Inspection report for early years provision

About this inspection

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

The key inspection judgements and what they mean

Outstanding:

this aspect of the provision is of exceptionally high quality

Good:

this aspect of the provision is strong

Satisfactory:

this aspect of the provision is sound

Inadequate:

this aspect of the provision is not good enough

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

The quality and standards of the nursery education are good.

WHAT SORT OF SETTING IS IT?

Lydney Playgroup is managed by a committee made up of parents of children at the group. It opened in 1965 and later moved to a building in the grounds of a primary school in Lydney in the Forest of Dean in Gloucestershire. The group uses the playroom, kitchen, toilets and enclosed area with grass and tarmac surfaces. A maximum of 24 children aged from two to under five years may attend the group at any one time. The playgroup runs from 09.00 to 12.00 each weekday during the school terms.

There are currently 23 children aged from two years nine months to under five years on roll. Of these, 16 children receive funding for early years education. The playgroup currently supports a number of children with learning difficulties and/or disabilities. Children come from within the town or from the surrounding areas.

The playgroup employs six members of staff. Of these, five staff hold appropriate early years qualifications and one is working towards a qualification. The staff are supported by parents who help on a rota basis. The group has links with the adjacent school and local church.

THE EFFECTIVENESS OF THE PROVISION

Helping children to be healthy

The provision is good. Children have good opportunities to begin to understand the benefits of exercise and fresh air, including weekly walks to the 'forest area' on site. During sessions, they have free access to the garden that is well-equipped with small and larger equipment. Children gain an effective sense of space as they peddle along a 'road' and control wheeled toys down a short slope. They confidently climb and energetically dig in the large growing area. Indoors, they rock and balance with increasing skill, create their own dens and enjoy moving to music.

The children are cared for in a clean, warm environment where they learn the importance of good hygiene and personal care. For example, they know they must not touch their noses or mouths after washing before eating because 'they will be dirty'. Staff are aware of how to obtain consent and keep an accurate record of all medication administered to children to consistently support their health. Children are treated effectively if they have an accident, or if they are ill so the spread of infection is minimised.

Children have free access to drinking water and are encouraged to have extra drinks in hot weather so they do not become dehydrated. The playgroup has reviewed its menus so children gain a good awareness of the benefits of eating healthy foods, such as fruit and vegetables. Staff take good account of parents’ wishes and children’s choices to provide nutritious snacks that appeal to children and meet their dietary needs.

Protecting children from harm or neglect and helping them stay safe

The provision is satisfactory. Children are safe in the suitably secure, well-maintained environment. They have ample space to play indoors and choose to go outside into the refurbished garden during sessions. Toilet facilities meet children’s requirements and they can visit them safely. Children access quality resources that are appropriate to their age and stage of development. They independently select from the safe toys and equipment stored at their level, including tools for water play and 'office' materials. Younger ones benefit from clear labelling of storage boxes with objects, as well as pictures.

Children are safe as the setting takes appropriate steps to reduce potential hazards through written risk assessment to which staff contribute. Adults follow brief, daily checks and constantly supervise the children so they move safely on the premises and do not leave without appropriate, adult supervision. Children begin to learn to keep themselves safe during challenging, 'forest' play, though are not yet taking part in planned, regular practices to leave the building in an emergency.

Children’s welfare and safety is promoted through the setting's sound understanding of relevant issues and procedures. Key staff clearly know what action to take to protect children should an allegation of abuse be made against an adult in the group. However, the steps to take are not included in the group's written policy. All staff have had first aid and child protection training to develop their understanding of how to protect children and to respond to any safeguarding concern.

Helping children achieve well and enjoy what they do

The provision is good. Children enjoy their time at the group and become absorbed in play with resources of their choice as soon as they arrive. They are actively involved in a wide range of appropriate learning opportunities during the free play periods. Whole circle and snack times are carefully planned, though children respond with varying degrees of involvement and concentration. Staff have a good understanding of how young children develop so they plan interesting activities that fosters their development in all areas. For example, children enjoy the wide range of craft and natural materials available so they make good use of their imagination. Two-year-olds have good opportunities to explore the range of toys and equipment, including exploring each figure and piece of furniture in the doll's house and comparing the marble and larger ball 'runs'. Children begin to make sense of the world around them, for example, as they explore and negotiate the dense, wooded area nearby.

Nursery Education

The quality of teaching and learning is good. Children make good progress towards the early learning goals in all six areas of learning, for example, in communication, language and literacy. They effectively use words and gestures as they talk with adults at activity areas. They listen well to simple instructions, enjoy rhyming words and match their actions to rhythms of songs. They settle to individual and group stories, refer to a recipe card and scribble 'messages' in the 'office'. They often engage in activities requiring hand-eye co-ordination to paint patterns and fill buckets with soil. Children make good progress in relation to their starting points in their mathematical development. They spontaneously use number names and language to describe their toys saying, for example, 'I've got two girls and one boy and I'm going to find another one'. They routinely compare groups of objects to fetch two cups or plates. They gain a good understanding of shape, space and measure, for example, to match building shapes, to describe pushing a toy camel backwards and to pour half a cup of milk for their snack.

There are no differences in learning between groups of children regarding their gender or ability, for example, in creative development. Children explore different materials for collages and discuss changes when water is coloured. They show good interest in what they see, hear and touch, and describe the texture of some fruits as 'crunchy'. They are imaginative as they imitate what adults do, for example, in a 'doctor's surgery'. They suggest favourite songs and experiment with musical instruments, such as drums. Children gain a good understanding of the world about them. They notice changes when making playdough from a 'gooey' mixture and investigate the soil patch to find 'treasures'. They examine objects, such as fridge magnets, and grow plants, including potatoes and sunflowers. They use many tools for different purposes and are interested in technology to activate the screen and use simple programs. They gain a good sense of time and place as they recall interesting outings, such as those to a museum, a farm and the forest. They eagerly talk about family events and begin to gain an awareness of other children's cultures as they taste different foods, play games and dress in clothes for special occasions, for example, from Korea.

Staff have, or are gaining, a good knowledge of the Foundation Stage to successfully support children's learning. Children meet new ideas and skills, for example, in physical activities, as staff plan appropriate challenges for them using targets from planning in the stepping stones. Staff use effective teaching methods, including focus on learning through active play, that supports children to achieve well. Good use is made of spontaneous learning, for example, when children respond to whisper their names. Children become used to the timetable, though routine breaks for whole group activities do not maximise opportunities for their independence, concentration and participation at all times. Effective use of outdoor and indoor resources, including a well-stocked book area and display of sand and water tools, enable children to learn through a wide range of interesting experiences.

Helping children make a positive contribution

The provision is satisfactory. Children are suitably supported to settle. Some are familiar with the room as a toddler base and staff make effective use of information from discussions and written details that parents provide. Children begin to gain self esteem as, for example, they make decisions during periods of free choice and are appointed as helpers to set out snack tables. Children have equal access to activities as young ones are gently introduced to available toys, and girls and boys play with resources, such as the computer and home corner items.

Staff know the children’s individual needs so these are met with consideration and appropriate privacy. Those with learning difficulties and/or disabilities are suitably supported in close liaison with their parents. The trained, designated member of staff works with other agencies, including a speech therapist who regularly visits the site. The leaders manage children’s behaviour sensitively and consistently. They are appropriate role models for other staff so children receive consistent support. Children are encouraged to behave well by staff's sincere praise and they politely thank rota parents for helping. Spiritual, moral, social and cultural development is fostered.

Partnership with parents is good. Families are regularly given detailed information about the group and curriculum so they have good opportunities to be informed about children’s care and education. Parents are invited to see children's records at any time and staff are developing pictorial journals to encourage families to share the children's progress. The group has also begun to use a system of notes to increase parents' input about children's achievements. Parents have good support to be involved in their children's learning through management, day-to-day involvement and information to continue activities at home.

Organisation

The organisation is satisfactory. The group is organised under satisfactory operational plans after an unsettled period. The senior leader is experienced and staff are suitably qualified to care for children. Children receive appropriate levels of adult support as required ratios are maintained. Their health is well considered and there are satisfactory arrangement in place regarding their safety. Children are suitably grouped in the care of key workers who support their settling and development. The use of indoor space, the outdoor area and the quality resources is effectively organised to meet children’s play needs. The routine meets children's care needs and encourages free play periods, though it does not maximise opportunities for them to become independent learners.

The regulator is notified of most significant events, though was not informed of a joint leader’s appointment so necessary checks could be made to protect children. There are sound procedures for appointing and vetting the assistant staff, and to accompany helpers and visitors, so children are suitably safeguarded. There are some effective methods for supporting existing staff, such as formal appraisal, though there is no system to check staff's on-going suitability to work with children.

The group's policies are being revised for staff and parents to have their own copies, though written procedures for protecting children are not sufficiently detailed. The group's records include a satisfactory register of children's names, though this does not clearly show their hours of attendance. The documents are accessible in secure, on-site storage and appropriate regard is given to the confidentiality of personal details. The setting meets the needs of the range of children for whom it provides.

Leadership and management are good. The children benefit from clearly defined roles of the management and each staff member. The committee is clearly striving to support staff effectively by improving communication, supporting training and appointing an administrator. The setting has good ability to assess its own strengths and areas for improvement through careful, in-depth evaluation of the provision and children's progress. The group successfully monitors the effectiveness of the nursery education and is implementing new ideas to further improve children's learning. Staff and management show a good commitment to promoting an inclusive environment in which every child matters.

Improvements since the last inspection

Following the previous care inspection, the setting was required to improve procedures regarding consent for emergency medical treatment and for detailing the complaints policy. Staff now request signed permission for emergency medical advice or treatment, which has improved the health care of the children. The setting has extended the complaints procedure to include the address and telephone number of the regulator to develop the partnership with parents to benefit the children's care.

In the previous education inspection, no significant weaknesses were noted and the playgroup was asked to further consider procedures for planning and assessment. Staff have made good progress in implementing the action plan to further refine daily planning. They now make better use of more detailed assessments that include indications of the next steps in children's learning. Staff meet regularly to discuss and include these points in plans to support children's individual progress.

Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

The provider is required to keep a record of complaints made by the parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.

The quality and standards of the nursery education are good.

WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s):

• make sure the child protection procedure includes those to be followed in the event of an allegation being made against a member of staff or a volunteer
• develop effective procedures for informing Ofsted of significant events and changes, and for checking that staff are suitable to work with children
• ensure the system for registering children shows their hours of attendance.

The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):

• develop the routine to maximise children's independence, participation and concentration throughout the session. (also applies to care)

Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk-