Longhorsley Explorers Community Interest Company

Longhorsley Village Playgroup Longhorsely Village Hall, Drummonds Close,NORTHUMBERLAND, NE65 8UR

p.1

Inspection date

Previous inspection date 17/04/2013 08/06/2010

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Children make good progress in all areas of learning because, overall, the staff plan a good range of activities which build on their current interest and abilities.  Children establish close bonds with their key person and they settle happily. They show high levels of confidence, independence and self-esteem because the staff know them well and encourage them to try new experiences.  The manager and staff are dedicated to continuously improving the service that they provide for children. Very effective systems are in place to reflect on practice and make changes when improvements are identified.  The partnership with parents and other settings that children attend is effectively managed. Staff are skilled in sharing relevant information regarding children's development, ensuring that children's needs are met.

p.1

It is not yet outstanding because

 Staff's skills in asking open-ended questions are variable. This means children are not consistently encouraged to build on their rapidly developing critical and creative thinking skills.

p.1

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Inspection activities

 The inspector observed activities in the playrooms and at the playgroup allotment.

p.2

Inspection activities

 The inspector looked at children's records, assessment procedures, policies and procedures.

p.2

Inspection activities

 The inspector met with the manager and spoke with the staff at appropriate times during the inspection.  The inspector spoke to children and their parents during the inspection.

p.2

Information about the setting

Longhorsley Village Playgroup was registered under this provider in 2010. It is on the Early Years Register. It is situated in the community building in the Longhorsley area of Northumberland and is managed by a committee. The playgroup serves the local area and is accessible to all children. Children access an outdoor area and an allotment close to the setting for outdoor activities.

p.3

Information about the setting

The playgroup employs five members of child care staff. Of these, two hold appropriate early years qualifications at level five or above. One member of staff has Qualified Teacher Status.

p.3

Information about the setting

The playgroup opens Tuesday and Wednesday from 9.30am until 3pm, during term time. It also opens on Thursday from 12noon until 3pm and Friday 9.30am until 1pm. Children attend for a variety of sessions. There are currently 15 children attending.

p.3

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

 enhance staff's understanding of consistent and effective open-ended questioning, so children learn to think more creatively and critically.

p.3

who attend

A good range of planned, purposeful play and an interesting range of topics, such as 'Under the Sea' and 'Mini Beasts' provides well for children's learning and development. All staff are deployed well to support children's learning and their care needs. Regular observations of what the children can do and what they enjoy are used to inform the flexible planning and the educational programme. Observations are recorded in a learning journal and are cross referenced to a tracking sheet. Children are making good progress across all areas of learning.

p.3

who attend

Teaching is effective because staff show a good understanding of when to interact with children in their play, and when to observe and step back. This helps children develop their independence. Children learn through practical activities. For example, when discussing 'what is the weather doing today', they use props, such as laminated pictures of clothes, to dress a picture teddy bear and they all go and have a look at the weather outside. However, staff do not consistently ask open-ended questions to enable the children to think of their own ideas in response. This means their critical and creative thinking skills are not always supported as well as possible. Practical activities continue with a visit to the playgroup allotment. Children really enjoy their time there as they help to plant runner bean and carrot seeds. This helps them to develop an understanding of growth, decay and changes over time. Children all have a watering can which they

p.3

who attend

repeatedly fill up from the water butt. They particularly enjoy digging in the soil, mixing in water and making mud pies. Their understanding develops about how to work simple technology equipment. For example, they each take a photograph of their mud pie with the digital camera. Children count in a variety of situations. For example, they line up to use the bathroom and count how many children are in the line. Children's understanding of sounds in words develops as staff ask them 'what animal makes a buzzing sound?'. Children quickly respond that it is a bee. Staff extend children's experience and expand their imagination through the provision of music, dance and stories. For example, children examine the resources that represent different bugs. They then learn some new songs linked to the resources and follow this by listening to music, observe the staff and follow their guidance as they move their bodies in time to the music.

p.4

who attend

Partnerships with parents are strong. An appropriate key person system means that children and their parents build very positive relationships. Parents view their child's learning journey once a term at an open session and discuss their child's progress with the key person. Together they agree the next steps for their child's development. They are kept well informed about forthcoming topics through newsletters. This all helps them to continue their children's learning at home.

p.4

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

Children are warmly greeted by staff and are keen to come into the playgroup. They enthusiastically explore the appealing range of activities and resources available, which are easily accessible to them. Children are well supported with their transition from home to playgroup through the staff's sensitive approach to settling in. This is guided by close communication with parents and by each child's individual needs. Children are clearly comfortable with all staff and develop strong bonds and secure attachments. Their behaviour demonstrates that they feel safe and secure and they are confident and at ease. Staff have a calm and consistent manner with them and give them appropriate guidance for good behaviour where needed. They help children to manage their own safety by giving them timely reminders, such as not to climb on furniture in case they fall.

p.4

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

The well-organised environment and resources support activities very effectively. For example, homemade pictures of different foods support children at snack time. They talk about the foods available and name them as they recognise the pictures. For example, they recognise pear, apple, melon and cucumber. Activities, such as discussing what the weather is doing, help children to understand what to wear in different weather. Staff support children's growing independence and self-care skills as children attempt to dress themselves in waterproofs prior to visiting the allotment. The excellent use of the allotment for children's learning, results in children that understand where foods originally come from. For example, after harvesting the foods that they grow at the allotment they have made potato cakes. Children become involved in recycling as they help to clear the allotment of old plants and weeds and put them in the compost bin. They then use the

p.4

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

compost to fill up the beds ready for growing again. Further resources at the allotment help to develop children's physical skills. They practice climbing on and off a rocker and push themselves round in the peddle car.

p.5

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

Good procedures have been developed to ensure school readiness for children. Young children accompany staff to school to pick up the nursery children. This helps them to become familiar with the new environment and to meet the nursery teacher on a regular basis. Staff exchange children's development information with the nursery teacher, which ensures continuity of learning and development for children.

p.5

provision

The manager and staff have a clear understanding of their roles and responsibilities with regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. A range of appropriate policies and procedures, and robust systems to ensure the safe recruitment of suitable and qualified adults, are implemented. Staff's ongoing suitability is monitored through the manager observing them in their work and regular performance management is carried out. This identifies staff's strengths and training needs and procedures are in place to address under-performance. Ongoing staff development ensures that staff improve their knowledge and understanding of good quality practice. For example, they have attended training courses on child protection and child neglect.

p.5

provision

More than sufficient staff are employed at the playgroup, to ensure that children remain safe in their care at all times. Staff understand their responsibilities to safeguard children and capably describe procedures that they would follow, should a concern be raised, to protect children from harm or neglect. Effective procedures ensure that any allegations about a member of staff are dealt with promptly and Ofsted is informed. Written risk assessments have been completed for possible hazards that children might come into contact with and staff check the premises and equipment daily as they prepare for children's arrival. Improvements made since the last inspection demonstrate the manager's and staff's drive for excellence. Self-evaluation is at the centre of the improvements, because the manager and staff are very skilled at recognising areas for improvement and implementing them. For example, they are currently promoting the

p.5

provision

presence of the playgroup to the public through various media and events, such as the centre open day. Parents views are valued as part of the self-evaluation process. There is a comments book in the entrance and they frequently add comments about the setting. This helps the staff and visitors to see their point of view. Good procedures have been developed with the local school. Children have opportunities to meet the nursery teacher on a regular basis and familiarise them with the school environment. The school teacher visits the playgroup and there is a good exchange of information to ensure continuity of learning and development.

p.5

provision

The manager has a good overview of the educational programme. She carries out detailed planning during school holidays, based on the observations that have been completed for children. Staff meet to discuss the plans so that they are all aware of the intended learning outcomes for children. Daily discussions are held before the session starts so that they discuss planning for individual children for that day. Parents spoken to at the inspection praised the staff and how they manage the environment. They feel confident to raise any concerns with staff and stated that they would recommend everything about the playgroup.

p.5

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 action. 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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY405427 Local authority Northumberland Inspection number 906950

p.8

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 15 Name of provider Longhorsley Village Playgroup Community Interest Company Date of previous inspection 08/06/2010 Telephone number 07933721685

p.8

Type of provision

set out in the guidance ‘Complaints procedure: 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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

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,

p.9

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.10

Type of provision

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

p.10