Whetstone Baptist Church Pre-School

Whetstone Baptist Church Playgroup Whetstone Baptist Church,, 2 King Street, Whetstone, Leicester, Leicestershire, LE8 6LS

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Inspection date

Previous inspection date 23 February 2015 11 October 2011

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children make good progress and are motivated to learn because practitioners plan activities that are in tune with children's interests. As a result, children are deeply involved in their play and learning.  Children with special educational needs and/or disabilities are well supported. This is because practitioners work closely with parents and outside agencies to identify and meet their needs.  Practitioners form close and caring relationships with all children, which ensure children settle successfully. Consequently, they are happy, content and have good levels of confidence.  The playgroup leader ensures there is effective monitoring of the children's progress and that there are self-evaluation systems are in place. As a result, there is continuous improvement in children's learning experiences.

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It is not yet outstanding because:

 Practitioners do not always give children time to respond to their own ideas because they offer solutions too quickly. This means children are not able to fully build on their own ideas or find solutions to their problems.  Practitioners are not always provided with the opportunity to observe and share each other's good practice. This means practitioners are not fully supported to improve teaching to the highest quality, so that children reach the highest levels of achievement possible.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 develop further children's problem-solving skills, for example, by giving them enough time to respond to, and explore their own ideas  build on the arrangements for monitoring and developing staff practice by, for example, putting in place opportunities for peer observation, so that good practice is continually shared.

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Inspection activities

 The inspector observed children during activities indoors and outdoors.  The inspector looked at children's assessment records and a range of other documentation.  The inspector completed a joint observation with the playgroup leader.  The inspector spoke with the practitioners and playgroup leader at appropriate times throughout the inspection.  The inspector checked evidence of the suitability and qualifications of practitioners working with children and discussed the provider's improvement plans.  The inspector took into account the views of parents and carers spoken to on the day.

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who attend. This is good

The quality of teaching is good. Planning and assessment are focused on children's individual needs. As a result, children develop the skills they need for starting school. Practitioners are well qualified and understand how to promote children's progress across the seven areas of learning. Children's creativity is promoted effectively because practitioners encourage them to explore the process of making things. For example, when painting, children are given the freedom to explore the effect of using different tools and materials, such as sand. Children delight in practising their early writing when taking down information about cars at their role-play garage. Consequently, children are given a purpose to their writing. Practitioners give children many opportunities to follow their own ideas in their play, both indoors and outdoors. However, on occasions practitioners do not give children enough time to find solutions to problems in their play. For example, when

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who attend. This is good

children are making nests, practitioners quickly provide them with suggestions of what materials to use. This does not allow children to build on their own ideas and extend their learning. Parents are fully informed about their children's learning through events held by playgroup, regular verbal feedback and through the sharing of progress summaries.

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good

Practitioners have created a welcoming and stimulating environment that promotes children's independence. Children are learning self-help skills as they manage their personal hygiene and change their footwear before going out to play. Children serve themselves healthy snacks and benefit from daily outdoor play and lots of opportunities to be physically active. This supports their emerging understanding of a healthy lifestyle. Children's behaviour is good. Practitioners explain to children the expectations of the playgroup. They discuss together the consequences of certain actions, for example, running in the hall. Children are emotionally prepared for the move to school because the playgroup has positive partnerships with the local schools. Teachers visit to get to know the children's individual needs so they can be fully supported in their new class.

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provision is good

The manager is very experienced and well qualified. Consequently, she has a secure knowledge of the learning and development requirements and how to keep children safe. Risk assessments minimise hazards and a comprehensive set of policies promote health and safety. Practitioners have a good knowledge of child protection and the procedures to follow should a concern arise about a child in their care. They are generally well supported through a good system of supervision. Practitioners are encouraged to attend relevant courses and further their qualifications to enhance the provision for the children. However, practitioners are not given regular time to observe and share each other's high-quality teaching practice. This means they are not able to evaluate and improve teaching and learning to the highest standard. Effective partnerships and support from the local authority have enabled the playgroup to improve the outcomes for the children.

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Setting details

Unique reference number 226504 Local authority Leicestershire Inspection number 876447

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 30 Number of children on roll 45 Name of provider Whetstone Baptist Church Playgroup Committee Date of previous inspection 11 October 2011 Telephone number 0116 2863145

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Type of provision

The Whetstone Baptist Church Playgroup was registered in 1976. The playgroup employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at level 3, including one member with of staff with Early Years Teacher Status. The playgroup opens from Monday to Friday during term time. Sessions are from 9am until 3pm on Monday and Wednesday. On Tuesday, Thursday and Friday sessions are from 9am until 12noon. The playgroup provides funded early education for two-, three- and four-year-old children. They support children with special educational needs and/or disabilities.

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Type of provision

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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Type of provision

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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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.gov.uk/government/organisations/ofsted

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