Clutton Playgroup

Clutton Playgroup The Cabin, Off Station Road, Clutton, Bristol, BS39 5PF

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Inspection date

Previous inspection date 21/05/2014 20/07/2011

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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

 Partnership with parents is wonderful; parent helpers come into the playgroup daily to make sure they are fully involved in their children's experiences; this creates a powerful relationship to support the provision.  Teaching is good, as staff fully understand how to support children's learning. They readily link experiences that follow the ideas and interests of children and pitch activities at just the right level to successfully maintain children's interest.  This is a nurturing, supportive and very inclusive playgroup. Staff are caring, enthusiastic and committed to children making good progress.  Children are protected and kept safe because the staff undertake risk assessments and have a good understanding of the safeguarding practice and policy to be followed at all times.

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It is not yet outstanding because

 The outdoor area does not provide opportunities for children to learn in all areas, for instance, there are no literacy or mark-making opportunities.

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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 the children at play both indoors and outdoors.

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Inspection activities

 The inspector discussed the provision with the staff and children at appropriate times during the inspection.  The inspector sought the views of parents through discussion.  The inspector carried out a joint observation with the manager.

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Inspection activities

 The inspector sampled paperwork including risk assessments, staff and children's files and policies.

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Information about the setting

Clutton Playgroup opened in 1968. It operates from the The Cabin in the rural village of Clutton in Bath and North East Somerset. Children have access to the main hall, quiet room and an enclosed outside play area. The group opens Monday to Friday from January through to July, then from Tuesday to Friday from September through to January, during school term times. Sessions are from 9.15am until 12.15pm and 1pm to 4pm. Children attend for a variety of sessions and have the option of attending for a lunch session. This provision is registered by Ofsted on the Early Years register and the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

There are currently 33 children on roll. The setting supports children with special educational needs. All six members of staff work part-time. There are three play-leaders who work with the children and one holds an early years qualification at level 5. All other five members of staff hold early years qualifications at level 3.

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

 further develop the outdoor environment so that children have more chances to mark make, learn about literacy and be creative outside.

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who attend

Children make good progress at the setting and this is because the experienced staff know how best to implement the Early Years Foundation Stage. The playgroup is well organised and provides an inviting and safe environment for the children who attend. All children are making good progress because staff prepare a wide range of activities that interest and motivate them to learn. Activities have depth and breadth across all areas of learning, which enables children to engage in a wide range of experiences. Planning ensures that children's individual needs are met and takes into account the different choices and interests of the children. Staff focus on providing activities that engage children, develop their skills and ensure they develop positive attitudes required for school or the next stage in their learning. For example, supporting the development of their large gross motor skills in readiness for developing the fine motor skills required for writing. Children are excited

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who attend

as they paint on easels, using big movements with their arms to do this. They use side-to- side movements that help develop their muscles. There engage wholeheartedly in the task as they mixed the powder paints they use. They learn about how the mixture changes, and how much water and powder is required to make the perfect consistency. Staff teach children to think for themselves and become independent when they make these decisions. The preparation for painting becomes a learning experience carefully planned into the routine of the session. Staff ensure that relevant materials and resources are available so that children can develop and extend their ideas. This planning also takes account of the adaptations required so that the activity is matched specifically to the individual needs of each child. The planning also highlights what children need to do next to enhance their learning. Staff interact well with children and successfully develop

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who attend

children's enquiry and thinking skills with questioning to extend their learning. For instance, when reading books, the staff encourage children to anticipate what is coming next and ask, "What is the white stuff we cook with?" Children excitedly answer, "flour." They know their contributions are welcomed.

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who attend

Children with special educational needs make good progress as staff are highly focused on ensuring that they get the best out of their time at nursery. Visual timetable's give all children the chance to understand what is happening and when. This means that all children are given opportunities to foster a sense of ownership at the setting. Staff complete Every Child a Talker summaries that show if children need support with their communication and language development. Everyday conversations that are casual and friendly help children to learn great skills for the future.

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who attend

Staff teach children to count whilst they sing together at carpet times. At these adult- initiated times children learn to listen, to participate and to have fun. Information, communication and technology resources are available for children to gain their first understanding of programmable toys. Staff support this learning with regard to children's individual ability, they know when to leave them to explore for themselves. There are opportunities for children to learn about mathematics, language and express themselves. Staff ask how children are, and this helps them to put names to feelings and consequently, to build their emotional well-being. Staff are mindful to ensure that children broaden their understanding of the world we live in. They learn about a different country every term and display their learning on an 'interest table.' Staff cleverly incorporate all areas of learning through this teaching. The children make elephants and they eat Indian

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who attend

food and celebrate the differences in cultural traditions. This learning makes certain that staff teach children to begin to understand the diverse world around them.

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who attend

Children can choose whether to play inside or outside and staff encourage children to make these decisions for themselves. They can shelter from the sun or the rain outside with purpose built spaces. They relax in a hammock under the trees; this promotes challenge and risk as they try to balance to get on and off without falling. When they are outside there are many resources to choose from. For example, children pretend to row a boat to India and use tennis rackets for oars, staff join in the play and pretend to swim alongside the boat. Because staff are good role models, this encourages the children to use their imagination and immerse themselves in the play. By doing this, they are learning how to think creatively, and staff skilfully seize the opportunity to consolidate previous learning about India. Although the outside area offers many opportunities for children to develop physically, there are no resources to learn more about literacy or mark making.

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who attend

The balance between adult-led and child-led activities is just right. Well-timed focussed sessions ensure that children's interest is kept and they concentrate for a good length of time. These planned sessions are good preparation for school.

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

Staff make sure that all children settle with appropriate support. Parents are welcome to stay with children for a suitable length of time before children start attending properly. This builds up a strong sense of security and helps children and parents have confidence and familiarity in the setting.

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

There is a wide range of resources are stored at a low level. This means these are easily accessible and therefore children can make choices about their play. Children's imagination, creativity and expression, are clearly in evidence through their artwork; attractive displays hung around the rooms celebrate their achievements. This helps children to feel valued and gives them a sense of belonging.

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

Staff consistently reinforce routines and boundaries helping children to understand the expectations at the playgroup. Staff gently remind children what to do, and sometimes children remind each other. For example, a child tells another child not to run inside, 'or you might fall over and bump your head.' A staff member praises this role modelling and the children respond with pride. Staff and children work collaboratively to make their own 'Golden Rules' display and their input means children's learning is reinforced and meaningful.

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

Staff teach children to learn about safety through activities planned for sessions. Children learn how to use scissors safely during creative activities. When children look at books staff are quick to promote learning spontaneously. For instance, when children choose a cookbook to look at staff take the chance to remind children about hot ovens. Staff offer this learning instinctively. Emergency evacuations carried out also help to reinforce safety and remind children what to do in the event of a fire. The provision has good hygiene standards and staff teach children to learn to manage their own needs. Children use individual, named flannels to dry their hands after using the toilet and they do this routinely. Likewise, individually named water bottles are readily available for all children to self-access.

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

At snack time and lunchtime, staff teach the importance of a healthy diet. They remind children how the fresh fruit will make them have big muscles and shiny hair. Children independently select fruit and spread toppings on their toast. They pour their milk or water to drink, this independence helps to empower them, and they learn to manage their own needs.

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provision

Staff make it their foremost priority to safeguard children within the playgroup, and all staff are well aware of the policies and procedures that underpin this. Primarily, they are fully aware of the signs and symptoms of abuse. Staff know what they should do if they are faced with a concern. They know how to contact the relevant agencies immediately so that there is protection for children from harm. Child protection discussions take place regularly, at staff meetings, in-house training or supervision sessions. Staff consider a range of different scenarios, which provides them with opportunities to discuss and consolidate child protection issues so that their understanding is secure. Each member of staff is responsible for ensuring that any risks to children are minimised, and do so through regular checks of the environment, both indoors and outdoors. As a result, the playgroup effectively promotes children's safety and well-being.

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provision

There is a rigorous recruitment process when appointing new staff. All staff have a Disclosure and Barring Service check. Staff induction, appraisal and supervision systems are effective and include opportunities to regularly review their ongoing suitability. Staff are appropriately qualified, experienced and skilled in their ability to teach. They implement effective systems to ensure that children participate in challenging and enjoyable learning experiences. All staff monitor children's progress to identify next steps for learning and engage parents in shared home learning using assessment systems consistently. Parents express their high level of satisfaction in the quality of the provision. A parent rota, drawn up by staff, means that all parents are welcomed into the setting daily to support the provision. The relationships between staff and parents are commendable. Parents feel that staff support them and their children very well. As a

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provision

result, this promotes children's well-being and helps them to make good progress in their learning. Partnerships with other early years agencies are strong, which contributes to meeting children's individual needs.

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provision

The playgroup staff work together with the committee to use effective systems to monitor and evaluate their practice and to identify strengths and weaknesses. Evidence on the day of the inspection, shows that all issues raised at the last inspection have been appropriately addressed. The whole team has visited local settings to share good practice, and has a positive attitude to drive for improvement.

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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 133095 Local authority Bath & NE Somerset Inspection number 813793 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 3 - 5 Total number of places 26 Number of children on roll 33 Name of provider Clutton Playgroup Committee Date of previous inspection 20/07/2011 Telephone number 01761 451089

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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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