Sutton Bonington Pre-School Playgroup

Sutton Bonington Pre- School Playgroup The Old School Rooms, Bucks Lane, Sutton Bonington, Leicestershire, LE12 5PB

p.1

Inspection date

Previous inspection date 20 March 2015 22 September 2009

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The quality of teaching across the setting is good. Staff provide a stimulating and exciting range of learning opportunities for children, both inside and out, following children's interests. Children are well motivated, eager to explore and develop well in their learning.  Children benefit from a welcoming and inclusive setting. The staff work well together and create a friendly environment, with a good range of toys and resources to enhance children's learning and development.  Staff work well with parents and professionals involved in children's care to provide continuity of care and learning between the pre-school playgroup, other settings and children's homes.  All staff have a clear understanding of the safeguarding and welfare requirements. Children are effectively protected from harm as staff demonstrate a good knowledge and understanding of their responsibilities.  Staff receive regular supervision and appraisal sessions to monitor practice and to plan

p.1

This provision is good

for future training needs. The majority of staff hold relevant childcare qualifications. This has a positive impact on the good quality of teaching the children experience.

p.1

It is not yet outstanding because:

 There are few opportunities for children to develop their understanding that print carries meaning, or to discuss the similarities and differences between symbols.  Staff sometimes miss opportunities to promote independence and to give individual children responsibilities during routine activities, such as snack time.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 extend opportunities for children to strengthen their understanding that print carries meaning and to see and discuss the similarities and differences between symbols. For example, by providing a wider variety of types of print in the book area, such as magazines, newspapers and booklets  provide further opportunities for children to develop independence and improve their physical skills, particularly at snack times.

p.2

Inspection activities

 The inspector had a tour of the setting.  The inspector observed interactions between staff and children in the main room and outdoor area.  The inspector examined a range of documents, including evidence of suitability checks for staff and committee members, a record of staff training and appraisals, the provider's improvement plan, policies and procedures and children's learning files.  The inspector held discussions with the manager, all staff, the children and a member of the committee during the inspection.  The inspector took account of the views of parents and carers spoken to on the day of the inspection.

p.2

who attend. This is good

The quality of teaching is good. When children start at the setting the key person gathers information from parents about children's needs and interests. Staff plan for children's progress very well. They make learning fun as they join in children's play and enhance their experiences. They promote early reading and writing skills effectively with a wide range of activities. The book area has a wide range of books for all children to use. However, there are few opportunities for children to see different types of print in the book area, to strengthen their understanding that print carries meaning. Children enjoy good interactions with staff. They have an abundance of choice, both inside and outside. They play cooperatively and form friendships. Staff count with children during every day routines to reinforce their understanding of numbers and mathematics. They observe children at play, assess their progress and share their findings with parents.

p.3

good

The setting is inviting and welcoming. The children have good relationships with the staff, who are positive role models. Children are secure, independent and confident. They have lots of opportunities to gain independence. For example, they wash their own hands and hang up their own coats. However, staff do not always extend these opportunities at snack times. For example, children are not involved in the preparation of snacks, and staff sometimes miss opportunities to give children individual responsibilities in order to promote their independence. Children enjoy nutritious snacks and are aware of the importance of a healthy diet, exercise and the need to drink water regularly. Staff encourage children to take turns and give gentle reminders about the behaviour they expect to help children learn. Consequently, children behave well. Children learn about their own safety as, for example, they take part in evacuation drills. Staff offer high levels

p.3

good

of praise and encouragement and children are proud of their achievements. This promotes children's emotional well-being effectively.

p.3

provision is good

Staff complete daily risk assessments to ensure the environment is free from hazards. An effective self-evaluation system includes the views of staff, parents and children. Robust recruitment and vetting procedures ensure staff are suitable to work with children. Partnerships with parents and other settings are strong. The sharing of information enables parents to be involved in their children's learning, and provides continuity for children. The setting shares information with the receiving school when children are due to start. Parents say that they feel fully involved in their child's learning and state that they are very happy with the provision. Staff monitor children's learning closely and plan for their individual needs. All children, including those who have special educational needs and/or disabilities, make good progress from their initial skills and abilities.

p.3

Setting details

Unique reference number 253433 Local authority Nottinghamshire Inspection number 866735 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 26 Number of children on roll 40 Name of provider Sutton Bonington Pre-School Playgroup Committee Date of previous inspection 22 September 2009 Telephone number 07977545702

p.4

Setting details

Sutton Bonington Playgroup registered in 1968. It is run by a committee. The playgroup operates from Monday to Friday, during school terms. There are daily morning sessions each weekday, from 9.15am until 12.15pm. A lunch club is offered on Mondays and Wednesdays, 12.15pm to 1.15pm. On Tuesdays and Fridays, from 1pm to 3pm, sessions run specifically for two-year-old children. There is a session on Thursdays, from 1.15pm- 3.45pm, for children who are four-years-old. The provider is in receipt of funding for the provision of free, early education to children aged two-, three- and four-years of age. The provider employs six staff, of whom five hold appropriate early years qualifications. The playgroup supports children with special educational needs and/or disabilities.

p.4

Setting details

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.4

Setting details

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.

p.4

Setting details

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.5

Setting details

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

p.5