Church Leigh Pre-School Playgroup

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1 Church Leigh Pre-School Playgroup Inspection report for early years provision Unique reference number Inspection date 14/06/011 Inspector Mary Henderson Setting address Telephone number Type of setting Church Leigh Village Hall, Church Leigh, Leigh, Stoke-on- Trent, Staffordshire, ST10 4PT Childcare on non-domestic premises

2 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or 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. T: Textphone: E: W: Crown copyright 011

3 Introduction This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 006 on the quality and standards of the registered early years provision. Early years provision refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children s learning, development and welfare, known as the Early Years Foundation Stage. The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 008 regulations 9 and 10). Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. 3

4 Description of the setting Church Leigh Pre-School Playgroup opened in It operates from Church Leigh village hall in the centre of the village. The pre-school serves the local area. A maximum of 18 children may attend the pre-school at any one time. It is open each weekday from 9am to 1.00 noon during term time. Children have access to an outdoor play area. The playgroup is registered by Ofsted to care for a maximum of 18 children, from two to under five years old. They are registered on the Early Years Register. There are currently 15 children on roll in the early years age range. The playgroup supports children with special educational needs and/or disabilities and children who have English as an addition language. The playgroup employs four members of staff. Two have early years qualifications and one is working towards a recognised qualification. One member of staff is qualified to degree level. The playgroup receives support from the local authority. The overall effectiveness of the early years provision Overall the quality of the provision is good. The positive relationships between the key workers and the children and their parents are effective in ensuring good outcomes and inclusion for all children on roll. Most systems to ensure sound communications between the key workers and all other providers of the Early Years Foundation Stage are in place. Staff work hard to make the most of planned outings and all indoor and outdoor space and resources to provide an interesting and stimulating environment for the children. Most systems to ensure children's access to the full range of resources and equipment are in place. There are systems in place to evaluate the provision which includes the management, staff, parents and their children. What steps need to be taken to improve provision further? To further improve the early years provision the registered person should: provide opportunities for children to make informed choices about the resources available to them and improve opportunities for children to climb and balance develop effective communications methods between settings to ensure that children's needs are met and there is continuity in their learning 4

5 The effectiveness of leadership and management of the early years provision The day-to-day staff and overall management are a strong team who are committed to continually improving outcomes for children. However, communications with all other providers of the Early Years Foundation Stage are not yet fully developed to ensure continuity in children's care and learning. The staff have a strong commitment to supporting children with special educational needs and/or disabilities and children with English as an additional language. With parental support this includes identifying children's individual requirements and ensuring the appropriate professional support is sought. Risk assessments identify aspects of risk to children in all indoor and outdoor areas and all outings involving the children. The staff prioritise safeguarding and effectively implement the policies and procedures to be followed. All adults are suitably checked and vetted. Self-evaluation systems are comprehensive and include ongoing input by management, staff and all children and their parents. The systems identify areas of strength and areas for further improvement on an ongoing basis. Engagement with parents is strong. The verbal two-way exchange of information ensures each child's needs are identified and met. Parent's notice boards effectively inform them about the service provided. Parents have free access to their child's learning profiles and they are provided with summaries of their child's ongoing progression. They are fully involved in their child's learning and development. All policies and procedures are accessible to the parents. The quality and standards of the early years provision and outcomes for children The children are beginning to find out about their environment, identifying features and noticing the natural world. They enjoy local outings to places of interest including walks to the village shop and post office where they choose and pay for their snack food. They also like to visit their peer's home nearby where they take measuring tapes to measure various items in the garden, have their face painted and play on the garden swings. The children enjoy visiting the local school to be involved in activities, such as, Indian Dancing and listening to music with the visiting teacher. To extend children's interest in the world around them, the staff invite visitors to the setting. This includes the paramedic who talks to the children about how she helps people and shows them her equipment letting them have a go at putting bandages on and using the breathing mask to see how it feels. The staff make the most of spontaneous opportunities to encourage the children's interest. For example, children watch the lorries and diggers as they dig up the ground to lay a new hard surface play area for them. The children enjoy their daily outdoor play as they ride their trikes, and run around in the fresh air. Children enjoy various activities in the outdoor area which includes 5

6 imaginary play as they pretend to fix their bikes with the work bench tools or dig in the grass with spades looking for mini beasts. During outdoor play the children plant sunflower and lettuce seeds in small pots. They know the seeds need soil, sun and water to grow and carefully water their pots putting them in the sunshine. The children enjoy mark making outdoors as they chalk around the shadows of the staff and their peers and work out which are bigger or smaller. Children's physical development is extended as they use hoops and balls and the small trampet. However, opportunities for children's climbing and balancing activities are not fully provided for, thereby possibly compromising this area of their physical development. Children learn about the benefits of a healthy lifestyle through topics and discussions with the staff. They enjoy a broad range of fruit and vegetables during their free choice snack times where they make choices from the menu and pour their own drinks. Children are independent because they prepare their own snacks and lay the table. They know to wash their hands before eating and after visiting the toilet. The children show a strong level of feeling safe in their environment. They confidently help themselves to the resources and equipment and seek support and comfort from their key workers. The children are well behaved and have a high regard for one another and the staff caring for them. They learn about personal safety as they cross the road with their key workers while on outings. They also learn about keeping safe as they are included in the fire evacuation procedures of the setting. The police officer visits the children to talk to them about crossing the road safely and about stranger danger. Children enjoy their creative play. They use pencils to mark make, paints to create their own pictures and explore the glue and stick resources to make collages. Their art work is displayed for them on boards in the village hall and in scrap books laid out for them to look through. This promotes a sense of belonging and fosters their sense of self-esteem well. Children are independent and make choices about what they want to do during child-initiated play times. They make the most of the defined areas to find what they want to play with, however, children are not always fully informed about the range of resources they can access should they want to make choices from other activities stored in the cupboards. Children's skills for the future are fostered well as they explore technology using the computer to explore various programmes which support their learning about numbers, calculation and following simple voice instructions. Children's problem solving skills are further extended as they explore puzzles and build with construction. As children line up after washing their hands they count the boys and girls in English, French and German. Children's exploration of numbers and other mathematical concepts are further enhances as they weigh out ingredients for cooking time as they bake cakes and apple crumble to eat or to sell during charity events. The children are beginning to understand that people have different needs, views, cultures and beliefs. They play with a broad range of resources that depict positive images of diversity including positive images of disabled people. This includes story and reference books, small world people and dressing up. They also enjoy exploring various festivals across the calendar year through art work, stories and 6

7 food tasting. 7

8 Annex A: record of inspection judgements The key inspection judgements and what they mean Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough The overall effectiveness of the early years provision How well does the setting meet the needs of the children in the Early Years Foundation Stage? The capacity of the provision to maintain continuous improvement The effectiveness of leadership and management of the early years provision The effectiveness of leadership and management of the Early Years Foundation Stage The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding The effectiveness of the setting s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting s engagement with parents and carers The quality of the provision in the Early Years Foundation Stage The quality of the provision in the Early Years Foundation Stage Outcomes for children in the Early Years Foundation Stage Outcomes for children in the Early Years Foundation Stage The extent to which children achieve and enjoy their learning The extent to which children feel safe The extent to which children adopt healthy lifestyles The extent to which children make a positive contribution The extent to which children develop skills for the future Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted s website: 8

9 9

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