Buxton Pre-School Playgroup

Buxton Pre-school Playgroup Buxton Village Hall, Buxton, NORWICH, Norfolk, NR10 5EN

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Inspection date

Previous inspection date 24/11/2014 05/02/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Staff provide a varied range of activities in which children are keen to engage. Consequently, children enjoy their time at the pre-school.  Staff build warm relationships with children. As a result, children demonstrate that they are happy, confident and feel secure in the pre-school.  Staff establish very positive and trusting relationships with parents. An effective two- way flow of communication supports children's welfare and learning and development.  Staff demonstrate sound knowledge of safeguarding procedures, in order to keep children safe.

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It is not yet good because

 Planning is not fully developed to consistently reflect individual children's next steps in their learning, in order for them to make good progress.  Supervision of staff is not always sufficiently focussed on improving the quality of teaching, in order to promote children's learning.  Monitoring is not fully effective to ensure that assessment consistently identifies individual children's next steps in their learning.  At times, daily routines do not always support opportunities for children to lead their own play.

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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 pre-school and talked with the staff.  The inspector and manager undertook a joint observation of a teaching activity.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of staff and a range of other documentation, including the safeguarding procedures.  The inspector took account of the views of parents spoken to on the day.  The inspector reviewed the provider's hardcopy self-evaluation form.

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Information about the setting

Buxton Pre-school Playgroup was registered in 1978 on the Early Years Register. It operates from the village hall in Buxton. There is an enclosed area available for outdoor play. The pre-school serves the local area and is accessible to all children. The pre-school opens Monday to Friday during term time. Sessions are from 9.30am until 12.30pm. Children attend for a variety of sessions. There are currently 22 children in the early years age group on roll. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school supports a number of children with special educational needs and/or disabilities. The pre-school employs five members of childcare staff, three of whom hold appropriate early years qualifications at level 3.

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must:

 ensure that planning is improved to more accurately reflect individual children's next steps in their learning

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must:

 ensure that supervision of staff is extended to include a focus on improving the quality of teaching, in order for children to make good progress.

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

 improve the monitoring of assessment, so that it more consistently identifies individual children's next steps in their learning

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

 review the organisation of routines, such as snack time, so that children's opportunities for sustained play are further encouraged.

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who attend

Staff have a sound understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. They use their knowledge to plan a varied range of experiences for the children. They observe the individual children's progress and record their development in their profile folders. However, they currently do not always use these effectively to plan and provide relevant experiences to consistently meet the individual learning and development needs of all children. Children are making good progress in some areas, but, overall, they are not making enough progress in their learning in readiness for school. The key-person system supports effective links with parents and carers. Staff obtain information about the children's interests when they start and provide resources to aid the settling-in and initial assessment process. Staff communicate with parents on a daily basis. Also, parents have regular opportunities to

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who attend

view their child's profile folder. This approach successfully engages parents in their children's education.

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who attend

The pre-school is organised, so that children can make good choices to support their interests and play. For instance, children enjoy independently using the computer, selecting from a range of age-appropriate programs. This supports their understanding of technology. Children enjoy leading their own play and taking part in activities, guided by adults. They play outside on a daily basis and staff use the outdoor area effectively to promote their developing physical skills and confidence. Children choose from a range of physical play equipment, including hoops and balls and equipment to support all areas of learning is readily accessible for them to self-select.

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who attend

Staff support the communication and language skills of all children, including those children with special educational needs and/or disabilities. Staff join in with children's play, talking to them clearly and using open-ended questioning to extend their communication and language. Children enjoy looking at books on their own or having stories read to them by staff, establishing their interest in reading for pleasure. Encouraged by attentive staff, children use writing resources to practise their early writing skills. Staff extend children's learning as they introduce simple mathematical concepts of shape and size. For example, while creating individual pictures of snowmen using a range of craft materials, staff encourage children to talk about different colours, shape and size.

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

Children share warm relationships with the approachable and friendly staff. New starters settle quickly into the pre-school as staff take account of information about individual children's care needs obtained from parents. A key-person system is in place to help children build relationships with their special member of staff, to support their emotional needs and be motivated to learn. This helps to prepare them emotionally for their eventual move to school. Children demonstrate a positive approach to learning, supported by the cheerful interactions of the staff team caring for them. However, at times, the routines of the pre-school are not sufficiently flexible to fully support opportunities for children to lead their own play. For example, staff interrupt children's play outdoors mid- session, in order to come in for snack. Consequently, children are not always given sufficient time to develop their own ideas and become fully engaged in their play.

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

Staff support children's emerging understanding of the importance of a healthy lifestyle that involves physical exercise and a healthy diet. Children benefit from regular fresh air and exercise during outdoor play. All children are learning about the need for good hygiene practices as they routinely wash hands before touching food and after visiting the toilet. Staff give children appropriate support in managing their coats as they prepare for play outdoors. As a result, children achieve some independence in hygiene and managing their personal care. Children learn about the needs and feelings of others through sharing, taking turns and helping others. Their behaviour is generally good, as the staff share consistent expectations and act as effective role models themselves. Children willingly take on responsibility, for example, tidying away equipment before moving indoors. The pre-school is comfortable and children move freely and safely in their environment because staff take

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

appropriate steps to ensure that hazards are kept to a minimum. Gentle reminders from staff help children to understand about keeping themselves safe as they play and use a variety of equipment.

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provision

Staff have a sound knowledge and understanding of safeguarding policies and procedures and are aware of their responsibilities in this respect. They know how to report and record concerns and have attended relevant training. The provider uses good vetting and recruitment procedures to check that all adults working with children are suitable to do so. She ensures that the pre-school meets or exceeds minimum required ratios and staff supervise children appropriately to meet their needs and promote safety. Children are protected in the event of an accident because a number of staff have a current paediatric first-aid certificate. Children play in a secure, safe environment where staff complete daily safety checks and regularly review risk assessments to promote their welfare.

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provision

The manager monitors staff performance, both informally through working alongside the staff and more formally through annual appraisals, which identify some training needs. However, supervision of staff is largely concerned with their welfare and is not always sufficiently focussed on improving the quality of teaching, in order to promote children's learning. Suitable induction procedures are in place to support new staff and students and to help them understand their roles and responsibilities. The manager uses regular staff meetings to discuss and share any ideas and practice issues to further promote effective outcomes for children. However, she does not fully effectively monitor staff's use of assessments, so that they more consistently identify individual children's next steps in their learning. The manager and recently elected committee demonstrate a commitment to the continual development of the whole provision. They have started to identify some

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provision

realistic future targets for further development to enhance the provision for children.

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provision

Effective partnerships with parents are in place. As a result, parents speak positively of the care and learning their children receive. They are regularly informed about their child's learning through daily verbal feedback and informative newsletters. Some effective relationships with other professionals and external agencies are established, so that children's needs are supported and help them to make progress. Staff continue to promote sound links with other early years providers, which further aids children's progress and development. Information sharing is effective and this eases children's move to other settings or onto 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 253986 Local authority Norfolk Inspection number 864521

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 26 Number of children on roll 22 Name of provider Buxton Playgroup Committee Date of previous inspection 05/02/2009 Telephone number 01603279807

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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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