physical skills in the garden, running, riding bikes and climbing. Pre-school children are highly involved in challenging outdoor activities. They thoroughly enjoy moving logs and stones to find creepy crawlies and observing spider webs glistening white in the frost. Children create their own interpretation of spider webs, sticking shiny shredded paper on to plates. The well-resourced creative area enables children to enjoy a broad variety of painting and sticking activities. They create a range of Christmas decorations and use plastic milk bottles to design a large igloo.

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who attend

The words and letters displayed around the pre-school room help children to understand that print carries meaning. Children spend time acquiring good literacy skills as they access a wide range of books and sit attentively listening to stories. They have many opportunities to write for a variety of purposes. For example, in the role-play office they write lists and letters. Staff demonstrate a confident knowledge and understanding of the learning and development requirements. Assessment and planning systems cover the seven areas of learning, and staff maximise use of both the indoor and outdoor areas well. This means that children are experiencing a broad programme of activities. However, they do not accurately use what they know about each child's interests to inform and guide the programme for learning. Therefore, the children's next steps are not fully supported. Staff use successful teaching strategies in the daily routines. For example, children learn to

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who attend

count and to solve simple number problems. They count the number of children and adults present and staff ask, 'Are there more children than adults?' Parents value the 'Learning Journeys' and how staff involve them in their children's education. These include photographic evidence and samples of children's art work and early writing. Staff encourage parents to observe their child in their home environment and they offer support to extend children's learning at home. For example, by asking parents to complete observations of their children to include in the journals.

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

All staff are warm, approachable and enjoy their roles, this helps children form secure emotional attachments. Children are helped to take responsibility for their own safety through positive messages provided by staff. For example, they are reminded what might happen if they do not sit on chairs properly. They know about keeping safe when out on the walking bus and talk about road safety, stranger danger and why they must not touch dogs they do not know. However, insufficient opportunities are provided for children to learn about fire safety, because fire drill practising is infrequent. This means children's understanding about some aspects of safety is limited. The organisation of snack time helps children's independence and their self-help skills are given high priority. Children pour their own milk or water and spread their own toppings on toast. Children develop a positive approach to healthy lifestyles through regular exercise and healthy eating. Staff

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

support children's understanding of good nutrition by encouraging them to eat the main part of their lunch, such as their sandwiches, before they have their snacks. Children are offered a variety of fruits at snack time and water and milk is readily accessible. Children are developing many valuable self-care skills as they know why they must wash hands before meals and after using the toilet to maintain good personal hygiene.

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

Praise is given freely to children, ensuring that they develop confidence and self-esteem and understand that they have done well. Children understand the need to behave responsibly, use good manners and learn to follow important social skills, such as sharing and taking turns with equipment. Staff provide very good support to children moving on to the village school. They invite teachers to visit the pre-school so that children can begin to build attachments and feel secure, and pre-school children join in events taking place in the school.

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provision

Leadership of the provision is good because the committee, manager and staff are committed to ensure the needs of children and parents are addressed. The manager with day-to-day responsibility for the pre-school offers hands-on daily support. This builds good relationships with parents, forms appropriate bonds with children and supports staff performance. Weekly staff meetings, on-going appraisals and support from the development team ensure all staff have good levels of support to undertake their roles.

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provision

Staff understand their responsibilities relating to safeguarding and child protection issues. They are aware of issues that may cause concern and the procedures to follow if concerns arise regarding children's welfare, an allegation is made relating to a member of staff, or they have concerns about a colleague. Staff supervise children closely and risk assessments are used to monitor and review safety. Robust procedures are in place for recruiting and vetting suitable staff. The committee is aware of their responsibilities regarding meeting the safeguarding and welfare requirements and meet regularly with the manager to discuss issues. Good relationships have been established with other early years settings in the village to share relevant information to enable continuity in care. The pre-school also works closely with other agencies to ensure children get the support they need.

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provision

Open days are held where parents can meet formally with their children's key person. Parents value attending workshops where they are shown how activities children engage in at home link to the seven areas of learning. Parents' views are sought through discussion and they are invited to attend meetings and to join the committee when they can contribute ideas to improve the pre-school. Parents speak very positively about their children's progress and commend the ways in which staff engage children in a wide variety of activities. They express how happy they are and how well their children have settled, as well as how staff show genuine interest in their children and whole family.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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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 EY284242 Local authority Warwickshire Inspection number 820006

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 50 Number of children on roll 14 Name of provider Tysoe Children's Group Ltd Date of previous inspection 24/03/2011 Telephone number 01295 680624

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Type of provision

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. 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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