St Peter's Playgroup

St Peter's Playgroup St. Peters Church Hall, St. Peters Road, Buxton, Derbyshire, SK17 7DX

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Inspection date

Previous inspection date 20/11/2014 03/11/2011

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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

 The manager and staff understand their roles and responsibilities to ensure that children are safeguarded. Staff vigilance means that children's welfare is effectively maintained.  Teaching is consistently good because staff have a good understanding of how to effectively promote children's learning. As a result, children are making good progress in their learning and development.  Caring and sensitive staff provide a nurturing environment and as a result, children are happy and enjoy coming to the playgroup. This supports the children to feel safe and secure and supports their emotional well-being.  The leadership and management are strong. The playgroup is organised well through clear policies and procedures. Self-evaluation is reflective and raises clear targets for driving ongoing improvement.

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It is not yet outstanding because

 Staff do not always use highly effective strategies to full encourage all parents to contribute to their children's learning and development, or to share details about what their children have achieved at home.

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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 practice and interaction between staff and children during play and at meal time.

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Inspection activities

 The inspector looked at various documents, including policies and procedures, children's records, evidence of the suitability of staff and safeguarding procedures.

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Inspection activities

 The inspector spoke with the manager and staff at appropriate times throughout the inspection.  The inspector conducted a joint observation with the manager.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of the inspection.

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Information about the setting

St Peter's Playgroup opened in 1981 and is privately owned. It operates from St. Peters Church Hall in Buxton, Derbyshire. The playgroup serves the immediate locality and also the surrounding areas. It opens five mornings a week from 9am until 12 noon, and on Tuesday and Thursday from 12 noon until 3pm, during term time only. Children attend for a variety of sessions. Children are cared for across in two rooms and have access to an enclosed outdoor play area. There are currently 22 children in the early years age range on roll. The playgroup receives funding for the provision of free early education for two-, three- and four-year-old children. The playgroup supports children with special educational needs and/or disabilities. There are currently five staff working directly with the children, four of whom have an appropriate early years qualification at level 3. The playgroup receives support from the local authority. It is registered on the Early Years Register and

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Information about the setting

the compulsory and voluntary parts of the Childcare Register.

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

 enhance the strategies used to encourage all parents to be more actively involved in their children's learning and development and support them to share what their child achieves at home.

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who attend

Staff are knowledgeable about Early Years Foundation Stage and have a secure understanding of how young children learn and develop. They have high expectations of the children, based on their knowledge of the children's starting points and their ongoing assessments. They collect comprehensive information from parents when children start attending the playgroup. Staff use this information in conjunction with their own initial observations and assessments, to provide a clear baseline for children's learning. Staff provide a broad range of interesting and challenging activities and experiences, which cover all seven areas of learning. The quality of teaching is consistently good. Staff successfully monitor the children's learning with the effective use of observations and assessments. Development records are updated regularly and children's individual next steps in learning are fully included in the planning of further activities. The staff respond

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who attend

well to children's preferred learning styles and interests, which demonstrates their firm understanding of the characteristics of effective learning and the early learning goals. For example, staff take the older children outside on a bug hunt they enthusiastically share out the magnifying glasses searching under logs and stones, identifying worms and wood lice. Staff encourage the children to explore the area looking at a variety of objects in the outdoor environment. Consequently, children are helped to make good progress in all areas of learning and development. Children with special educational needs and/or disabilities receive timely interventions, because staff have good knowledge of child development and easily identify any support they may require. This also ensures that all children are well prepared for their next steps in education.

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who attend

Children have access to a stimulating environment both indoors and outdoors and happily choose from a good variety of activities and resources that are safe and meet their developmental needs well. Staff consistently offer good support and motivate children to get involved and learn. Communication and language development is promoted well by staff. For example, as staff sing with the younger children they use props to support the children to listen to and identify different sound. Staff engage in a wide range of conversations with children and use open-ended questions to support them to develop their vocabulary. Children are fully encouraged to think about how they want to respond. Children benefit from a wide variety of books and enjoy looking at books alone or together as they share a book as a group. This helps promote their early literacy skills. There is a range of mathematical equipment available and the children are confident using the

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who attend

equipment within their role play. For example, children use the till in their cafe and they count in a wide range of situations. They write orders on note pads practising their early writing. As a result, children are mathematical and literacy skills are very well supported.

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who attend

Partnerships with parents are generally well promoted because the staff actively encourage them to be involved in their child's learning. Children's progress and development is effectively shared with parents on a daily basis. For example, staff share information with parents at the end of each session both verbally and written in a communication book that can be shared with other early years providers. They offer suggestions about how parents can support their child's learning further in the home environment. However, the staff do not have highly effective strategies in place to encourage all parents to share what they know about their child's emerging interests and achievements at home, to ensure that children's learning continues to be consolidated and extended. Parents are very complementary about the playgroup and the impact it has had on their child's good progress. These partnerships with parents and other early years

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who attend

providers are highly effective in ensuring consistency of care and learning.

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

The role of the key person is implemented effectively in the playgroup, ensuring every child's care is tailored to their individual needs. Staff spend time getting to know children and their families well. They gather detailed information from parents, about children's likes and dislikes and the people and things that are special to them. This, together with pre-start visits and flexible settling-in sessions, help to ensure children form secure emotional attachments to their key person. Staff demonstrate a caring, loving and nurturing nature, as they warmly interact with children. Resources are stored at age- appropriate heights and the enabling environment promotes children's independence in their self-chosen tasks. Photos of the children and their families are displayed, showing that all children are seen as special and unique. Staff prioritise children's needs ensuring that they support them to feel comfortable and secure. This provides a firm base for

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

promoting children's personal, social and emotional development and developing skills for the future. By the time children move on to school they are emotionally equipped and confident for the next stage in their learning.

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

Children learn well about safety and how to behave very responsibly from a young age and to cooperate within a group. They are reminded to tidy toys away keeping themselves and their environment safe. Staff allow children the opportunity to take calculated risks. For example, they are reminded to look out for other children as they skilfully ride their bikes negotiating obstacles in the play area. Staff understand the importance of children learning through active play and talk about the safety implications of activities. As a result, children are developing very good levels of safety awareness, confidence and self-esteem. These opportunities support children to develop skills for the future and learn how to keep themselves safe from harm. The move on to school is supported by the playgroup as they have very strong links with the local schools. Information is shared appropriately to ensure children's learning is not disrupted when they move on to the next stage in their learning.

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

Children learn about expected levels of behaviour from the positive role modelling of staff and from each other. Children's behaviour is very good because staff provide clear boundaries and implement the behaviour management policy consistently throughout the playgroup. Staff manage inappropriate behaviour in a calm, sensitive way that is appropriate to children's age and stage of development. As a result, the playgroup is full of happy, settled and well-behaved children. Staff promote children's health and well- being effectively. They provide many opportunities for children to learn about the importance of adopting a healthy lifestyle. For example, there is a good focus on outdoor, physical activities and this enables all children to develop very good control of their bodies and to benefit fully from lots of fresh air. Older children are encouraged to pour their own drinks and all children select their own snacks from a range of healthy and nutritious

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

options. This gives children the opportunity to try new tastes because snacks are varied to encourage children to be interested in what they eat. Mealtimes are sociable occasions and staff use this time effectively to talk about healthy food choices. Children's lunch boxes are stored appropriately, ensuring that their food is safe to eat. Staff are vigilant in promoting very good hygiene as a matter of course in their daily routines. They ensure that efficient hygiene practices keep children safe and healthy.

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provision

The manager and staff have a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Staff have a good knowledge of child protection. Many of them have attended training to ensure their skills are up to date, so that they know what to do if they have a concern about a child in their care. As a result, children's welfare is safeguarded. Security is good because the playgroup door is locked during the session. Visitors and parents are required to knock on the door to gain entry. Visitors' identity is checked. Staff complete regular head-count checks in the room. This ensures that an accurate record is maintained of everyone coming in or out of the playgroup and ensures ratios are always met. Staff are deployed effectively and the supervision of children is vigilant. Staff monitor accidents; they keep accurate records and effectively share this information with parents. Detailed risk assessments are carried out

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provision

and staff make daily checks of the playgroup to ensure that it safe for the children. As a result, children's health and well-being is well supported. Policies and procedures are reviewed regularly to ensure that they reflect the current guidelines and practices. Good systems are in place for recruitment. All of the relevant checks are carried out to ensure staff are suitable to work with children. As a result, children are kept safe.

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provision

The manager regularly monitors the planning and delivery of the educational programmes to ensure that they have sufficient depth, breadth and challenge and that they reflect the children's interests. Very good systems are in place to monitor children's progress this enables the manager and her staff to identify very quickly any children who are progressing less well than expected and implement appropriate interventions. Staff's professional development is monitored by regular supervision meetings and observations of practice. Staff are well qualified and this has a positive impact on children's learning. As a result, they have a good understanding of the requirements to effectively monitor all children's skills, abilities and progress. Consequently, all children's care and learning needs are well addressed.

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provision

There is a good system in place to evaluate the provision, which staff, parents and children are involved in to ensure continuous improvement. They have successfully address the actions and recommendations from their last inspection. Robust risk assessments are now in place and systems for exchanging information with the other early years providers the children attend. Staff are motived to provide a very good service to the children and families attending the playgroup. Partnerships with parents are well established and they share good information to promote children's learning and care needs. Parents speak highly of the playgroup and feel that staff keep them well informed of their child's learning and development. The playgroup has developed good links with local schools and other professionals, in order to identify all children's needs and help them to make good progress. This effectively promotes continuity of care and learning and

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provision

helps ensure that no child is disadvantaged. This effectively promotes continuity of care and learning and helps ensure that no child is disadvantaged, including children with special educational needs and/or disabilities.

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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. 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 206875 Local authority Derbyshire Inspection number 865449

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 33 Number of children on roll 22 Name of provider Lynne Skellington Date of previous inspection 03/11/2011 Telephone number 01298 79737or 07970 780160

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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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