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INSPECTION OF NURSERY EDUCATION
INSPECTION REPORT
| Name of setting: | Lydney Playgroup |
| Setting number: | 516019 |
| Address: | Bream Road |
| Lydney | |
| Gloucestershire | |
| Postcode: | GL15 5HP |
| Person responsible for the day-to-day management of the setting: | Miss Karen Ball |
| Position: | Play Leader |
| Name of RgNI: | Shirley Cobbold |
| RgNI's Registration number: | 20967 |
| Date(s) of inspection: | 26 & 27 March 2001 |
| Inspection number: | 1162561 |
The inspection took place as part of a national programme of inspection of the educational provision for three- and four-year-olds. It was commissioned by the Office for Standards in Education (OFSTED), a non-ministerial department of central government.
NURSERY EDUCATION INSPECTION REPORT
ABOUT THE INSPECTION
The purpose of the inspection is to assure government, parents and the public that funded nursery education is of an acceptable quality. Inspection also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents.If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.
INFORMATION ABOUT THE SETTING
Lydney Playgroup first opened in 1965 in the town of Lydney, which is in The Forest of Dean in Gloucestershire. The playgroup is situated in the grounds of the local primary school and children who attend are representative of the local town community. The pre-school leader takes responsibility for the daily management and is supported by five other members of staff. Overall management rests with an elected committee of parents.
During the spring and summer terms, playgroup sessions run from 9.00 a.m. until 12.00 noon, on five mornings each week. During the autumn term, the playgroup is open for four mornings each week. The pre-school meets for 39 weeks of the year. Children are accepted from two years and nine months to five years of age. There are currently 35 children on roll, with a maximum of 24 accepted at any one session. There are three four-year-old children, all of whom receive funding. Of 21 three-year-old children, 13 receive funding. No funded child has special educational needs or learns English as an additional language.
The indoor accommodation at the playgroup comprises a large hall with additional cloakroom facilities. Outdoors, there are grassed and paved play areas. There have been no significant changes in staff or premises since the previous inspection in March 1999. Staff receive advice from a teacher advisor through the Gloucestershire Early Years Partnership.
HOW GOOD IS THE SETTING?
The playgroup provides a welcoming and caring environment. Children's progress towards the early learning goals is satisfactory overall. The educational programme is particularly effective in promoting personal, social and emotional development which is a strong aspect of provision. Children are extremely well behaved. They come to the playgroup with enthusiasm for learning and the expectation of enjoyment. Children's progress in communication, language and literacy and mathematics is satisfactory, although there are some weaknesses in the provision. Progress in knowledge and understanding of the world, creative development and physical development is good. The quality of teaching is satisfactory overall, with particular strength in the management of children's behaviour. Some effective teaching strategies are used but assessment of children's abilities and progress does not always guide planning and teaching. Consequently, some older children are not challenged sufficiently.
IMPROVEMENT SINCE THE LAST INSPECTION
Improvement in provision since the previous inspection has been satisfactory overall. The planning of the educational programme as a whole has improved and staff use some effective strategies to promote children's learning. The programme for knowledge and understanding of the world now provides more opportunities for children to explore materials and to use technology. Children now make good progress in this area of learning. Staff have continued to monitor the quality of planning, assessment and teaching. Although there has been some improvement in planning and teaching procedures, the system for assessing children's progress is still not fully effective. Assessment records are not usually dated and are not always used to guide planning and teaching. Consequently, learning activities are not always matched well to the ages and abilities of individual children.
WHAT THE SETTING DOES WELL
The educational programme for personal, social and emotional development is good. Children behave well and have high levels of self-esteem.
Well-planned and interesting activities promote learning in knowledge and understanding of the world and creative development effectively.
In the area of physical development, a good range of resources are used frequently and children are making good progress.
The partnership with parents and carers is good. Parents receive good quality information about the educational provision and speak highly of the welcoming and caring attitude of playgroup staff.
WHAT THE SETTING NEEDS TO IMPROVE
the quality of teaching and learning in all aspects of mathematics;
opportunities to develop children's awareness of sounds in words and their enthusiasm and skill in early writing;
the system for assessing and recording children's progress and its use to guide planning and teaching;
the level of challenge for older and more able children in mathematics and some aspects of communication, language and literacy.
OUTCOME AND RECOMMENDATION FOR THE TIMING OF THE NEXT INSPECTION
Taken overall, the quality and standards of the educational provision, and the progress children are making towards the early learning goals, is satisfactory. The action plan should show how the provider will address the key issues within 12 months of the inspection.
It is recommended that the next inspection occurs within one to two years.
HOW GOOD IS THE EDUCATIONAL PROVISION?
HOW WELL THE CHILDREN ARE LEARNING
The overall quality of learning is satisfactory. Children become involved enthusiastically in the learning activities that are provided and frequently show the ability to concentrate well. They listen well when adults are explaining and questioning and are therefore very receptive to teaching. In child-chosen tasks, they are frequently purposeful and creative. In adult-directed tasks, they respond to the enthusiasm of the adult concerned and respond well to challenging activities. Learning is predominantly through first-hand experiences that are interesting and meaningful for the children. However, children's involvement in child-chosen activities is not monitored carefully. Consequently, staff cannot be sure that all children are experiencing a balanced curriculum. Some children are not being presented with activities that are sufficiently challenging in mathematics and some aspects of literacy.Personal, social and emotional development
Personal, social and emotional development is a strength of the programme and children are making good progress. There are very good relationships between staff and children and all children show considerable self-esteem. They accept playgroup rules and routines and behave well. All children show the ability to work and play with concentration and perseverance. This is particularly noticeable in art and craft and 'small world' play with the cars and garage. Children are motivated to learn and are able to sit quietly at appropriate times, such as for story or the register. Most children are confident and staff work well to support and encourage those who are less confident. Several parents have noted the improvement in confidence since children started to attend the group. All children are able to play amicably and purposefully as part of a group and they take turns when necessary, such as on the climbing frame and slide. Children's personal independence is promoted well. They learn how to hand out crackers politely at snack time and to pour out their own drinks. Older children learn how to change their clothes for physical activities and all children are encouraged to help with the tidying up. Overall, the playgroup promotes a strong sense of community in which children learn to treat others with kindness and respect.Communication, language and literacy
Children's progress in communication, language and literacy is satisfactory overall with some elements significantly stronger than others. Children's speaking and listening skills are developing well. Many children use language very confidently to make friends, ask questions and express feelings. Staff generally use an effective questioning technique to develop vocabulary and clarity and to encourage children who are less confident. Role-play and small world play are effective in developing the speaking skills of younger children. All children listen attentively to stories and show a good understanding of the structure of their favourite stories, joining in with key phrases. They are learning that print conveys meaning. For example, older children can read their printed names and are learning to recognise the words that tell the days of the week and the weather. Some children show awareness of the sounds in words and the sounds of letters, but there are not enough activities to fully promote this skill with all children. Staff encourage more able children to write their own names on pictures and drawings. However, there are not enough activities to develop enthusiasm for writing and pencil control skills for those children who are less attracted to this type of activity.Children are making satisfactory progress in this area of learning. A variety of activities helps them to learn to count and recognise numbers. For example, all children count regularly as part of each day's routine to see how many children are present or to see how many cups are needed on their table at snack time. Several children can count beyond ten correctly. Number songs, such as 'Five Fat Sausages', are regularly acted out so that children gain an understanding of the 'taking away' process. Staff have collected a variety of resources to support the singing activities, making them a meaningful and enjoyable way for children to learn about number. Mathematical understanding is sometimes promoted as children play in the sand, or water, or when they are involved in cooking activities. Overall however, activities to promote learning of mathematics do not occur frequently enough. When mathematical activities are set out for 'free-play' they are not always used, therefore, learning is not taking place. When the resources are used during free play, staff do not generally monitor children's involvement, support their learning or assess their knowledge and understanding. Consequently, staff cannot be sure that children are making progress in learning.
Knowledge and understanding of the world
Children are making good progress in this area of learning. A well-planned programme encourages children to explore and investigate through interesting, first-hand experiences. For example, they learn how water can be changed into ice and, as they play with the ice, they notice how it turns back to water. They learn how to handle the stick insects and learn about their life-cycles. In communication technology, children learn how to use a tape recorder and they show interest and excitement as they record their singing. There are good opportunities for children to learn how to design and make at every playgroup session. For example, they use a range of construction equipment to make models and, in adult supported activities, they make three dimensional models from packaging materials. A sense of time and place is developed well through appropriate topic activities. Children learn about special times and festivals from a variety of cultures.There is a strong programme for physical development and progress is good. A wide range of resources is used frequently and effectively. Children show good control and co-ordination as they climb on the climbing frame or move to music. As they play on the bikes and tractors they show good awareness of space and understand the need to drive carefully to ensure safety. Staff work well with less confident children, giving extra encouragement and support. After physical exercise, children show awareness of the changes in their bodies, such as feeling out of breath, hot or thirsty. All children are developing control in using tools and malleable materials in art and craft activities. For example, they are developing skill in using scissors, glue and glue spreaders as they make greetings cards or musical instruments.
Many activities promote creative development and children are making good progress. They explore colour, texture and form through frequent art and craft activities, working with considerable concentration. They are encouraged to make choices about which materials they use and staff show that they value children's originality. Awareness of sound is developed well as children choose materials to make 'shakers' and then use the instruments that they have made to accompany their singing. They also explore the sounds made by a range of different instruments which are set out for them to investigate. They listen with interest as a parent plays some favourite songs on a violin. Imaginative play is developed well through role-play, such as in the 'house', 'hospital' or 'Chinese restaurant'. Children show enjoyment and confidence as they move and dance to taped music. Overall, opportunities to express and communicate ideas are frequent and wide ranging.
Children's spiritual, moral, social and cultural development is fostered appropriately
HOW WELL THE CHILDREN ARE TAUGHT
The overall quality of teaching is satisfactory. Staff have a sound understanding of children's expected progression towards the early learning goals in most areas of learning, but there are some insecurities about teaching strategies to promote learning in mathematics, and some aspects of literacy. In these areas of learning, some children are not achieving their potential. Where teaching is good, children are involved in practical activities and are supported by staff who explain clearly and ask questions. This encourages children to understand and to talk about their learning. In mathematics, there are not enough adult supported activities to fully promote learning. In some aspects of literacy, learning opportunities are missed.
All staff have high expectations of children's behaviour and use very effective behaviour management strategies. Consequently, the children listen and concentrate well and are very receptive to teaching. Staff have a good understanding of the Code of Practice on the Identification and Assessment of Special Educational Needs and give good support to children and their parents when special needs are noted. Staff make appropriate links with other local agencies when extra advice is needed.
Use of time and resources is generally satisfactory. Each session is organised well with a wide range of activities provided. Staff work well as a team. The outdoor area is used well for physical activities, with an appropriate amount of time allocated to outdoor activities during each session. In good weather, many more activities take place outside. The system for assessing and recording children's progress is not fully effective. There is not enough careful observation of children's activities on which to base assessments. The strengths and areas for development of individual children are not recorded with sufficient detail. Consequently, assessment of progress cannot always be used to guide planning and teaching.
HOW WELL THE SETTING WORKS IN PARTNERSHIP WITH PARENTS AND CARERS
The partnership with parents and carers is good and contributes to the effectiveness of children's learning. Parents receive information about the planned activities in a variety of ways. Examples of activities that help children to learn are described in the prospectus. Photographs of children involved in learning activities are displayed in the entrance porch, together with more details about the areas of learning that are being promoted. In addition to these sources of information, parents are strongly encouraged to help voluntarily at the playgroup during some sessions. Parents welcome this valuable opportunity to be involved in their children's learning. There are good, informal daily contacts between staff and parents at which children's progress in learning is discussed. More formal discussions take place at the request of parents or staff. Parents value the welcoming and supportive attitude of the playgroup staff. There is a strong and valuable sense of community.
WHAT THE SETTING NEEDS TO DO NEXT
develop children's knowledge and understanding of mathematics through practical, mathematical activities;
provide appropriate activities to develop children's awareness of sounds in words and their enthusiasm and skill in early writing;
improve the system for assessing and recording children's progress using knowledge of individual children's abilities to guide planning and teaching so that older and more able children are challenged sufficiently.
The provider or manager must draw up an action plan within 40 working days of receipt of this report showing how the key issues or points for consideration detailed above will be addressed. The action plan must be made available to all parents, and to the Local Education Authority if required. An evaluation of the action taken will form part of the next inspection.