Stithians Pre-School Playgroup

Stithians Pre-School Playgroup The Village Hall, Church Road, Stithians, Truro, Cornwall, TR3 7DH

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Inspection date

Previous inspection date 17/10/2013 23/11/2009

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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

 Staff provide a good range of activities to promote children's learning and development, with a keen focus on outdoor play.  Children are happy and feel safe in the stimulating, caring environment.  Staff have positive partnerships with parents and others, to effectively support children's development and welfare.  The leadership and management of the setting is good because procedures to evaluate practice and drive improvement are robust.

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It is not yet outstanding because

 Although staff seek relevant information from parents when children first attend, the details do not clearly identify developmental starting points, to inform initial planning.  Staff promote children's mathematical development in a variety of activities, although they do not always provide further challenges to extend learning.

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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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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 children during their indoor and outdoor activities.  The inspector had discussions with a chairperson, managers, staff and parents.  The inspector read a sample of children's development records.  The inspector scrutinised safeguarding policies and procedures.  The inspector undertook a meeting and a joint observation with managers.

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Information about the setting

Stithians pre-school playgroup registered in 1978. It is a committee run group and operates from purpose built premises, previously known as the village hall. It is situated in Stithians, centrally placed for the towns of Redruth, Falmouth, Penryn and Helston. The pre-school has enclosed outdoor play areas. It opens five days a week during term time from 8.30am to 6pm. The pre-school is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 54 children on roll, 28 of whom are in the early years age range. The pre-school receives funding to provide free early education for children aged two, three and four years. There are six staff employed to work with the children, all of whom have early years qualifications including one with Qualified Teacher Status. The setting supports children with special educational needs and/or disabilities.

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

 extend further the information obtained from parents about children's starting points, to more precisely identify children's current stage of development and inform initial plans for their progress

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

 review the activities that promote mathematical development, to enable staff to consistently extend challenges to children's learning.

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who attend

Children settle well and are keen to join activities. They benefit from a good balance of free-play and structured activities, within the daily routines. For example, children happily arrive and move around with confidence as they choose what to do. Staff create interesting play areas for children to discover and investigate. Children play imaginatively in the role play areas, pretending to cook, shop and look after their toy animals. Staff engage well with children to support play and learning. For instance, children and staff in the soft play area make a fire engine with foam blocks. They negotiate who will sit where and who the driver will be. Children describe a hose-pipe and know that it helps to put out fire. They are lively and animated, because they enjoy play and have positive attitudes to learning. Children focus well and complete activities before moving onto another, so they develop good skills as they prepare for school.

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who attend

Children eagerly gather for circle time and readily contribute. They sing their 'hello song' and then consider the weather and day of the week. Staff talk with children about previous and available activities, to help children recall learning and make choices. Children learn about seasons and nature, for example, in autumn they compare branches with leaves with those that are bare. To extend interest staff provide pieces of 'windy weather materials' that vibrate, so children can make a noise. Children respond with enthusiasm to represent the wind as staff say 'getting louder, getting stronger'. Children show a keen interest in books and often sit with staff for a story. They follow a story and confidently recall what happens, which shows their understanding. Staff make good use of pictures to support children's literacy development and communication. Children take part in regular phonic activities to learn letters and sounds, which supports speech and

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who attend

Staff review and amend their observation and assessment procedures, to develop suitable formats. They ask parents for information about children's routines and individual needs. This helps them to settle children when they first attend pre-school, although children's developmental starting points are unclear. Staff observe children in their activities and take photographs to add to records of progress. They encourage parents to contribute to development records, for example, to add children's achievements made at home. Summary assessments show where children are up to and indicate their next steps. These include the required progress check for children aged two years. Staff invite parents into the pre-school, provide information about activities and suggest ideas for home learning. Therefore, they promote good working relationships in order to support children.

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

Children frequently play out, which enables them to practise their physical skills. For example, children balance, jump, throw and catch, so they develop good coordination. They use different materials, such as sand, chalks and crayons. Staff make good use of the outdoor play areas to provide fascinating experiences. They make learning fun for children as they make up games. For instance, staff hide toy animals around the garden, children hunt for them and make the corresponding animal sound when they find one. Children investigate layers of the bug hotel and happily discover snails and insects. They learn to take care of animals as they help to care for the pet rabbits. Children sow and harvest different produce, such as tomatoes, runner beans and beets. Staff leave one or two nettles in the bedding boxes, so that children learn about hazards and risks. Children learn to be careful because they know that some plants and insects can sting. Staff have

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

good awareness of children's backgrounds and encourage them to talk about home experiences. For example, children live in the country and are keen to talk about animals, farm vehicles and hay bales.

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

Children follow good hygiene routines and develop independent skills in their personal care. Staff are supportive to younger children who sometimes need additional help. Children choose when to have snack and enjoy a variety of fresh fruits and savoury items. They pour their own drinks and chat together with staff, who promote good manners. Children enjoy baking activities, which help them to learn about processes. They mix flour with water, feel grains of yeast and mould dough to form a loaf. Activities provide opportunities for children to use mathematical language. For example, they talk about things being 'big, heavy and high'. Staff encourage children to count and learn to recognise number, although they do not always extend mathematical challenges. Children learn about 'growth and decay' in the garden. Staff provide outdoor trays with wet and dry items for children to observe and investigate. For instance, children notice that fruit and

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

vegetables go mouldy in the water, and are eaten by slugs. They see dry leaves crumble and begin to form compost. Children have warm relationships with their key persons and staff members. They behave well and show a good understanding of safe behaviour and consequences. Staff ask children about 'the rules' and why they have them. In response children confidently recite that they 'don't throw things' and 'remember to use walking feet'. They say that they 'might fall over and hurt ourselves'. Children help to tidy up and put things in their place, so they learn to 'look after our toys'.

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provision

The inspection took place due to concerns raised in respect of safeguarding issues. Management have taken robust action to address the concerns in full and to protect staff from allegations. For example, they have had staff meetings and arranged child protection training, to raise staff awareness and understanding of safe practice. Safeguarding policies have been reviewed, updated and read by all staff. Staff meetings, appraisals and supervision sessions provide opportunities for staff to discuss good practice. Managers identify any additional training needs, to support staff development. Posters are displayed in strategic places to remind staff about safeguarding procedures, to protect children. Persons working with children are vetted to ensure that they are suitable to do so. They demonstrate a clear understanding of their roles and responsibilities. For example, students work under the supervision of staff and do not tend to children's personal care

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provision

needs. Therefore, staff implement effective procedures to safeguard children.

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provision

There has been recent significant change to the management structure. The committee has new chairpersons and several new members. Previous deputies have been appointed as managers, who are in a probationary period until December. The managers have relevant experience, qualifications and expertise to take the group forward. They continue to work with children to provide continuity and also act as professional role models to staff and students. The new management team are working closely together to review all aspects of the organisation. They have clear plans in place for ongoing development and improvement. For example, they are currently replacing outdoor plastic resources with wooden ones and making a book bag for each child. Previous inspection recommendations have been addressed, resulting in improvements that support children's learning and development. Management and staff reflect on their practice and invite parent's views.

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provision

They provide questionnaires for parents and promptly act on any comments or ideas. Staff offer a warm welcome and have good relationships with parents. At inspection parents provide positive feedback. They like the pre-school because their children are happy and make good progress. Staff work in partnerships with others, to provide effective individual support for children. They share relevant information about children with parents and other providers, to promote continuity of care and learning.

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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 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 102875 Local authority Cornwall Inspection number 939006 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 24 Number of children on roll 54 Name of provider Stithians Pre School Committee Date of previous inspection 23/11/2009 Telephone number 01209 862727

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Setting details

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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