Sutton-on-Sea Sandcastles PreschoolOfsted inspection, 22 Jan 2013

Marisco Playgroup St Clements Church Hall, Church Lane, SUTTON-ON-SEA, Lincolnshire, LN12 2JB

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Inspection date

Previous inspection date 22/01/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are beginning to develop skills and attitudes that will help them when they start school.  Children feel safe and secure within the playgroup, they are happy and curious as they explore, investigate and learn.  Children are active learners and are enthusiastic because the playgroup provides stimulating resources.

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It is not yet good because

 Practitioners who prepare and handle food have not attended training in food hygiene. This is a breach in the safeguarding and welfare requirements and means that children are not always safeguarded against food hygiene risks.  Children's understanding of acceptable behaviour, and the consequences of their actions, is not always fully developed, which means that children sometimes become distracted or uncooperative.  Knowledge and understanding of how children learn and progress is sometimes varied between practitioners. This means that teaching practices are not always consistent across the playgroup, and small opportunities to extend learning are lost.

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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 playroom and outside play area.  The inspector held discussions with the manager, staff and parents.  The inspector examined a sample of the playgroup's policies and procedures.

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Inspection activities

 The inspector looked at, and discussed, the systems for observing, assessing and planning for children's next stages of learning.

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Information about the setting

The Marisco Playgroup was registered in 2012, and is registered on the Early Years Register. It is situated in a church hall in the Sutton-on-Sea area of Lincolnshire, and is managed by a private owner. The playgroup serves the local area and is accessible to all children. It operates from 9am until 12 noon, Monday to Friday, during term times, and there is a fully enclosed area available for outdoor play.

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Information about the setting

The playgroup employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 2 or 3. Children attend for a variety of sessions. There are currently 22 children attending who are within the early years age group. The playgroup provides funded early education for two- three- and four-year-old children.

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must:

 ensure that all staff involved in preparing and handling food receive training in food hygiene.

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

 develop further children's understanding of acceptable behaviour, and the consequences of their actions, so that children can fully engage in all learning opportunities

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

 continue to develop practitioners' knowledge and understanding of how children learn and progress so that there is consistency in the practice within the setting.

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who attend

Children are very busy within the playgroup, as they investigate the world, such as when they explore the bug hotel or experiment with paint. Their skills and abilities are sufficiently enhanced because practitioners conduct regular and relevant assessments and planning for next stages of learning, based on observations of what children can and cannot do. Children of all ages visit the local school and meet school staff, which ensures that children become familiar with the school's routine, staff and the concept of going to school, in readiness for when they start full-time education.

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who attend

The playgroup provides a bright, spacious and clean environment, with ample space for children to move which means that they are confident as they explore and investigate. Children develop a love of books as they use the quiet corner. Low multi-coloured seats nestle in the corner of the main playroom and a cargo net is draped to form a transparent roof. Books and soft toys decorate the area which is overlooked by arched windows with transfers of bugs and hot air balloons, and edged with bright curtains. Desks, easels and toys are arranged around the main playroom so that children can access resources and explore freely. The homely atmosphere ensures that children of all ages feel nurtured. Practitioners ensure that children's emerging skills and interests are promoted and their needs are met. This means that children make steady progress, across the educational programmes.

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who attend

Children of all ages are happy and content because they have formed close attachments with their key person, which enables them to feel secure. This ensures that children are enthusiastic to learn, investigate and explore. Younger children are comforted, such as, when a three-year-old is comforted at home time, and a two-year-old demonstrates an attachment to their key person when they stroke her hand while listening to songs at home time. Resources provide interesting challenge across the seven areas of learning; however, although teaching is generally sound, understanding of how children learn and progress is sometimes varied between practitioners. For example, occasional closed questioning of children means that small opportunities are lost to extend children's learning. Systems to observe, assess and identify next stages of learning are utilised within the playgroup and ensure that children make steady progress in relation to their

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who attend

Parents value the playgroup and state that their children love to attend the sessions. Practitioners involve parents in their children's learning because they are consulted in different ways. For example, parents can discuss matters informally at the end of sessions or formally during pre-arranged meetings. They can contribute comments to their child's individual files or communication books and can access information from a newsletter. This ensures that parents play an active role in their children's care and education, and they are fully informed with regard to their child's interests, stages of development and individual needs. Story sacks are sent home to parents to encourage them to participate in their child's learning journey and where possible, children's individual interests are incorporated within the sacks.

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who attend

Children's language and communication skills are promoted across all age groups. Children are confident talkers, and demonstrate their enthusiasm when they talk to each other and to adults. Children describe what they like to do, and think critically as they create their own ideas, such as when they play imaginary ice cream shops in the outdoor area. They explore and investigate the world around them. For example, a three-year-old describes ice and says it is 'Cold and slippy'. Children are active learners and enjoy having a go at painting, using the computer and exploring water and shells in the sandpit. They talk about colours as they paint, and identify animals when playing electronic games. Children are beginning to learn how to share and make friends. Behaviour is generally acceptable because adults are effective role models and provide clear instructions. Children listen and pay attention sufficiently well, because the setting uses consistent routine and simple

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who attend

language. Most children respond to requests, such as when asked to sit down, wash hands or go to put hats and coats on for outdoor play. Practitioners have begun to extend their knowledge and understanding of behaviour management, and implement various strategies to encourage good behaviour. However, these are inconsistent because some older children still do not fully understand the playgroup's rules for acceptable behaviour, and the consequences of their actions. They can become uncooperative or distracted, such as during reading activities or circle time. This means that older children do not always fully engage in all learning opportunities.

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

Children of all ages are beginning to develop the skills and dispositions that they will need when they start school. They are encouraged to develop independent skills, such as when they confidently serve each other during snack time. They are familiar with routines, such as washing hands before eating and putting coats and boots on for outdoor play. Practitioners use simple language and support younger children where necessary, which means that their emotional and physical well-being is promoted. Children sit on mats during circle time and most respond appropriately when their name is called. Children are self-motivated and join in with discussions about the weather and days of the week; they sing phonics songs and demonstrate hand actions. This ensures that children are beginning to be prepared for the transition to full-time education.

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

Children settle well within the playgroup because children and parents can attend an induction day where parents stay and play with their child. The key person system is firmly embedded within the playgroup and the key person is known to the child and parents. Information sheets are completed by parents, to inform the key person what the child likes, dislikes and what they can and cannot do. This information is used to plan enjoyable and stimulating activities for the individual child. Children are encouraged to make healthy lifestyle choices, such as engaging in plenty of physical activity and eating healthy food. For example, snack includes crackers, cheese, cucumber and water or milk to drink. Children of all ages eat together and practitioners sit and join in with snack times also which demonstrates and encourages appropriate behaviour.

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provision

The manager monitors the planning and delivery of the educational programmes, evaluates the playgroup's service and plans for future improvements. Team meetings, individual supervisions, observations of children and parental comments inform the manager as she reflects on the playgroup's strengths and weaknesses. Practitioners demonstrate a sufficient awareness, in most areas, of how to safeguard children, including the signs and symptoms of abuse and the procedure to follow in the event of such an incident. However, practitioners who prepare and handle food have not attended training in food hygiene. This is a breach in the safeguarding and welfare requirements, and means that children are not always safeguarded against food hygiene risks. The breach has minimal impact on children, at this time, because only cold snacks are offered to children. Additionally, practitioners demonstrate their commitment to washing hands,

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provision

wiping down tables with disinfectant and prepare snacks in a separate kitchen area. The manager has attended food hygiene training in the past and can demonstrate her awareness of food hygiene issues verbally.

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provision

The outdoor area is secure and regular risk assessments ensure that resources are kept in sound condition. Ongoing training ensures that professional development is sufficient to meet the needs of children and their families. Children join in with regular tidying up times, which ensures that the playgroup is not cluttered and trip hazards are minimised. Children are, therefore, beginning to learn and develop to their full potential because they feel safe and secure. Regular observations and assessments inform planning for individual children and groups, both short and long term, which means that children are making sufficient progress in relation to their starting points. Practitioners review children's files and talk to parents in order to identify any potential gaps in learning. The playgroup works with other professional services and exchanges information between shared childcare providers where necessary which ensures continuity and consistency of care. Regular supervisions

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provision

and training provide opportunities for continued professional development, which means that practitioners are supported. It also demonstrates a commitment to improved service delivery.

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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 EY449355 Local authority Lincolnshire Inspection number 809696

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 24 Number of children on roll 22 Name of provider Jacqueline Millward Date of previous inspection Not applicable Telephone number 07807032445

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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.

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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. 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

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Type of provision

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.

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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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