Condicote Playgroup

Condicote Playgroup Condicote Village Hall, Condicote, Cheltenham, Glos, GL54 1EY

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Inspection date

Previous inspection date 13/10/2014 15/01/2009

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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

 Children have an eagerness for learning because staff plan purposeful activities based on their interests.  Staff implement effective safety procedures to keep the premises safe and secure. This ensures a safe environment for children to play and learn.  Partnership with parents is strong. Staff and parents communicate very well, which helps children's continuity of learning and care.  Staff provide a warm and friendly environment where children play well together and develop positive social skills.

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It is not yet outstanding because

 Children have fewer opportunities to explore and use toys and resources that reflect equality and diversity.  Staff do not always organise resources effectively to encourage children to adapt and extend their play activities, and link areas of their learning together.

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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 children in all areas of the playgroup.  The inspector held discussions with the play leader, staff and children.  The inspector took account of the views of parents and carers spoken to on the day.  The inspector completed a joint observation with the play leader.

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Inspection activities

 The inspector reviewed paperwork including children's records, samples of their work, policies, risk assessments and suitability checks on staff.

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Information about the setting

Condicote Playgroup originally opened in 1968 and re-registered in a new building in 2002. The playgroup is a committee run group and operates from the village hall of Condicote, near Stow-on-the-Wold. The playgroup serves the local area and has links with local schools. The building is accessed via a slope, which leads to a flat level entrance. Accessible ground floor toilet facilities are provided. There is a fully enclosed play area available for outdoor play. The playgroup is registered on the Early Years Register. It receives funding for the provision of free early education for children aged two, three and four. The group opens during school term times: Monday 9.15am to 2.45pm, Tuesday 9.15am to 1pm, Wednesday 9.15am to 1pm, Thursday 9.15am to2.45pm. Children are able to attend for a variety of sessions. On Friday morning, the playgroup staff operate a parent/carer and toddler group. The playgroup supports children with special educational

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Information about the setting

needs and/or disabilities. The playgroup employs three members of staff, all of whom hold recognised early years qualifications. The play leader holds Qualified Teacher Status and Early Years Professional Status. One member of staff holds a relevant qualification at level 4.

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

 increase the range of toys and resources available to children which reflect individual differences in people, cultures and communities, to further encourage children to value and respect diversity.

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

 enhance further children's learning in play by supporting them to make links between different areas of their learning using a wider variety of tools and resources.

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who attend

Children make good progress in their learning because staff are knowledgeable about the children in their care and know how young children learn. They establish children's interests and starting points through discussions with parents. Staff observe children carefully as they play, then use these observations in their planning. This means that activities build on children's interests, which results in high levels of engagement in their learning. For example, children bought in potatoes from home and shared their interest with other children. Staff then helped children grow them in the playgroup, harvest them, and cook them in different ways. Staff match observations to stages of child development regularly as they track and summarise each child's level of development. This means staff are able to monitor children's progress closely, identify next steps in their learning accurately and plan to meet all children's needs.

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who attend

The quality of teaching is good. Staff are skilled at knowing when to join children as they engage in self-initiated play. Staff seize on opportunities to ask open-ended questions that encourage many possible answers. For example, staff use the words, 'How?' and, 'Why?' to begin questions. This supports children to learn new skills and develop their knowledge. For example, children worked out how to measure their heights with soft bricks in response to staff questioning. However, staff do not always fully enhance this learning by encouraging children to select additional tools and resources in order to adapt tasks and activities for themselves. For example, staff did not encourage children to get paper or chalks, or to take photographs to record their findings, and represent their mathematical ideas after they had measured themselves. Large group activities are successful because activities are short and focused and staff ensure that the activity

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who attend

matches the children's ability. Staff use these opportunities to remind children about what they have learned on previous days and what experiences are on offer during the session. Therefore, children become inspired and engage immediately in purposeful play. Smaller group activities take place, which enhances children's skills and prepares them well for school. For example, older children learn to read and write using letters and sounds while developing their purposeful listening in groups.

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who attend

The educational programme provides stimulating, fun and challenging activities across all areas of learning. Children's communication and language skills develop well as staff engage in regular conversations with them. They give children time to respond and organise the thoughts they want to express. Staff organise many activities to support children to collaborate. As a result, children learn to listen to each other, express their preferences and build on each other's ideas. Children develop their physical skills. They learn to balance, negotiate obstacle courses, go for regular walks and use pencils, scissors and other tools in the creative area. The development of children's personal and social skills is highly successful because staff are good role models. Children engage well in mathematical activities in their play and during routines. For example, they identified curves and straight pieces of train track, and counted the number of plates during snack

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who attend

time. Staff help children to understand the world as they observe the natural world outdoors, explore the local community and learn how to use technology. Staff teach children about books through sharing stories informally and formally. As a result, younger children confidently hold books and turn the pages as they pretend to read to their friend. Older children re-tell favourite stories spontaneously in their play. Children make good progress in their literacy skills and they learn to recognise and write their own names.

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who attend

Parents feel fully involved in their child's learning and development. They are able to share information with their child's key person informally on a daily basis. Parents are able to access their child's learning and development folder regularly. They receive written records of children's next steps regularly and good ideas for activities they can provide at home that will complement activities in the playgroup. Parents contribute information about children's experiences and achievements at home through writing out, 'Wow', moments. This all supports the progress that children make and ensures they receive good continuity in the learning and development. Therefore, overall children are acquiring the key skills that prepare them for school and the next stage in their learning.

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

Children often attend the toddler and parent group run by the playgroup staff. As a result, children establish relationships with their key person before they start attending playgroup, which helps them settle quickly and well. The key person communicates with parents regularly and collects information that helps them sensitively tailor children's care. For example, the key person works with parents to provide consistency in the support children receive as they learn to use the toilet independently. Staff pay close attention to the needs of each child, so that they can take a full and active part in all aspects of the provision. Staff are skilled in noticing when children need a little further encouragement to develop their skills and confidence. For example, staff helped quieter children express their preferences as they played with the trains. Children behave well and learn how to value and respect each other, because staff treat them with kindness and set clear

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

boundaries for expected behaviour. This helps children to learn the difference between right and wrong. As a result, children develop good social skills, which help them make the move to the next stage in their education confidently.

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

Staff have planned the indoor and outdoor learning environment to include zoned areas. This ensures daily coverage of all areas of learning and development. Labelled boxes of toys help children to access them independently and make choices in their play. Staff promote inclusion as they warmly welcome and respect all children. Children engage in many interesting conversations where they explore their differences and similarities. However, there are fewer resources available, which promote children's awareness of different cultures and diversity.

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

Staff promote children's good health and hygiene through the daily routine. They help children to use hygienic hand cleansers to learn about the importance of keeping themselves clean. As a result, children know that they must clean their hands before eating their food. Staff strengthen children's knowledge of the benefits of a healthy diet by explaining how fruit is healthy and helps your skin heal if you fall over. Children's independence grows, as they staff encourage them to pour their own drinks. Staff teach children how to manage risks and identify the consequence of these by explaining clear safety rules. This ensures that children adopt sensible attitudes. Staff make good use of the outdoor area, so that children benefit from daily fresh air and exercise during the day. Staff provide a varied programme of active games that develop children's physical health.

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provision

The play leader and the deputy understand their responsibilities with regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. Staff demonstrate good awareness of the safeguarding policy and they know what steps to take in case of concerns about a child's welfare. The management committee conducts rigorous recruitment procedures and ongoing suitability checks to ensure that all staff are safe to work with children. For example, existing staff hold appropriate Disclosure and Barring Service checks. The play leader effectively maintains the required documentation, such as keeping clear records of accidents and sharing these with parents. Risk assessment is thorough and includes comprehensive assessment both indoors and outdoors.

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provision

Staff demonstrate a secure understanding of how children learn and develop as a result of their professional qualifications and training. They plan effectively as a team and use their skills and expertise to support and enhance children's good progress. Good systems are in place so that the play leader is able to monitor the educational programmes. The play leader maintains an overview of the observations and assessment through checking the learning journal records of children. She monitors gaps in learning for individual children and she is beginning to look for common threads to strengthen future planning. As a result, children make good progress and they are ready for the next stage of their learning.

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provision

At regular staff meetings managers share ideas and information about the development of provision with the staff. Appraisals and supervision take place and provide an opportunity for staff to discuss working practices. Staff have good opportunities to take additional training courses and to work towards further qualifications. The quality of self-evaluation is good and includes the views of staff, parents and children. Staff send out a comprehensive parent questionnaire annually and gather children's comments about the playgroup to inform plans for the future. Management identifies areas for development and these form part of a focused action plan.

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provision

The play leader demonstrates a full awareness of how to access additional support from other professionals should the need arise. Parents receive good information including policies, planned activities and practical information, such as on healthy eating and child illnesses. Staff encourage parents to sign up to help during the session to further promote parental involvement. Parents are confident to raise concerns and they speak highly about the quality of partnership working with staff. They appreciate staff contributions to their children's well-being and learning. Staff are proactive in contacting other schools that some children will transfer to encouraging teachers to visit children in the playgroup. This helps children to feel confident as they prepare to move to school.

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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 EY225776 Local authority Gloucestershire Inspection number 842643 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 24 Number of children on roll 18 Name of provider Condicote Playgroup Committee Date of previous inspection 15/01/2009 Telephone number 0779 6987173

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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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