The Lemington Centre Pre-School

Lemington Centre Playgroup Lemington Clinic, Lemington Resource Centre, Tyne View, NEWCASTLE UPON TYNE, NE15 8RZ

p.1

Inspection date

Previous inspection date 15/10/2014 15/11/2013

p.1

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

p.1

This provision is good

 Teaching is good and staff use observations and assessment well to plan for children's next steps in learning. Consequently, children make consistently good progress in relation to their starting points.  Children are settled and secure because they have formed close bonds with their key person, who knows them well. This means each child's needs are well met.  Staff have a good understanding of their responsibilities and the procedures for managing children's behaviour. The staff implement robust safeguarding and child protection procedures, which help keep children safe within the playgroup.  Strong relationships and good information sharing help staff to recognise and support children's individual needs. As a result, children are happy, which helps them to feel safe and secure.

p.1

It is not yet outstanding because

 Staff's skills in asking open-ended questions are variable. This means children are not consistently encouraged to build on their rapidly developing critical and creative thinking skills.  Parents are not consistently well informed about the types of activities their children are involved in and how these contribute to their play and learning.

p.1

Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the premises and observed activities in the playroom and outdoor area.

p.2

Inspection activities

 The inspector met with the manager, carried out a joint observation and spoke with staff and children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at children's development records, planning documentation, evidence of suitability of staff working in the playgroup and a range of other records, policies and procedures.

p.2

Inspection activities

 The inspector took account of the views of parents and carers through discussion at the inspection.

p.2

Information about the setting

Lemington Centre Playgroup opened in 2013 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is run by a company and operates from the Lemington centre in the Tyne View area of Newcastle upon Tyne. The playgroup serves the immediate locality and also the surrounding areas. The playgroup opens five mornings a week from 8.30am until 12noon and Monday to Thursday from 12.30pm until 4pm during term time. Children attend for a variety of sessions. Children are cared for in one playroom and have access to an enclosed outdoor play area. There are currently 26 children attending, all of whom are in the early years age range. The playgroup receives funding for the provision of free early education for two- and three-year-old children. There are currently four staff working directly with the children, all of whom have an appropriate early years qualification at level 3 and above. The playgroup

p.3

Information about the setting

receives support from the local authority.

p.3

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

 build on staff understanding to enhance further the good quality of teaching so strategies, such as the use of open-ended questions, are used effectively to develop children's ability to think creatively and critically

p.3

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

 strengthen further the good partnerships with parents, for example, by developing strategies to enable them to see children's activities first hand and to gain an understanding of how these contribute to their learning and development.

p.3

who attend

Staff understand how to meet the learning and development requirements of the Early Years Foundation Stage and, therefore, plan a good range of learning opportunities with the children's interests and development stage in mind. Consequently, children are engaged and motivated at all times. Staff carry out regular observations of children's activities and link these to the areas of learning. This information is used along with observations of children's interests, to plan the next steps for children's development at the weekly planning meeting. This means that planning is very current for each child and is focused on their interests and individual learning needs and supports children in their good progress towards the early learning goals. This also helps to prepare them well for their future learning and the move on to school.

p.3

who attend

Teaching is effective overall. The majority of children are new to the playgroup. Staff give them lots of reassurance and support children closely as they choose what they would like to play with. Staff give guidance about how to play cooperatively with other children, when more than one child wants to play with the train set. Praise is given for children's efforts when they listen to staff and replace the train on the track when it comes off. These useful teaching strategies help children learn how to manage their own feelings and develops their self-esteem. Stimulating activities teach children about different ways to make marks. The playgroup has a 'no pen' day. Children learn how to express themselves as they use their fingers dipped in black paint to paint bats. They explore different textured materials that have been provided for craft. Autumn leaves and pumpkin seeds are investigated, discussed and stuck on paper using glue. Children develop an

p.3

who attend

appreciation for books. They sit in the comfortable, cushioned area outside with staff and listen intently as they read the story. Staff help children learn that they need to turn the pages one at a time and share the book with other children. Children are encouraged to be fully involved as staff pause for children to name the characters on the page. Staff repeat what children have said, such as 'blackbird', so that children learn the correct pronunciation. There is a strong focus on developing children's communication and language skills. Staff provide a running commentary during children's activities to support their understanding. They spontaneously sing familiar rhymes when children show an interest in a toy bus. This involves children in joining in. At group time children learn each other's names as they join in with a welcome song.

p.4

who attend

Partnerships with parents are good. Parents are encouraged to share information about their child through daily conversations. New children are supported with settling-in visits where parents share information with their child's key person. For example, staff learn about children's likes, dislikes and self-care skills. Information gained contributes to initial assessments of their child's starting points and helps children to settle well into the playgroup. Staff encourage parents to be involved in observing their children's interests and achievements. Parents complete wow-moment slips, recording things that their child has done at home. These are then used by staff to plan around children's current interests. However, parents are not as well informed about how the activities their children are involved in benefit their learning and development. This is because, as yet, they have not been offered opportunities to observe this first hand.

p.4

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

Staff support children to feel secure and comfortable through routines and close relationships with their key person. Children form strong, secure emotional attachments, which provide a solid foundation to develop their personal, social and emotional skills. The sensitive and caring interactions between staff and children, through a strong key-person system, ensure that all children form positive and trusting relationships. Settling-in visits help children get to know their new surroundings, the staff and other children prior to starting. These are based on individual children's needs and means they make a smooth move from their home to playgroup. Children's behaviour demonstrates that they feel safe and secure and they are confident and at ease. Staff have a calm and consistent manner with them and give them appropriate guidance for good behaviour where needed. Any slight incidents of frustration are dealt with appropriately, and children are learning to

p.4

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

understand right from wrong. Timely reminders from staff encourage children to think about their own safety. For example, staff remind children not to run indoors in case they fall.

p.4

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

Staff provide welcoming, stimulating, well-resourced indoor and outdoor environments, which support children's all-round development and emotional well-being. Since the last inspection, the outdoor area has been successfully developed to provide a wide variety of resources for children to choose from. The door remains open during the session and children choose whether they would like to play indoors or outdoors. This helps children to learn about the importance of physical activity. For example, they learn to balance on small stilts and are proud of their achievement. Children become excited as they choose to have pink water in the tray and this encourages them to learn pouring and filling skills. Children are able to manage their own self-care because staff provide good guidance and give them time to complete tasks. Snack time is flexible, giving children the opportunity to finish their play and to choose when they would like it. Staff demonstrate to children how

p.5

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

to do things for themselves, such as showing them how to butter their toast and how to cut it up. They talk to children about the different fruits available and see if children can name them and know what colour they are. Children receive consistent messages regarding healthy options and eating, which contributes to their healthy lifestyle. Children demonstrate their growing independence as they clear away their plates and cups after snack and put them in a bowl. More able children become independent in using the toilet. Staff remind them that they need to wash their hands when they have finished and praise them for their efforts. However, staff are not consistent in phrasing open-ended questions for children. For example, they ask children if they would like to wash their hands before snack. This does not encourage children to realise the importance of washing their hands at this time as some respond 'no'.

p.5

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

Effective systems are in place to support children as they move on to school. The manager writes to the different schools inviting them to come and visit the playgroup and to meet children. They share children's learning journals and this means that the new provision is aware of children's individual learning styles and needs prior to them starting. This helps support children's well-being as they adjust to periods of change.

p.5

provision

Children are effectively protected from harm through the safeguarding policy, which is fully understood by staff. The safety and well-being of children is effectively prioritised at all times, with staff clear about the signs and symptoms that may indicate abuse. Excellent adult-to-child ratios are maintained and staff are very well deployed, ensuring that children are well supported in their play and learning. Robust procedures are in place for recruitment and selection of new staff. There are induction procedures in place and regular supervision meetings to ensure that staff remain suitable for the post. This ensures that staff practice and the quality of teaching is monitored well, and training needs are identified and training courses are taken up as required. Training is chosen so that it has a positive impact on the quality of the provision, with core courses, such as safeguarding, being undertaken by all staff. All documentation relating to the safeguarding

p.5

provision

and welfare requirements is completed to a good standard and firmly underpins the safe and effective running of the playgroup. Risk assessments are carried out daily by staff before children arrive, both indoors and outdoors, to make sure that any possible hazards are minimised.

p.5

provision

Since the last inspection by Ofsted, when the playgroup was asked to take action to develop the educational programme, there has been significant improvement. A new manager has been appointed who is very enthusiastic about her role. She has concentrated on passing on her good understanding of the learning and development requirements to staff. Weekly staff meetings are held, where good practice is shared. Individual children's progress and interests are discussed and effective planning is put in place for the following week. Staff now clearly track children's learning and development on a tracking sheet. This begins when children start in the setting and is used as a baseline assessment. It is updated each term and shows how children are making progress or if there are any delays or gaps in children's learning, which may need to be addressed. As a result, children are making good progress towards the early learning

p.6

provision

Self-evaluation is strong in the playgroup. The Ofsted self-evaluation form is used and details the strengths and areas for development for the playgroup. An action plan has been developed that shows the priorities for improvement and how and when they will be completed. Input is received from the sure start qualified teacher, who comes in regularly and helps them to set targets. Parents' views are sought through questionnaires and daily chats. Any suggested improvements are acted upon. Partnerships with parents are well- established. They are kept up-to-date with any changes and forthcoming events through regular newsletters. Parents and carers state that they think the playgroup is 'great'. They feel they know that their children are making great progress. They feel confident to approach staff if they have any concerns. Staff understand their responsibility to work closely with other professionals, as appropriate, to support any identified needs a child

p.6

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

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. 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

p.7

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.

p.7

Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.8

Setting details

Unique reference number EY460642 Local authority Newcastle Inspection number 962581 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 14 Number of children on roll 26 Name of provider HealthWORKS Newcastle Date of previous inspection 15/11/2013 Telephone number 01912641959

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.8

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.8

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

p.9

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10