Homestead Road Playgroup

Homestead Road Playgroup Thringstone Miners Social Centre, Homestead Road, Thringstone, Coalville, Leicestershire, LE67 8LL

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Inspection date

Previous inspection date 27/11/2013 28/11/2011

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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

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This provision is good

 Good teaching and very well-planned, focused activities lead to children making good progress in all areas of learning.  Staff know children well through their assessments and from information obtained from parents, which means they meet their individual needs and support them very effectively in their learning.  Children are safe, as staff understand and implement effective safeguarding policies and procedures. The premises are secure and children are very well protected because staff have effective training in child protection.  There are good relationships between staff and children in a very happy and welcoming environment. Children's health and well-being are given high priority.  There is very effective monitoring and self-evaluation in the playgroup and staff work very well as a team, which means there is continuous improvement in children's learning experiences.

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It is not yet outstanding because

 There is further scope to enhance children's already interesting outdoor learning experiences through extending the range of resources and activities in this area.

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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 activities in the large playroom and the outdoor play area, including a joint observation with the manager of the playgroup.

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Inspection activities

 The inspector held meetings with the manager and the deputy manager of the playgroup.

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Inspection activities

 The inspector looked at and discussed children's assessment records, the self- evaluation process, planning documentation, evidence of suitability of staff working in the playgroup and a range of other documentation.

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Inspection activities

 The inspector also took account of the views of parents and carers and children spoken to on the day.

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Information about the setting

Homestead Road Playgroup opened in 1980 and is managed by a committee. It is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register and operates from the main hall of a single storey community building in Thringstone, Leicestershire. The playgroup serves the local area and is accessible to all children. It opens on Monday to Thursday, from 9.15am to 1pm, during term time only. There is an enclosed area available for outdoor play.

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Information about the setting

The playgroup employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. Children attend for a variety of sessions. There are currently 33 children attending, who are within the early years age group. The playgroup provides funded early education for two-, three- and four-year-old children and supports a number of children with special educational needs and/or disabilities. It receives support from the local authority and is a member of the Pre-School Learning Alliance.

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

 enhance children's already good learning opportunities in the outdoor area by extending the resources and activities to make this a more exciting, enabling environment for children.

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who attend

Staff observe children at play and assess them when they first start at playgroup. They use this information, alongside that obtained from parents, as a clear starting point on which to build children's learning. Staff get to know children very well through their observations of children's interests and how they learn, so that they can plan focused activities, which build on each child's next steps in learning. Parents are encouraged to support children at home, as their child's key person advises them on how to help children to count and build their next steps in learning into normal routines. Parents are well informed about what children are learning, as they share information with staff each day and contribute to their progress records in this way. They share photographs and stories about their families and cultures, so that children's view of the world is widened. Staff review each child's progress regularly, so that any gaps in learning are quickly identified

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who attend

and addressed, so that they make good progress. Children have many opportunities to lead their play. For example, staff fill a large tray with leaves and ask children what else they would like to put in there. Children choose foam letters, numbers and farm animals. Staff then bring over books about these to extend children's learning in counting and recognising numbers and letters.

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who attend

Children between the ages of two and four years are cared for in one large hall. This is well set out with a wide range of activities and resources which children access easily. They develop their creativity and imaginations through choosing from a range of recycled materials, glue, tape and paints to make models and produce pictures. They enjoy making glittery patterns on card, as they spread the glue and sprinkle the glitter carefully. Children look at books with staff or on their own in a quiet book corner or make up stories with dinosaurs. They work very well together to put the train track and bridges together and are busy and engaged for some time as they play with the trains and magnetic cranes. Staff ensure that all ages of children are given sufficient challenge through the activities and their good teaching. They use their recent training to help them to develop children's communication and language skills very well and extend their vocabulary during all the

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who attend

activities. Staff know each child very well and they include challenges for individual learning in their play. They allow children time to think and answer open-ended questions, so that they explore different ways to do things.

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who attend

Children develop their physical skills well through the use of climbing and balancing equipment, wheeled toys, balls and a wide range of resources. They enjoy playing in sand, soil and water outdoors, as they dig, use toy diggers to form patterns and practise early writing skills through making marks in the sand, the soil and with large chalks on the ground. The outdoor area is used effectively for many activities, but there is further scope to enhance children's learning through extending the range of resources and activities, such as planting or ordering numbers. Children are very well-prepared for school and for the next stage in their learning. They count out the correct number of animals to match to written numbers and pictures in an adult-guided activity and learn to use simple addition and subtraction through number songs. Children with special educational needs and/or disabilities are very well supported, as staff engage them in very carefully planned

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who attend

activities and effective, targeted strategies, which develop their communication skills and confidence. They work in very small, carefully chosen groups in the foyer, so that each child builds on their learning at their own pace each day. Staff work closely with parents and a range of health professionals, so that children's needs are fully met and they are included in all the activities.

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

Children are very happy and emotionally secure, as they form close bonds with their key person, who gets to know children and their families well. Staff work well with parents on toilet training and other care routines, so that children benefit from consistency of care. They advise parents about how to support children at home and ensure they are confident to ask them for advice on a range of topics, so that children are secure and well cared for. There are very good relationships between all children and staff, as they play happily together in the welcoming environment. Staff place a high priority on children's health and well-being and are very aware of their needs. They make sure all children have dry clothes if they are wet after outdoor play or that they all have warm coats to play outside in. Transitions to schools are managed very sensitively, as staff have good links with local schools and arrange reciprocal visits for teachers and children so that they become

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

familiar with the school and staff. They share information about children's progress and involve parents in the process, so that children's needs continue to be met. Staff prepare children well, as they talk about their new uniforms and what they will do at school so that they are secure.

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

Children take part in action songs and movement sessions and have outdoor play each day, so that they are active. Staff encourage parents to provide healthy lunches for children and these are monitored so that children have mostly healthy food. Staff provide fruit, biscuits and water for children during the session and teach them how to make healthy choices. Staff encourage children to be independent in their self-care routines, to put on their own coats and wellingtons and make choices in their activities. Children manage risks safely in their outdoor play and staff remind them to keep themselves safe by not running indoors.

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

Behaviour is good, as staff set clear boundaries and children enjoy playing together They help to tidy up and are taught to respect the toys and other people's belongings. For example, children used a member of staff's pen, so the manager said they must return it to her when they had finished with it, which they did. Staff teach children to share and to have good manners and that 'we're all friends at playgroup and we share our things.'

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provision

Children are safe and well-protected at the playgroup, as the manager ensures that all staff have a good understanding of the safeguarding and child protection policies and procedures. These are comprehensive and implemented on a daily basis. The premises are very secure, as the main door is locked and the outdoor area is surrounded by a high fence and locked gate. Staff are vigilant in their supervision of children and are aware of how to identify and act on any concerns regarding children's welfare and protection. They carry out daily risk assessments so that children are safe and rigorous recruitment procedures are in place so that staff are suitable to work with children.

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provision

The manager carries out annual staff appraisals and monitors staff practice each day, as they all work together in the large room. The chair of the committee appraises the manager and also monitors the quality of the provision. Staff work very well as a team to evaluate their practice and all aspects of the provision, so that there is continuous improvement. The views of parents and children are included in the self-evaluation process. Staff are very well-motivated and strive to provide good quality care and support for all children and meet regularly with the committee members. They attend regular training, targeted according to the needs of the playgroup and are able to shape their own professional development. Staff are appropriately qualified and implement training and new skills learned as a result, which compliments the good teaching children receive. Staff work together to identify focused areas for improvement and have an ongoing action plan,

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provision

through which they improve children's learning experiences. Staff work closely with the local improvement advisor and a mentor from an outstanding setting, in order to monitor and improve their provision. They have very good links with other professionals and outside agencies in their effective support of the needs of all children and their families. Staff regularly share ideas and best practice with other local early years providers and schools, so that they continually improve their knowledge and skills, which results in improved learning experiences for all children. Links with other settings that children attend ensure that their learning is complemented and staff are informed about their well-being. They keep up to date with current practice and legislation through early years publications and their membership of the Pre-School Learning Alliance.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 226213 Local authority Leicestershire Inspection number 871381

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 32 Number of children on roll 33 Name of provider Homestead Road Playgroup Committee Date of previous inspection 28/11/2011 Telephone number 07980 498028

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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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