Busy Beavers Playgroup

Busy Beavers Playgroup Old Catton Village Hall, Church St, Old Catton, Norwich, Norfolk, NR6 7DR

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Inspection date

Previous inspection date 25/11/2014 17/10/2011

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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

 There are warm relationships between the children and their key person, which promotes children's well-being and helps to develop their self-confidence. As a result, children are happy and confident to explore their surroundings.  The playgroup has strong partnership working with parents and regular and effective communication ensures that children's needs are fully met.  Children make good progress as they happily engage in purposeful learning experiences delivered through inside and outside play. Planned activities take into account children's next steps for learning, building on their prior skills and knowledge.  Children are kept safe from harm and are well protected because staff have a clear understanding of child protection issues.

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It is not yet outstanding because

 The already good learning environment does not always offer a wide range of additional resources to enhance children's play. As a result, children's learning is not fully maximised.  Children have fewer opportunities to explore and develop an understanding of information and communication technology.

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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 looked at the premises and observed children and staff indoors and outdoors.

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Inspection activities

 The inspector viewed a selection of documentation covering children's learning, children's records, policies, attendance records, risk assessments and self- evaluation. In addition, the inspector looked at staff qualifications and checked evidence of the suitability of all adults working in the setting.

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Inspection activities

 The inspector had discussions with the manager and spoke to children and staff at suitable times in the day.  The inspector observed practice and interaction between staff and children.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Busy Beavers Playgroup opened in 2000 and moved to its current location in 2007. It is situated in the village of Old Catton, in Norfolk, and operates from the village hall. It is registered on the Early Years Register and serves the local area. Currently, there are 44 children on roll in the early years age range and children attend for a variety of sessions. The playgroup is open term time only, five days a week. Sessions are from 9am to 12 noon and from 12.20pm until 2.50pm on Mondays, Tuesdays and Fridays and from 9am until 12 noon on Wednesdays and Thursdays. Children have use of a hall and access to an enclosed outdoor area. The playgroup is manage by a voluntary committee of parents and employs nine members of staff, including a manager, to work with children. The manager holds an appropriate childcare qualification at level 4, 6 members of staff hold an appropriate level 3 qualification and two members of staff hold a level 2 qualification. The

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Information about the setting

playgroup has links with the local primary school and receives support from the local authority early years team. It provides funded early education for two-, three- and four- year-old children. The playgroup supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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

 enhance the already good learning environment and enable children to further extend their play, for example, by offering a wider range of additional resources and materials

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

 provide further opportunities for children to investigate and explore how things work, for example, by enhancing the availability of information and communication technology resources, such as torches, calculators and programmable toys.

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who attend

Children's learning and development is promoted effectively as the manager and staff have a good understanding of the Early Years Foundation Stage. Staff plan and organise a varied range of activities for children that cover the seven areas of learning well. Staff deliver good quality teaching and learning for all children; consequently, children make good progress from their starting points. Children are interested and motivated in the generally well-resourced environment that supports their learning and development very well. However, some opportunities are missed for children to further develop their play and creativity as there are fewer resources available for children to explore and experiment with freely. All children make good progress in their learning as key persons use children's interests to effectively plan for their individual next steps of development.. These plans are supported by observations that are tracked against each child's age and

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who attend

stage of development within the Early Years Foundation Stage. The progress check for children between two and three years is successfully completed. Any gaps in children's progress are quickly identified and sensitively shared with parents. This early intervention ensures all children make good progress given their starting points. Staff support children with special educational needs and/or disabilities, and those who speak English as an additional language well.

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who attend

Children are well supported in their communication and language development. Children are very confident and at ease in their surroundings and they readily talk to staff and visitors. Staff are involved with the local authority 'Every child a talker' programme and have accessed in-house training. As a result, staff focus acutely on children's communication and language skills and use their observation, planning and assessment cycle to ensure children's individual needs are consistently met. This is relatively new and the impact on children is still being assessed. Children listen to stories, hold discussions and talk about what is happening in the story and what they can see. There are pictures, words, numbers and shapes in the environment. The print rich environment also supports children who speak English as an additional language. Children enjoy practising physical skills indoors and taking part in musical activities. For example, they thoroughly enjoy

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who attend

music and movement sessions, where they make large, small, fast and slow movements with musical instruments. Children are supported effectively in developing early mathematical skills. Staff use mathematical language throughout children's play encouraging them to count and recognise colours. However, there are fewer information and communication technology resources available for children to investigate and explore to find out how things work. Children are fully supported in their personal, social and emotional development and children are sensitively taught how to share. As a result, young children play harmoniously together and are developing friendships. This supports their readiness for school and the next stage in their learning.

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who attend

The staff are fully committed to working in partnership with parents to ensure continuity of care and learning is achieved for all children. From the start, parents share information about their child, they have detailed discussions with the key person and share written information about their child's home routines, likes and dislikes. This information forms a comprehensive picture of the child's starting point for learning and development. Staff share information about children's care and learning with parents on a daily basis by way of discussion and through newsletters, text message and email. Staff record observations and assessments on their key children in individual progress files and these are shared with parents. Parents are encouraged to add to and evaluate their child's learning journal regularly. This means they are kept extremely well informed of their child's progress.

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

Children form close bonds with the caring staff who are motivated and work well together and, as a result, children are secure and settled. The key-person system works effectively, as staff make the most of opportunities to discuss their key child's individual needs. Children form secure emotional attachments with their key person and demonstrate they feel safe and secure. Consequently, children's emotional well-being is supported very well. As a result, children make good progress in their learning and development. Staff are calm and patient, and demonstrate good manners to the children and to each other. Staff are well deployed and relate to the children appropriately, encouraging children to learn boundaries in their behaviour. Golden rules for positive behaviour are displayed and discussed at circle times and children demonstrate they are familiar with and understand the importance of them. For example, children discuss why it is important to keep the

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

environment tidy and identify accidents that can happen if it is not. Consequently, children are learning to use equipment in the environment safely, which in turn supports their growing awareness of safety and risk management.

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

Children are learning about how to lead a healthy lifestyle. Children are encouraged and supported to wash their hands before eating and after going to the toilet. As a result, children are learning good personal hygiene practices. Parents provide children with a healthy snack and individual drinking cups. Children are supported to clear their plates and put their drinking cups back in the box, where it is readily accessible for use at any time during the session, when they finish their snack. Consequently, children are being supported to develop their independence and they are beginning to learn how to assess and manage their own needs. Children's good manners are promoted at snack times and they use this time to talk to their friends, as a result, they are developing good social skills.

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

Children have good opportunities to play outside and be physically active which supports them to make good progress in their physical development. Children eagerly take part in outside activities and have plenty of space to run around, kick balls and ride bicycles. Children are learning to use equipment and the outdoor environment safely and listen to support that is given. For example, children listen to instructions about how to negotiate bicycles down a ramp and not use the steps to ensure safety. Children's health is promoted well and all staff hold a paediatric first-aid certificate, which enables them to deal with any accidents. Children's safety is given a high priority and regular risk assessments of the premises ensure that the areas are safe for children. Fire drills are practised regularly, supporting children to have a strong understanding of how to keep safe.

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provision

The manager demonstrates a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. All staff receive child protection training and there is a designated safeguarding person within the team, who undertakes further training. Staff are fully aware of the procedures for mobile phones and cameras and their knowledge is supported with comprehensive policies. Consequently, staff are knowledgeable about how to protect children to keep them safe from harm. Risk assessments are conducted on all areas children use, both indoors and outdoors, to ensure potential hazards are identified and minimised. Good procedures are in place for administering medication and dealing with any accidents or incidents. All staff have been suitably vetted and subject to appropriate checks. As a result, children can play and learn in safety.

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provision

The manager has a thorough understanding of the learning and development requirements of the Early Years Foundation Stage. Children are making good progress because the staff observe and assess children's development and plan for their next steps. Comprehensive learning journals are compiled and children's progress is recorded. These are reviewed by the manager who can highlight any areas that a child may be falling behind in. The manager is knowledgeable about the support available to promote all children's development. As a result, children that are identified with having additional needs are provided with interventions to support good outcomes. There are regular supervision meetings and appraisals that support staff to improve their practice and there are effective systems for performance management in place. The manager uses self- evaluation to reflect on and evaluate practice to achieve ongoing improvements.

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provision

There are very good partnerships with parents who explain they are kept regularly updated with information on their children's learning. Staff communicate with them on a daily basis and shares information about their children's day. Children's progress files are regularly shared with parents and provide detailed information on each child's progress and development. Parents are encouraged to contribute to this process by sharing information relating to their child's interest and achievements from home. Parents confirm they are very happy with the playgroup and the information they receive. The playgroup works in partnership with the local school and shares visits between the two settings. Children become familiar with the teachers through these visits and are supported in their transition to school. As a result, children are being prepared effectively for the next stage in their learning.

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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 EY356267 Local authority Norfolk Inspection number 857499

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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 44 Name of provider Busy Beavers Playgroup Committee Date of previous inspection 17/10/2011 Telephone number 07982861795

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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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