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Lydney Playgroup & Nursery
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Inspection report for early years provision |
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Unique reference number |
101690 |
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Inspection date |
04/12/2008 |
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Inspector |
Christine Pollitt |
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Setting address |
Lydney C of E School, Bream Road, Lydney, Gloucestershire, GL15 5JH |
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Telephone number |
01594 841779 |
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Type of setting |
Childcare on non-domestic premises |
Introduction
This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 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 report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.
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 2008 regulations 9 and 10).
The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.
Description of the setting
Lydney Playgroup and Nursery is managed by a committee made up of parents of children at the playgroup. It opened in 1965 and later moved into a building in the grounds of Lydney Church of England Community School. The pedestrian access is by a public footpath from a public car park to the building, or directly from the main road. The group uses the playroom, kitchen, toilets and enclosed area with grass and tarmac surfaces. The six staff hold appropriate Early Years Foundation Stage (EYFS) qualifications. The centre provides EYFS education for a maximum of 24 children each session aged from two to five years. It is open for five sessions each week during term time from 9.00 to 12.00, and Tuesday afternoon from 12.00 to 15.15. The centre also offers information, advice and support from outside agencies, and receives advisory support from education personnel. There are currently 28 children on roll, 24 aged three years and four years, all of whom receive funding for early years education, and four children aged under three years. The children come from the community of Lydney and the surrounding areas. The centre at present supports three children with learning difficulties and/or disabilities. It has strong links with the local school, and playgroup on the same site, and receives support from the local authority. This provider is on the Early Years Register, compulsory and voluntary parts of the Childcare Register.
Overall effectiveness of the early years provision
This is a good playgroup. The team identifies and act supon priorities for improvement, which results in a service that is responsive to the needs of all its users. There are strong links with the school and adjacent playgroup on the same site. Links with the local authority ensure that all children, including those with learning difficulties and/or disabilities, get every possible level of support. The strong leadership and the continuously improving provision reflect the playgroup’s good capacity to improve.
What steps need to be taken to improve provision further?
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To further improve the early years provision the registered person should:
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The leadership and management of the early years provision
The good leadership of the playgroup has a clear focus on self-evaluation and improvement to ensure all children make good progress in their learning and development, and to promote their welfare. Self-evaluation takes into account the views of the children and the parents/carers. It is effective in identifying strengths and weaknesses and is used well to plan for improvement. The staff work together on a system of assessing the children based on the EYFS framework. This secures a thorough understanding of the level at which individual children are working, and the progress they are making at the playgroup, and is useful when they move on to school. The leadership is keen to agree assessments with local settings and schools to ensure effective transition for all children.
All of the necessary policies and records are in place and up to date, ensuring all children are safeguarded. As a parent commented, ‘Lydney playgroup is a safe, secure and friendly group. I am very happy with the care my child receives.’ The staff is well trained and qualified and keen to continue to improve. They are fully responsive to the interests and needs of the children and ensure that all children are treated equally and have equal access to resources. They plan the activities every day with the children, and provide learning opportunities and support and challenge to ensure the children make the progress they should. The good quality and variety of activities both inside and outside provide an interesting, stimulating environment for the children.
Parents are supportive of the setting, say the progress their children make is good, and their children are keen to come every morning. The children have individual portfolios of achievement called their ‘learning journeys.’ These reflect the child’s good progress and are used to inform parents and the reception class teacher of the levels at which they are working. Parents work closely with the staff and other agencies to best support their child. The location of the playgroup within the primary school site secures a smooth transition for children to the reception class. There are not enough opportunities at present to forge links with the school, and the new Children’s Centre provision on the same site.
The safety of the children is paramount, and staff complete regular risk assessments on the safety of the building and the equipment. Children are taught and reminded of safe behaviour. Expectations of the children are high in all areas of development at all times.
The quality and standards of the early years provision
The provision for developing children’s learning is good. Relationships are strength, and children are made to feel valued and secure in a lively, stimulating learning environment.
Staff procedures ensure that the setting is a safe environment for children. It is because they feel safe that children are confident to engage in independent activities of their own choice. Children enjoy the setting because of its welcoming and caring ethos, their many friends and the choice of interesting activities. Good quality resources are available to enable learning in all the six areas of learning. Children play an active part in planning the themes for their learning every day, and are encouraged to share their ideas of the activities they enjoyed, and what they would like to learn next. They clearly enjoy learning through play, and are supported by knowledgeable and well-qualified staff that understand the children’s individual needs, and make sure that those needs are met through appropriate challenge or support.
There are an appropriate proportion of adult-led activities, and children are encouraged to participate and work together. The staff uses the EYFS framework well and, for example, there are sessions of ‘sounds and letters’ which the children enjoy. This gives them a sound start to reading and spelling on which they will build when they move onto school. The large outdoor environment provides well for physical activity with wheeled toys and bicycles, and for exploration and investigation with playhouses and climbing equipment. Children enjoy looking after the rabbits and chickens that they keep in the outdoor area. Children also have access to the substantial grounds of the school and every week they enjoy the ‘Forest School’ where they can develop their confidence, independence and language skills. The playgroup calls this activity ‘walk in the woods’, and have a clear code of safe behaviour which the children know well and adhere to. One child made a train in the woods with tree trunks and sticks, whilst footprints in the mud fascinated another.
All adults carefully assess the progress of each individual child and use this information to plan the next learning opportunities. These assessments use the EYFS framework. The staff share responsibility for planning as they all have a good understanding of the EYFS curriculum and the abilities and individual interests of each child. The good quality of teaching, curriculum, and care they receive ensures that all children make at least good progress, especially in social skills.
Children learn about healthy lifestyle, and choose their own healthy snacks. Children are very independent. They hang up their own coats, change into Wellingtons and aprons themselves and wash their hands without a reminder. They enjoy the opportunities for physical activity provided in the well-resourced and spacious outdoor play area. Parents say they quickly become independent and confident, and are keen to come each day to play with each other. As one parent said, ‘My child changed from being shy and quiet into a well rounded, equipped and confident child. She now has lots of friends.’
Annex A: record of inspection judgements
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The key inspection judgements and what they mean
Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 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 |
Overall effectiveness
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How effective is the provision in meeting the needs of children in the Early Years Foundation Stage? |
2 |
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How well does the provision promote inclusive practice? |
2 |
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The capacity of the provision to maintain continuous improvement. |
2 |
Leadership and management
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How effectively is provision in the Early Years Foundation Stage led and managed? |
2 |
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How effective is the setting’s self-evaluation, including the steps taken to promote improvement? |
2 |
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How well does the setting work in partnership with parents and others? |
2 |
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How well are children safeguarded? |
2 |
Quality and standards
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How effectively are children in the Early Years Foundation Stage helped to learn and develop? |
2 |
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How effectively is the welfare of children in the Early Years Foundation Stage promoted? |
2 |
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How well are children helped to stay safe? |
2 |
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How well are children helped to be healthy? |
2 |
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How well are children helped to enjoy and achieve? |
2 |
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How well are children helped to make a positive contribution? |
2 |
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How well are children helped develop skills that will contribute to their future economic well-being? |
2 |
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Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk |
Annex B: the Childcare Register
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The provider confirms that the requirements of the compulsory part of the Childcare Register are: |
Met |
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The provider confirms that the requirements of the voluntary part of the Childcare Register are: |
Met |
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Annex C: complaint/s made to Ofsted
This section of the report includes details of any complaint/s made to Ofsted when:
· we took action for the provider to meet the requirements of the Early Years Register; or
· we asked the provider to take action in order to meet the requirements of the Early Years Register; or
· the provider had already taken any necessary action to meet the requirements of the Early Years Register.
We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.
Detail of the complaint/s
Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.