Dunswell Playgroup

Dunswell Playgroup St Faiths Church, Dunswell Lane, Dunswell, East Yorkshire, HU6 0AG

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Inspection date

Previous inspection date 29/09/2014 16/09/2009

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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

 Teaching is consistently of a very high quality and as a result, children make good progress in their learning.  Staff are very confident and competent in their role. They support children's learning through the provision of a wide range of interesting and varied activities and experiences.  Staff recognise the valuable contribution that parents make towards their child's learning and the impact this has on helping them to be ready and well prepared for school.  Staff understand about safeguarding procedures and are vigilant about keeping children safe.  The well-established playgroup team work very well together. They are confidently led by the managers, who work conscientiously alongside them to ensure that their performance remains at a high level, so that children make good or better progress.

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It is not yet outstanding because

 Staff do not always maximise children's sensory and exploratory learning through indoor activities that build on their experiences outdoors and through their visits and outings.  Staff do not always help children to be fully involved in making choices and decisions about the toys and resources that are available from the varied range.

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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 manager and the inspector toured the playgroup.  The inspector spoke to children, staff and parents.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of staff working with the children.

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Inspection activities

 The inspector observed all staff engage with children during play activities and group times.

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Inspection activities

 The inspector looked at a sample of children's assessment records, planning documentation, the centre's policies and procedures and other records.

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Information about the setting

Dunswell Playgroup is a well established group, which registered again in 2009 under the current private partnership between two joint owners. The playgroup is registered on the Early Years Register. It operates from St Faiths Church hall in the village of Dunswell on the outskirts of the East Riding of Yorkshire. Children living in the local and surrounding areas use the playgroup and attend for a variety of sessions. They use the main hall and adjacent toilet facilities. There is an outdoor play area to the rear of the premises. There are currently 17 children on roll and all are in the early years age range. The playgroup provides funded early education for two-, three- and four-year-old children. It is open for five sessions each week during school term times. Sessions start at 8.45am and finish at 11.45am, Monday to Friday. There are three members of staff, who work with children. All hold recognised childcare qualifications at level 3. There is an unqualified member of staff,

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Information about the setting

who also works at the playgroup when needed. The playgroup receives support from the local authority.

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

 refine the planning for children's indoor learning to include sensory and investigative activities that build on those that take place outside and during visits to places of interest

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

 develop ways to extend the opportunities for children to make independent choices and decisions from the broad and varied range of toys and resources that are available for them.

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who attend

Staff are very secure in their knowledge and understanding of how to promote the learning and development of young children. They provide a varied range of interesting activities that help children to learn through play and first-hand experiences. For example, staff organise outings for children to local places of interest in the community, such as a garden centre. This means that children are able to see a wide range of interesting things, such as seeds, plants, tools and small animals for themselves without having to be told about them or relying on toys or books. Staff support children's learning conscientiously through high levels of supervision and quality interaction. For example, as they sit next to children, who are sorting through a box of various construction materials, they provide suggestions about how they could use the different pieces to fit them together. They show them how to refer to the instruction sheet to sort through the various pieces and find

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who attend

what they need to make something. This helps children to copy, as a way of getting started or think of ways to use their own ideas to create something that is unique. It also helps children to understand that there are different ways to find and use information. Staff understand about providing challenge, particularly for the older children. They support them with difficult tasks, such as helping them to complete a complex puzzle. This means that children are more likely to persevere and not give up because there is no-one there to help them to sustain their concentration. Staff help children to find solutions about where the many pieces fit, so that they achieve their goal. They encourage children to experiment and 'have a go'. During a painting activity, they fully support children, who are curious to use their fingers and hands to make marks on the paper as an alternative to using a brush. This shows that staff understand child development and the need for young

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who attend

children to explore different ways of doing things. It helps children to exercise their natural curiosity and make links between ideas. As a result, children make good progress in their learning because the quality of teaching is good.

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who attend

Children's interests and their personal learning goals are at the heart of staff's planning. Staff observe children to find out how they are developing in all areas of learning and decide what they need to do to help them to move forward and make progress. They use this information to plan a varied range of activities that they provide each day of the week. Many activities take place outdoors in the garden, through outings or linked to the nearby school. When outdoor activities are not possible, staff do not always fully explore other ways to continue to meet children's sensory and exploratory learning. For instance, through providing indoor activities, which build on the learning opportunities that children experience outdoors and through their visits and outings. Children are very keen to get involved in all activities and they are very comfortable working independently or in a group. Each session allows children the opportunity to play on their own or with friends

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who attend

and in a smaller or a larger group. This supports children to learn to share, take turns, be respectful of one another and to form relationships with other children. It helps them to learn to work with and alongside other children, so they develop social skills that they will need when they enter school. It also encourages children to learn from each other. It is clearly evident that the older children in the group are excellent role models for the younger children.

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who attend

Parents are encouraged to share in children's learning. For example, they are asked to help their child to find things at home to take to the playgroup that begins with the chosen letter of the week or the colour of the week. As part of each 'circle time' session, children take part in showing their selected items brought from home to the rest of the group. Staff and children talk about letter sounds, colours and shapes and staff take good opportunities to extend learning. For example, they discuss the days of the week, the weather conditions and introduce words that rhyme. They count with the children and encourage them to solve simple number calculations, such as adding two and two together using their fingers. This is carried out everyday, so that all children are involved and they learn through repetition. Staff are happy for children to take home some of the resources, so that parents can help their child enjoy favourite puzzles and books or

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who attend

practise using tools, such as scissors. Staff's commitment to work closely with parents supports them to be actively involved in children's learning and makes a significant contribution to the progress they make. This shared approach helps them to develop positive attitudes to learning that they will need for their future learning and in preparation for school.

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

When children arrive at the playgroup, they are warmly greeted by staff and immediately find their name cards to hang on their coat pegs. This helps children to read and recognise their names and provides them with a sense of belonging. The playgroup is welcoming with bright, colourful and attractive wall displays that all children contribute to. There are lots of photographs displayed around the playgroup, which helps children to remember special events and informs parents about the wide range of activities their children get involved in. The majority of toys and resources, usually chosen by staff as part of their planning process, are provided at child height, so that children can reach them easily and make some choices and decisions. Staff have not yet fully explored ways to help children to be more fully involved in making choices and decisions about the toys and resources from the wide and varied range available. The playgroup is well prepared

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

before children arrive and staff are on-hand to welcome children and parents. This shows that staff recognise the value of children entering a well-organised environment that helps them to feel emotionally secure and the benefits this has towards their learning and well- being.

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

There is a well-established key-person system in place that helps children to form firm, emotional attachments to a special person. This provides a strong base to help children to develop in confidence and independence. Warm, caring and very trusting relationships are clearly evident between all children and staff members. Before children start at the playgroup, they and their parents attend 'stay and play' sessions. This is a good opportunity for parents and staff to share information and for children to familiarise themselves with their new play setting. The majority of the children will attend the adjacent school when they leave the playgroup. Staff help to prepare children for this by regularly taking them across to the school for visits and to attend a varied range of school events. This helps children to be emotionally well prepared for the next stage in their learning. The school has very recently secured an allotment that they are inviting the

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

playgroup to share. This will have a positive impact on children's outdoor learning and enhance the already very strong partnership that the playgroup has with the school. It will further support the move for the older children from the playgroup into school, so that any anxiety they might feel regarding the change is minimal.

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

Children are given roles of responsibility, such as being a 'helper', who assists a member of staff at snack time. They understand the importance of regular hand washing and say this is to make sure that there are no germs. Children's behaviour is very good because they are kept busy, well occupied and learn how to work with each other. They willingly get involved at tidy time, so they are learning to understand how to care for their environment. Outings on foot that take place help children to listen to instruction and manage risks and challenges relative to their age. Children make healthy choices at snack time and are polite as they ask 'please may I have?' when they request more grapes. They find their own water bottle when they need a drink and following physical exercise, show an understanding of its affect on their heart and body. This shows that children are developing an awareness of a healthy lifestyle and the importance of keeping fit. They are

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

showing signs of self-control, of being able to manage their own needs and of being kind and thoughtful to the needs of others.

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provision

The playgroup is well maintained, safe and secure. During times when parents and their children are arriving and departing from the playgroup, staff are vigilant to ensure that no unauthorised person is unable to enter the building or any child is able to leave unsupervised. Effective safeguarding arrangements are in place, including the routine checking of staff to ensure they are suitable to work with children. All staff attend food safety, first aid and safeguarding training and they have access to written policies and procedures pertinent to the protection of children. This means that they have vital skills and knowledge to help protect children and understand the action to take if they have any concerns about a child's welfare or well-being. In addition, strict rules regarding the authorised collection of children, a complaints procedure, safe recruitment procedures and risk assessment routines help to keep children safe. The playgroup's range of policies and

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provision

procedures support the safe operation of the group. They are shared with parents and regularly reviewed to ensure that they remain fully effective. This helps to ensure a safe environment for children to play and reduces risks and hazards.

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provision

Staff regularly monitor children's progress. They systematically record their findings to track children's development and share this information with parents and partners. The small staff team, overseen by the managers, are very well established. They work closely together to share information about all of the children, so that everyone is fully informed. The monitoring process ensures that staff record their findings in a timely, precise and accurate way to ensure that each child is developing in line with that which is typical for their age. Staff attend training to keep up to date with current information. The majority of the team hold a recognised qualification at level 3. Both managers are very keen for the unqualified staff member to commence a programme of professional development to use the good experience that she already has and further develops her knowledge, understanding and practice.

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provision

Partnerships with parents, professional agencies, community members and schools are strong. Staff make good links with members of the community, so that children benefit from visiting their amenities. The recommendations raised at the last inspection have been addressed. Staff are looking forward to introducing the children to the new allotment. They recognise the benefits that this will bring to children's learning and the further improvement of the group. Parents spoken to during the inspection are highly satisfied with the service they and their children receive. They confirm that they feel they are kept very well informed and involved in their children's learning. Parents add that their older children, who have since left the playgroup, were very well prepared and ready for school. They recognise the progress that their children make in their learning and development. Parents comment on how the playgroup has helped their children's speech and language

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provision

and has rapidly increased their social skills, confidence and independence to a high level.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY384573 Local authority East Riding of Yorkshire Inspection number 858876

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 20 Number of children on roll 17 Name of provider Dunswell Playgroup Partnership Date of previous inspection 16/09/2009 Telephone number 01482 802511

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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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