Chestnut Playgroup

Chestnut Playgroup The Cathodeon Centre, High Street, Linton, CAMBRIDGE, Cambridgeshire, CB21 4JT

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Inspection date

Previous inspection date 14/06/2013 09/02/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children form secure attachments to the adults who work in the setting and develop firm friendships with each other. As a result, they are happy and confident and enjoy their learning.  Children's communication and language is supported well by a particularly good range of books, active storytelling and songs that they enjoy.  Children enjoy being outdoors and participate in enjoyable activities that effectively promote their physical development and their good health.

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It is not yet good because

 Staff teaching skills are inconsistent, which leads to variations in the quality of children's learning experiences. Therefore, children's progress is satisfactory, rather than good.  Initial information about children's starting points is not always obtained from parents and carers, which means staff's opportunities to assess children's abilities and interests from the outset are not fully effective.  Children are not fully enabled to recall the resources that are stored away so they can extend their choices, for example, through the use of photographs and catalogues.

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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

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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.

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Inspection activities

 The inspector interviewed the manager and two members of the committee to find out about underpinning management procedures.

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Inspection activities

 The inspector observed children and their interactions with adults during the inspection.

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Inspection activities

 A range of documentation was checked, including children's record forms, their learning journals, staff training records and action plans for self-evaluation.

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Inspection activities

 The inspector spoke with a number of parents during the inspection to gather their views on the quality of the provision.

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Information about the setting

Chestnut Playgroup was established over 30 years ago and is registered on the Early Years Register. The playgroup is operated as a not-for-profit organisation, managed by a committee of parents of children who attend. It operates from rooms within the Cathodeon Centre in Linton, Cambridgeshire. There is an enclosed outdoor area.

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Information about the setting

There are currently 36 children on roll. This includes 30 two-,three- and four-year-old children eligible for early years funding. Children attend for a variety of sessions. The group opens from 9.15am to 2.45pm Tuesday to Friday during school term times. The playgroup also operates a supervised toddler group on Monday mornings.

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Information about the setting

There are five members of staff working with the children all of whom hold early years qualifications. The manager holds an early years degree and is working towards Early Years Professional Status. There are three members of staff who hold early years qualifications at level 3; one member of staff holds a qualification at level 2 and is working towards level 3.

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must:

 build on staff skills so they are better equipped to consistently respond to each child's emerging needs and interests to ensure enjoyable and challenging learning experiences for all children.

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

 increase the consistency of information gathered from all parents about children's prior skills and experiences on entry to playgroup to aid even more effective planning from the outset

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

 enhance children's choices by enabling them to remember, choose and access resources that are not immediately available, for example, through pictures and photographs.

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who attend

Staff demonstrate a sound understanding of how children learn and provide a suitable range of activities that children enjoy. Teaching is generally good, but is variable in quality. Staff are enthusiastic and almost always work effectively with the children, but, in some instances, they lack the confidence and skills to fully extend children's learning. For example, opportunities to extend children's learning through focused questioning and support are sometimes overlooked. Staff maintain children's development folders, and provide parents with a good range of information about their children's learning experiences. They encourage parents to talk about their children's interests at home and use that knowledge to plan relevant experiences. Useful information about songs and books used in playgroup enable parents to contribute to their children's learning at home. This helps to develop a consistent learning experience. However, staff do not always

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who attend

ensure that all parents contribute to the initial 'All about me' information in order to maximise children's potential from the outset.

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who attend

Staff set up the resources before children arrive, which enables them to settle quickly to their activities. Children benefit from the free-flow play environment and move around confidently, selecting their own games and resources with obvious enjoyment. Staff arrange activities, such as group games, or arts and crafts and show good role models as they sit at the tables to support, for example, sticking, cutting and gluing. Children's communication and language are supported effectively because staff are enthusiastic and active story tellers. They engage the children well, using a broad range of books, figures and props to extend children's interest. There is lots of chatter among the children as they speculate on which animal character will appear next. Story times are carefully tailored to support children of differing ages, enabling older children, who have a good capacity to sit and concentrate, to listen undistracted. Younger children have their own story elsewhere

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who attend

and enjoy shorter, livelier tales that are better suited to their stage of development. A suitable range of writing opportunities are provided so children can adequately develop their skills. Staff sit alongside children and remind them to write their names, or annotate their drawings. Self-registration helps older children to recognise their names, which is good preparation for school.

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who attend

Children build and construct with large and small bricks, railway tracks and interlocking shapes. They enjoy role play, and dress-up as their favourite television characters, or pretend to fly away to the beach in their newly assembled aeroplane. Staff help children learn about the wider world as they explore topics about other countries, and learn about festivals and events from other religions. Children have a well-developed appreciation of differences as staff talk to them about why some children wear glasses, or why some people are taller or shorter than others. Staff help children to learn skills that support their future learning, such as changing for physical education sessions, or waiting for their turn to talk at circle time.

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

The caring, friendly atmosphere of the playgroup enables children to feel safe and happy. An appropriate key person system helps parents and children to develop secure links and positively supports children's move into the setting. Staff gather adequate information from parents to ensure children's individual care needs are met well. They treat children with kindness and respect, and, in return, children are affectionate and clearly enjoy their time in the setting. Children are learning to play cooperatively with others and form firm friendships with their peers. They benefit from consistent boundaries that help them understand the benefits of sharing and taking turns. As a result, their behaviour is good. Children are actively encouraged to take and manage risks by themselves, for example, they clamber amongst the trees in the wooded area. Regular evacuation drills help the children learn what to do in an emergency and keep themselves safe.

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

The playgroup environment generally supports children's independence and the free-flow play routine enables them to make their own decisions about their learning. Staff are somewhat hampered in what resources they can make available due to a lack of accessible storage. However, they know the children well and make use of their observations to support children's interests. This enables them to plan and provide a satisfactory range of equipment and activities each day that adequately support children's development in all the areas of learning. Strategies to remind children of other resources not immediately available, for example, by making photographs of them available, are not fully explored in order to enhance children's choices.

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

Children have continuous access to the outdoor areas, which means they have ample opportunities to develop their physical skills and benefit from fresh air and exercise. Challenging large equipment encourages children to develop their physical coordination and grow in confidence. They enjoy using hoops and join with adults in active ball games. Staff support children's interest in the natural world as they explore the wooded area, and look out for insects and birds. A well planted kitchen garden helps children develop an interest in growing produce, and supports their healthy lifestyles. Children have healthy appetites and look forward to the snack bar, where they enjoy a good range of fruits, breads and vegetables. At lunch time children sit in small social groups and enjoy nutritious food provided by their parents. As a result, their continuing health is appropriately supported.

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provision

Children are acceptably safeguarded by the child protection policies and procedures, which are easily accessible so staff can readily refer to them. Most staff have attended safeguarding training and all are adequately aware of their responsibilities to keep children safe. Staff make daily checks of the premises so that areas children have access to, such as the toilets and nappy changing areas, are clean and safe. The building is kept secure and staff supervise the children, especially during their arrival and departure, which helps to ensure their safety. Written risk assessments cover a wide range of situations, including local outings, activities and equipment. All this helps to ensure children play safely. Recruitment procedures are thorough to ensure all staff undergo appropriate checks and complete a suitable induction programme. Parent helpers and volunteers show through discussion they are well-informed about safeguarding issues, for example, they are

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provision

The playgroup has experienced a period of some change and uncertainty since the last inspection. Some key members of staff moved on, and a new, well-qualified and experienced manager has been recruited. She shows a clear understanding of the learning and development requirements and has instigated procedures to monitor and mentor staff through observations, regular meetings and appraisals. The committee is supportive of professional development, which has helped to increase staff qualifications. All this is beginning to have a positive effect on staff skills and confidence in presenting the educational programme. However, staff experience and knowledge is still variable, and this leads to some inconsistencies in children's learning. Therefore, their progress is steady, rather than good. The self-evaluation process is largely successful in driving improvement, enabling the setting to mostly meet the recommendations and actions made

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provision

at the last inspection. For example, the manager has introduced new planning and assessment to enable staff to decide more effectively on children's next steps. She and her team have worked hard to implement other improvements that benefit the children, such as enabling them to access the outdoor area freely and introducing a snack bar. Parents and children contribute their views through regular questionnaires, a suggestions box, and discussion with staff. All of which means the setting has a good capacity for ongoing improvement.

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provision

Parents indicate they are pleased with the playgroup and say their children enjoy attending. They say they are suitably informed about events and activities, and have regular discussions with their key person about children's progress. A comprehensive range of written policies and procedures gives parents a good understanding of the expectations of care and learning. Staff provide parents with daily feedback about children's health and well-being and make sure they know about any accidents or incidents. Partnerships with other agencies, such as speech and language specialists, are sufficient to ensure children with additional needs receive suitable support when required. There is a good relationship with the adjacent children's centre. Staff refer parents to the centre if they need advice or support and there is effective sharing of information that helps to promote children's health and welfare. Children preparing for school make visits

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provision

and have some shared events. Staff prepare learning summaries to share with parents and teachers and other early years providers, all of which appropriately supports consistency for children's learning.

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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 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.

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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 221914 Local authority Cambridgeshire Inspection number 923264

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 25 Number of children on roll 36 Name of provider Chestnut Playgroup Committee Date of previous inspection 09/02/2011 Telephone number 07817 069 696

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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.

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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, which are usually the childminder’s 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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