Longford Pre-School Playgroup

Longford Pre-School Playgroup Old Court, 129 High Street, Newport, Shropshire, TF10 7BH

p.1

Inspection date

Previous inspection date 08/05/2014 24/09/2009

p.1

early years provision

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

p.1

This provision requires improvement

 Educational programmes have depth and breadth across all areas of learning, implemented through child-initiated play. As a result, children build confidence as they learn to explore this warm, friendly pre-school.  The quality of teaching is good as staff use skilful questioning to extend learning and re-shape tasks. Children's ideas are listened to and valued, resulting in happy, confident and independent learners.  Partnerships with parents are good. A committee of parents oversee the organisation of the provision, forging strong links with home and ensuring continuity for children.  Robust arrangements for safeguarding children are a priority for the management team. Staff follow effective steps to ensure children are well cared for and safe at all times.

p.1

It is not yet good because

 Occasionally, some staff require support in tracking and maintaining the assessment of children's progress, to ensure consistency and enhance the already good progress children are making even further and to keep parents fully informed.  The key person system requires improvement to ensure children's care is tailored to meet their social and emotional needs.  Documentation regarding children's assessment and monitoring of progress is not easily accessible, and systems for evaluating the provision are not fully in place.

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 play activities and staff interaction with children.  The inspector spoke to the manager, staff and children during the inspection.  The inspector undertook a joint observation with the manager.

p.2

Inspection activities

 The inspector examined a representative sample of children's records, policies and procedures, and staff suitability documentation.  The inspector took account of the views of parents spoken to throughout the day.

p.2

Information about the setting

Longford Pre-School Playgroup opened in 1974 and is on the Early Years Register. It is run by a committee and operates from three rooms in a converted building in Newport, Telford. The pre-school serves the immediate locality and also the surrounding areas. Children have access to an enclosed outdoor play area. The pre-school opens five days a week from 9.15am until 1.15pm during term time only. There is an additional parent and toddler session on Thursdays each week from 1.30pm to 3pm. There are currently 29 children on roll in the early years age range. Children attend for a variety of sessions. The pre-school receives funding for the provision of free early education for two-, three- and four-year-olds. There are currently eight members of staff working directly with the children. Of these, five hold qualifications at level 3 and has Qualified Teacher Status. The pre-school receives support from the local authority.

p.3

must:

 ensure the key person system is firmly embedded to ensure children's care is tailored to meet their social and emotional needs, so that children are able to develop secure attachments with staff

p.3

must:

 ensure all documentation regarding children's assessment and monitoring of their progress is easily accessible and available to those who have a right or professional need to see it.

p.3

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

 strengthen systems for tracking the assessment of children by supporting staff in consistently maintaining records of progress, in order to further enhance the already good progress children are making and to keep parents fully informed.

p.3

who attend

Educational programmes have depth and breadth across all areas of learning and are implemented through planned, purposeful play and a mix of adult-led and child-initiated activities. Children are allowed to initiate their own play experiences, which builds their confidence as they learn to explore, solve their own problems and relate to others in this warm, friendly pre-school. Children learn by leading their own play as staff respond to their emerging needs and interests, guiding their development through warm, positive interaction. Staff support active learning by allowing children time to concentrate and keep on trying if they encounter difficulties, and this results in children clearly enjoying their achievements. For example, younger children are supported in acquiring new skills in recognising shapes, letters and numbers. As they concentrate on negotiating magnetic letters across a large whiteboard to make new shapes, staff support their efforts and use

p.3

who attend

encouraging words of praise until the task is complete. Staff and students describe the achievement as 'wonderful' and show their approval with applause and praise. This results in children who are happy, confident learners, desiring to have a go and to master new experiences at an early age.

p.4

who attend

Children are listened to and their ideas are valued. Children explore their own ideas, are supported by adults to re-shape tasks and decide for themselves when to change direction in their play. For example, children seek out a favourite music activity and begin dancing independently, until prompted by a member of staff to listen for the instructions and dance to the rhythm of their favourite animals. They are soon marching around the playroom, accompanying the singing with their own rendition of elephants stomping, kangaroos hopping, crocodiles snapping and eagles flying, which results in a great deal of spontaneous laughter and excitement. Overall, children are gaining the necessary skills to support their future learning.

p.4

who attend

The quality of teaching is good as staff use skilful questioning to extend learning and encourage creativity and critical thinking. Staff practice is based on a knowledge and understanding of how to promote learning and development through regular assessment of children. For example, starting point information is taken from discussions with families on introduction to the pre-school. Staff observe children at play and record observations, placing notes in individual home diaries and allowing parents collecting their children to contribute, before committing assessments to children's profiles. This gives parents opportunities to add notes of their own to place beside staff observations, encouraging participation in the assessment of their children's skills. Some staff, however, require ongoing support in order to provide parents with an accurate written summary of their child's progress. This is because some children's assessment profiles are not kept up to

p.4

who attend

date, and although they make good progress, means that clear information about children's progress is not, in all instances, able to be shared with parents.

p.4

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

Staff understand their roles and responsibilities to ensure children's care routines meet their social and emotional needs, so that children quickly become familiar with the daily routines and settle in appropriately. However, the key person system requires improvement to become thoroughly well embedded, so that children build secure attachments and a growing independence and confidence in their sense of belonging. This is because, currently, staff are deployed on two floors and transfer across various playrooms, so that they do not consistently care for their group of key children. Staff gather good information from parents about their child so they know about their individual needs. On arrival, children are warmly welcomed into a friendly, stimulating environment where individual brightly coloured pegs are labelled with each child's name and photograph, so that children can easily identify themselves and proudly show parents

p.4

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

where to hang their coats. Children are able to sign themselves in by recognising their own names on cards for self-registration, giving them a sense of achievement, supporting children in becoming familiar with the setting, and providing a fun way to start their day.

p.5

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

Adults are good role models for children, giving clear guidance on expected behaviour. Consequently, children are reminded of the golden rules to cooperate in sharing and display mutual respect for adults who care for them and their peers. Children wander freely through playrooms, initiating their own play with a wealth of resources. Physical play is imaginatively encouraged by staff in the outdoor area and results in laughter and squeals of delight as children pretend they are adventurers travelling to discover remote treehouses in distant lands. Children use creative and critical thinking to develop their own ideas, make links between ideas and develop strategies for doing things. For example, when staff are renovating the outdoor area, children are consulted and their views taken into consideration in installing new benches, a large trampoline and an exciting two-tier wooden house. Children are cultivating strawberries, potatoes and beans in the pre-school

p.5

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

garden, providing opportunities for them to grow their own healthy food, enjoy exercise in the fresh air and explore the natural environment outside.

p.5

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

Staff are aware of potential harm to children and skilfully guide them towards managing risks for themselves. There are age-appropriate signs to remind children of potential dangers, such as not running indoors. When accessing their own resources for physical play, children are asked 'Can you manage carrying that on your own?' This gives children valuable opportunities to assess their own competence and ask for support when necessary. Staff intervene when children seek their help in carrying out tasks, promoting independence and self-esteem. Children's behaviour shows they feel safe in the setting, as they question visitors with many enquiries and show inquisitiveness in the actions of adults around them. Staff promote clear messages regarding healthy eating, encouraging children to serve a snack of crumpets, cheese and fruit. Children learn skills of pouring their own drinks from a jug, clearing cups and plates from tables and maintaining personal

p.5

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

hygiene appropriate to their stage of development. They participate in informing their peers of a change of direction by shaking the bell to gain attention and signal the end of the session. As a result, children are adept at self-help skills and are socially and emotionally prepared for school.

p.5

provision

Safeguarding arrangements are in place and are robust. The manager holds an appropriate child protection qualification and understands her responsibility in keeping children safe, outlining the procedures of what to do if there are concerns about a child. Staff are aware of potential risk of harm to children and feel confident they know how to act with regard to safeguarding children in their care. Procedures are understood and implemented in practice to ensure children are protected from harm. Recruitment of this very established staff team is effective, and checks are carried out to ensure all staff are suitable to work with children.

p.5

provision

Partnerships with parents, outside agencies and schools are a strength of the pre-school, with a committee of parents formed to oversee the organisation of the provision. Staff understand about liaising with other settings and professionals to provide some continuity in children's care and learning. Parents report satisfaction in the encouragement offered to children participating in the school readiness programme. Children are invited to spend time visiting schools, allowing them first-hand experience of the routines and activities of a typical day. This was noted by parents as 'extremely useful' in understanding their child's transition to school, encouraging support and continuity at home. Monitoring and evaluation of children's learning and development provide a broad overview of children's skills, abilities and progress. However, some staff require support in tracking and maintaining the assessment of children's progress, to ensure that children's already good

p.5

provision

progress can be built upon further and that parents are kept fully informed. In addition, although staff make regular observations of children's learning, documentation and children's profiles are not consistently kept on the premises in line with requirements, restricting access to those who have a right or need to see them, such as parents or visiting professionals.

p.6

provision

The management team aspires to improve in identifying areas for development. For instance, they wish to further develop systems, such as peer observations of practice for the effective supervision of staff, to foster a culture of mutual support, teamwork and continuous improvement, in order to further promote the interests of children. Plans to improve provision through the expansion of the first floor have been generally successful. This provides an additional playroom and toilet area, which is used by the pre-school's youngest children each morning and by a parent and toddler group one afternoon a week, providing an introduction to group play for the youngest babies and toddlers in the community.

p.6

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

p.7

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.

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 208229 Local authority Telford & Wrekin Inspection number 865529

p.8

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 26 Number of children on roll 29 Name of provider Longford Pre-School Playgroup Committee Date of previous inspection 24/09/2009 Telephone number 01952 810280

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