Little Monkeys Playgroup

Little Monkeys Playgroup Village Hall, Main Street, LEICESTER, LE8 6UF

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Inspection date

Previous inspection date 05/06/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 have a good understanding of child development and how children learn. They create a thoughtfully planned playroom, which provides an enabling environment for all ages of children to play and learn together. Consequently, the quality of teaching is good and children are motivated to learn.  Partnership working with parents is developing well. Staff engage positively with parents, which keeps them well informed and enables them to support their children's learning at home.  Staff consistently pay high regard to the safety of children. The extensive and comprehensive range of policies and procedures are well understood and are consistently applied by staff.  The provider, manager and staff are passionate and highly motivated about delivering a high-quality service to children. They have a positive attitude to improvement and embrace the culture of reflective practice and monitoring.

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It is not yet outstanding because

 There is room to build on partnerships with other early years providers in order to enhance the continuity of care and learning for children that attend more than one setting.  There is scope to enhance opportunities for children to further develop their physical skills, for example, through the further development of the outdoor provision.

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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 observed activities in the playroom and outside.

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Inspection activities

 The inspector met with the registered person and manager of the provision at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation, evidence of the suitability and qualifications of staff working with children, the provider's self-evaluation and the improvement plan.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Little Monkeys Playgroup opened in 2013 and is privately owned. It operates from a community building in the village of Willoughby Waterleys in Leicestershire. The playgroup serves the immediate locality and also the surrounding areas. The nursery opens five days a week from 8.30am until 4.30pm all year round except on bank holidays and for a week at Christmas, October half term and two weeks in the summer. Children attend for a variety of sessions. Children are cared for in one, main group room and have access to an enclosed outdoor play area.There are currently seven children in the early years age range on roll. The playgroup receives funding for the provision of free early education for three- and four-year-old children. There are currently two staff working directly with the children, both of whom have an appropriate early years qualification at level 3. The playgroup receives support from the local authority and is registered on the Early Years Register.

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

 strengthen partnerships with other early years providers to enhance the continuity of care and learning for all children that attend more than one setting

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

 make the most of the outdoor play space and resources in order to provide further opportunities for children to be physically active.

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who attend

Children are happy and confident in this welcoming and stimulating playgroup. Managers and staff have a good understanding of how children learn and teaching is effective. They know the children very well and provide a variety of interesting activities and opportunities to promote their learning and development. They gather relevant information from parents about their children's preferences and capabilities before they start. Managers and staff use this information, along with their initial assessments, to ascertain children's starting points. As a result, children settle very quickly into the playgroup and are provided with activities that are of interest to them from the start. Managers and staff continue to carry out precise and purposeful observations as children play and plan stimulating activities that meet children's individual learning needs. Assessment procedures are effective and these allow key persons to effectively complete progress checks for children

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who attend

between the ages of two and three years and identify gaps in children's learning. The role of parents is highly valued to support children's learning and development. They are invited to view their children's learning records whenever they wish and are encouraged to make comments. The regular and detailed feedback provided to each parent helps them to feel included in their child's learning. In addition, initiatives such as, Millie the monkey and book bags provide fun ways for parents to continue their child's learning at home.

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who attend

Children freely explore their environment and on arrival enthusiastically choose an activity and quickly become engaged in their play. This clearly demonstrates their positive attitude to learning. Staff foster children's communication and language well. They speak clearly, maintain eye contact and introduce new words to increase children's vocabulary and engage them in constant conversation. Children are eager to talk about their own experiences. Staff successfully use open-ended questions, asking children to 'tell me' and 'describe' to encourage them to share information in greater detail. This helps to increase children's understanding of language and speaking skills. Children enjoy being outside and develop their physical skills as they climb large, fixed play equipment and use small equipment, such as balls to learn how to throw and catch. They show their curiosity as they study a small snail they find hiding in the mud. Eagerly they share this with a

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who attend

member of staff who seizes the opportunity to extend learning further, as they compare the shell on the snail to a seaside shell they were looking at earlier.

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who attend

Mathematical skills are taught well through adult-led activities and everyday routines. Children count the steps on the slide and explore space, shape and measurements as they fill and empty containers of different sizes in the water tray. Staff introduce positional language, such as over, under, big and little as children play. Books and stories are read with enthusiasm to children, which successfully captures their interest. Regular visits from the book bus allow children to choose their own reading materials, which they take home in book bags to share with parents. Children have easy access to a good range of resources, such as pens, pencils, chalks and tools. Children show their developing skills as they make marks on paper to represent their own name. This helps children to learn that print carries meaning and encourages an interest in reading. As a consequence, children are learning the necessary skills needed to prepare them well in readiness for school.

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who attend

Children have good opportunities to be creative and explore a range of materials and natural objects. For example, using paint and potatoes children make marks and patterns on paper and explore the feel of hay as they hide small world farm animals underneath.

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

Children are supported well in the move from home to the playgroup through the clear settling-in procedures that take place. Staff take time getting to know children and discuss their individual needs with parents. Consequently, children are well supported and their sense of belonging and feelings of security are effectively promoted. Key persons ensure that parents are fully aware of their child's day as time is spent sharing information at the start and end of each day. Detailed, written diaries enable parents to look at the information in their own time and to make comments if they wish. This supports an effective two-way exchange of information, which further supports children's move from home to playgroup. Links with local schools and other settings that children attend are less well established. However, managers and staff are fully aware of the benefit of effective partnership working in order to support children. They have made arrangements

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

to liaise with local schools and other settings and to compile transition reports outlining children learning to share with key staff there. Children play in a happy and relaxed atmosphere, which results in a positive learning environment for all. Staff pay close regard to the safety of children and ensure that activities, resources and equipment are suitable for their individual needs and interests. They have taken great care in creating an interesting and welcoming environment. Children's ability to play independently is well supported through the accessible toys and equipment. This means that children can make choices about what they would like to play with, successfully promoting their personal, social and emotional development. For example, young children explore the small world toys, move to the water tray and then back to where they started in their own time and at their own pace. Behaviour within the

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

playgroup is good. Children understand the importance of being kind and considerate towards each other. They are reminded to share and take turns with toys and equipment. Staff are calm and consistent in their approach to behaviour and have clear and realistic expectations. Children's confidence and self-esteem continually grows through the consistent praise and encouragement they receive. Safety is a priority within the playgroup and children's awareness of managing their own safety is effectively promoted. For example, by practising the fire drill, moving safely from indoors to the outdoor play area and negotiating fixed play equipment appropriately.

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

Children enjoy a variety of nutritious meals and snacks, which are freshly prepared each day and take account of individual dietary needs and preferences. Staff work closely together to ensure that children's individual dietary needs are known and respected and that they do not come into contact with foods that are unsuitable. Mealtimes are sociable occasions with staff eating alongside and supporting children as needed. Children's health and well-being is well promoted as they are encouraged to follow good routines and manage their own personal care routines. Staff ensure they are positive role models and visual reminders are also displayed. Younger children's personal care needs are met well and nappy changing routines ensure that their comfort is maintained at all times. Consequently, children's personal care needs are met throughout their time at playgroup Children have daily opportunities to be physically active as they go outdoors on a daily

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

basis. They benefit from the fresh air and the space enables them to run, jump and climb as they learn to control and coordinate their bodies. Children have access to a range of equipment however, there is scope to review how this is used to ensure that what is available meets the needs of the children present. For example, some wheeled toys are too small for some of the older children, which inhibits their movements and provides inappropriate challenge.

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provision

The manager and staff have a good understanding of the Early Years Foundation Stage safeguarding and welfare requirements. They pay close regard to the safety of the children that attend the playgroup and are confident in what to do should they have a concern regarding a child's welfare. A comprehensive range of policies and procedures are in place and are clearly understood and implemented by all staff. They have completed safeguarding training and this is an ongoing agenda item at team and supervision meetings. This helps to ensure that they are up-to-date with any changes in legislation and that policies are consistently implemented. Parents are advised of the playgroup's responsibilities through discussion and access to the broad range of robust policies and procedures that underpin practice. The provider, manager and staff have good working relationships and they work effectively and closely to ensure children receive good-quality

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provision

care and education. Thorough risk assessments are used to manage potential risks to children. These are monitored and reviewed and any action taken is noted. Staff complete daily visual checks of the premises before children arrive and remain vigilant at all times.

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provision

The adult-to-child ratios are effectively managed and staff work well together to ensure that children are well supervised at all times. Robust recruitment procedures mean that staff complete the necessary suitability checks and have completed relevant training. Clear induction procedures ensure that all new members of staff understand what is expected of them. Frequent meetings between the provider, manager and staff provide opportunities to share any concerns, good practice and ideas within the playgroup. In addition, regular supervision meetings and annual appraisals enables managers to identify learning needs for individual members of staff. Managers and staff are committed to updating their skills, knowledge and qualifications in order to support children. They talk positively of the strong working relationships and recognise and respect each other's individual skills and attributes. This creates a happy and welcoming environment. They work closely together

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provision

to monitor and evaluate the educational programme. For example, regularly checking and discussing planning and assessments to ensure that these are consistent and precise. As a result, staff are effective in delivering the requirements of the Early Years Foundation Stage.

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provision

Partnerships with parents are good. Staff have worked hard to build a rapport and build positive relationships. Parents express their appreciation for the welcoming staff group and the care and learning that their children receive. They are provided with an extensive range of useful information regarding policies, procedures, practice and the care of children. This is accomplished through daily discussion and diaries, newsletters, display boards and the playgroup website. However, wider partnerships with other professionals and with other providers of the Early Years Foundation Stage are in their infancy. As a result, there is scope to develop links further in order to fully support individual children that attend more than one playgroup or are moving on to school.

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provision

The provider, managers and staff all demonstrate a strong drive for improvement. They are committed, enthusiastic and motivated to provide a high-quality service to children and their families. This is the first inspection since registration and they have worked very hard to create a positive learning environment for children. The playgroup has completed detailed improvement plans, which prioritise areas of development. They regularly review systems to ensure that they are fit for purpose. This demonstrates a clear understanding of the strengths of the playgroup and areas where there is scope for further development in the provision for children.

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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 EY471611 Local authority Leicestershire Inspection number 947913 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 22 Number of children on roll 7 Name of provider Richard Love Date of previous inspection not applicable Telephone number 01162799018

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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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