Nursery Education Inspection Report

BUXTED PLAYGROUP

Inspection Number: 1115004

 

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INSPECTION OF NURSERY EDUCATION
INSPECTION REPORT

Name of setting: Buxted Playgroup
Setting number: 581024
Address: St Mary's Church Hall
  Church Road
  Buxted
  East Sussex
   
Postcode: TN22 4LX
Person responsible for the day-to-day management of the setting: Mrs Michele Hall
Position: Supervisor
Name of Inspector: Charlotte Baynes
RgNI's Registration number: 27166
Date(s) of inspection: 14th and 16th July 1998
Inspection number: 1115004

The inspection took place as part of a national programme of inspection of the educational provision for four year olds. It was commissioned by the Office for Standards in Education (OFSTED), a department of central government.


NURSERY EDUCATION INSPECTION REPORT

ABOUT THE INSPECTION

The purpose of the inspection is to identify strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the Desirable Outcomes for children's learning on entering compulsory education, (ie by the age of five). It is also to ensure parents and the public that nursery education funded by the state is of an acceptable quality. The 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

 

Buxted Playgroup first opened approximately twenty-seven years ago and is responsible to a parent management committee. It is situated in a rural part of East Sussex and occupies a church hall with further access to a small, sloping garden. The hall is also used by other organisations within the community.

The playgroup is registered for children aged between two-and-a-half to five years and there are currently thirty six children on roll. Nine of these are in receipt of funding, most of whom attend for the four morning sessions available and there are twenty two children in total who are four years old. Sessions are held from Mondays to Thursdays from 9.30 a.m. to midday. Funded children are usually grouped with the other playgroup children. Occasionally, four-year-olds work separately on special, focused activities within the same room. There is a total of four members of staff who work with the children. One has qualified teacher status at primary level and two have appropriate child care qualifications. In addition, parents help regularly on a rota basis.

At present, there are no funded children attending who do not speak English as their first language or who have been identified as having special educational needs.

1.MAIN FINDINGS OF THE INSPECTION

The strengths and weaknesses of the educational provision provided

The playgroup provides a happy, stimulating environment where children are confident and motivated about their learning. By the time they are five years old, children are likely to achieve appropriately in all six desirable learning outcome areas.

High standards are achieved in the area of personal and social development. Children work confidently as individuals and are well-supervised as they learn to co-operate in groups appropriately, they have some opportunities to learn about the lifestyles of other cultures and they readily express how they feel. Children's efforts, achievements and positive behaviour are clearly valued by staff and they respond favourably to this. Language and literacy has many positive features. Children listen attentively to well-told stories and they are exposed to a rich source of vocabulary. The book corner is not comfortable enough for it to be used fully. However, children do have some good opportunities to select from an appropriate range of literature and learn about the significance of writing and print. Mathematics is a strong area. Through a wide variety of enjoyable, practical activities, children have good opportunities to explore ideas relating to for example space, shape, size, position and quantity. Their language is carefully supported to help them make important connections as they learn. Knowledge and understanding of the world is also a strong area. Children willingly converse about a variety of topics and changes they have observed. Special outings such as a visit to a local farm give children good opportunities to explore their natural surroundings. Children's physical development is given good emphasis. Children show good control as they handle a variety of tools such as paint brushes and chalks and they have good opportunities to extend their large physical movements. Children's creative potential is fostered very effectively. Children play imaginatively in carefully monitored role play areas and they are clearly absorbed as they engage in exciting art activities.

Planning of the educational programme is a strong area. Staff have developed an efficient system to ensure that desirable learning outcomes are covered appropriately through planned activities. Good emphasis is given to all six curriculum areas in written documents and this is reflected in the high standards achieved in practice.

Overall, the quality of teaching is good. Staff communicate very effectively with children to nurture their confidence, ability to think and positive behaviour. Staff are sensitive to children of different abilities and confidence levels and they adjust activities accordingly to promote equality of access and opportunity. They work hard as a team, supported by very good leadership and a strong committee of parents to organise resources and the environment effectively. At present, records of children's progress are not detailed enough but staff have begun to note important assessments through a manageable index system. Staff display a professional approach to reviewing their record-keeping, planning, teaching methods and training. This is monitored appropriately through regular meetings, overseen by the management committee and through consultation with the local primary school.

Overall, partnership with parents is satisfactory. There are commendable opportunities for parents and carers to participate in activities through, for example joining the management committee or by assisting directly in the playgroup. A minor weakness exists in that records of children's attainments are not sufficiently detailed and do not make it easy for parents to contribute their own observations. However, in all other ways, the partnership is strong. Parents are received warmly at the setting and they speak positively of the provision, of the commitment of staff and of their own involvement.

2.KEY ISSUES FOR ACTION

In order to improve the quality and standards of the educational provision, the setting should:

Build on the existing observation and assessment system so that it is used to inform more detailed records of children's progress. The setting should ensure that records reflect more fully how children are developing in relation to the six desirable learning outcome areas and that they include space for parents to contribute observations from home.

Make the book corner a more attractive feature, by for example, adding comfortable seating so that children will use it fully.

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues or points for development 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.


3.SUMMARY OF JUDGEMENTS

A. QUALITY OF EDUCATIONAL PROVISION

Personal and social development Promotes the desirable outcomes
Language and literacy Promotes the desirable outcomes
Mathematics Promotes the desirable outcomes
Knowledge and understanding of the world Promotes the desirable outcomes
Physical development Promotes the desirable outcomes
Creative development Promotes the desirable outcomes

B. CHILDREN'S SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT IS FOSTERED APPROPRIATELY.
C. PROGRESS IN IMPLEMENTING THE ACTION PLAN IS NOT APPLICABLE
D. OUTCOME AND RECOMMENDATION OF THE INSPECTION

Taken overall, the quality and standards of the educational provision are acceptable in promoting the desirable outcomes for children's learning. The action plan should show how the provider will address the key issues or points for development within 12 months of the inspection.

It is recommended that the next inspection occurs within two to four years.

 


4.CONTENT OF THE EDUCATIONAL PROGRAMME

The strengths and weaknesses of personal and social development

Personal and social development is a strong feature of the playgroup. Children readily express a range of feelings; they laugh wholeheartedly at jokes and show concern about toy animals attending their pretend 'Veterinary clinic'. Through such experiences children have good opportunities to learn about caring for living things and they willingly help to maintain their environment as they tidy away equipment. Staff clearly value children's efforts, achievements and positive behaviour. They give clear explanations with regards to what is and what is not acceptable and children respond very favourably to this. Children confidently participate in a good variety of stimulating activities. They concentrate well as they engage in absorbing tasks such as painting and they show good initiative as they select activities and resources. Playgroup routines such as hand-washing and selecting books before break are effective in promoting children's independence. They have some positive experiences of exploring cultural diversity and staff are appropriately considering new ways of extending this provision. Small groups of children are managed well by adults so that children have good opportunities to learn about co-operating and negotiating with others. Overall, children's spiritual, moral, social and cultural development is fostered appropriately.

The strengths and weaknesses of language and literacy

The educational programme for language and literacy is sound with many strengths. Children are provided with good, vocabulary-enriching experiences and they readily converse about a range of topics. Children's drawing and early writing skills are promoted effectively with the careful supervision of staff. They have good opportunities to form the sounds and shapes of the alphabet and to recognise and write their names. Regular singing of action rhymes helpfully fosters children's ability to link sound patterns with syllables. A good selection of fiction and non-fiction is displayed in a secure book unit and children have some positive opportunities to handle and learn about the value of books. However, the book corner lacks comfortable seats and overall, is not sufficiently attractive to encourage children to use it fully. Staff use good intonation and questioning techniques to engage children's interest at story time and children listen attentively. Children play imaginatively in a variety of well-supervised role play areas. Note-pads and pencils left in these areas give children good experiences of using symbols to communicate messages as part of their play. Role play provision with resources such as home-made books effectively support children's potential for creating stories of their own.

The strengths and weaknesses of mathematics

Mathematics is good and is given strong emphasis. In particular there are good, practical experiences to help children count, solve problems and explore how numbers work. Children are effectively encouraged and supported as they create and recreate patterns with coloured pegs and their efforts are appropriately acknowledged. Through well-supervised construction activities children explore ideas relating to space, size, position and quantity. They are knowledgeable about geometrical terms such as 'square' and 'circle' as they hammer shapes on to a board. As children learn about simple addition, subtraction and new mathematical ideas, their language is carefully supported with terms such as 'one more' or 'taller than' to help them make important links in their learning. They have some stimulating provision as they help to sort, compare and categorise everyday materials such as socks. Note-pads appropriately left in pretend 'shop' areas enable children to record numbers as part of their spontaneous play. Children also benefit from real shopping trips as they buy fruit in their local supermarket and this is well-documented in an attractive home-made book. Counting books, number displays and rhymes effectively reinforce children's number recognition and counting abilities.

The strengths and weaknesses of knowledge and understanding of the world

Knowledge and understanding of the world is good and features positively. Children have good opportunities to share stories about personal possessions brought from home. They readily talk about important observations and changes such as the green ice-cubes melting in the water tray. They have good opportunities to look closely at living and natural things such as a rainbow trout and they display a healthy curiosity about what they see, for example they ask where the trout's mouth is. Children happily compare the patterns they have made on peg boards. A good variety of two and three-dimensional works of art reflects their ability to record their observations and to use a range of tools to support their learning. Children have a basic introduction to technology. They confidently handle telephones and tills as part of their role play. They have positive experiences of exploring their beautiful surroundings when they visit a farm. Displayed photographs of past playgroup events effectively promote their sense of history.

The strengths and weaknesses of physical development

Children's physical abilities are promoted very effectively. There is an appropriate range of equipment to foster large physical movements. Children show increasing confidence as they learn to run, climb, slide, balance, throw, kick and catch balls. They also willingly participate in music and movement activities; they appear alert and well-coordinated as they drop to the floor during 'musical bumps'. Children have good, regular experiences of handling tools and shaping materials such as dough and clay. They are well-supervised as they develop control of their small muscles; for example, their drawing is carefully sustained by interested adults. They show good control of paint brushes as they vary the speed of the marks they make. The pretend 'shoe shop' is particularly beneficial as children are gently encouraged to tie and fasten shoes.

The strengths and weaknesses of creative development

Creative development is another strong area of the curriculum. Children are provided with stimulating materials and absorbing activities to help them explore and respond to texture, colour and form in two and three dimensions; for example, children paint the skin of a rainbow trout and make prints from this. There are good opportunities for them think through and create original works of art, particularly as they draw with coloured chalks or are encouraged to complete an elaborate painting. Children play expressively and imaginatively in carefully supervised role-play areas. There are good resources such as a well-equipped dolls house to help children play imaginatively on a smaller scale. Children have a positive introduction to exploring sounds through the daily provision of musical instruments, which are appropriately alternated. They confidently select instruments to accompany their favourite songs.

5.PLANNING OF THE EDUCATIONAL PROGRAMME

The strengths and weaknesses of the overall planning of the educational programme

Staff display a professional approach to planning the educational programme and this is a strong area. Written plans clearly indicate that all six learning areas are given careful consideration and this evident from the high standard of provision. A practical colour code system is used to check that all curriculum areas are being covered. Written documents suggest that appropriate emphasis is given to personal and social development, language and literacy and mathematics but this is also evident from the many worthwhile activities provided to support these areas. Adult roles and how children may be grouped are made very clear. Planning documents also make it clear what children are expected to learn from the programme of activities. Planned activities are appropriately adjusted to help those who are more or less confident.

6.QUALITY OF TEACHING AND ASSESSMENT

The strengths and weaknesses of teaching and assessment

Overall, the quality of teaching is good, with some aspects being commendable. A particular strength in the area of teaching is that staff demonstrate good communication skills with children to foster their ability to think and their positive behaviour. They frequently acknowledge children's opinions and ideas. Children appear to feel safe and valued; they play confidently and are usually very motivated about their learning.

Staff and parents are deployed very effectively as a team and benefit from good leadership. Staff have carefully researched issues relating to the desirable learning outcomes and show secure knowledge and understanding of these. They generally organise resources and the environment attractively and efficiently, providing a good balance of exciting, adult and child-initiated activities. This effectively supports children achieving the desirable learning outcomes in all areas with appropriate emphasis given to personal and social development, language and literacy and mathematics. An informative index system has been established to help note observations of children's attainments but this is not detailed enough to give a full picture of how children are progressing. Staff are in the process of improving their assessment and recording system; they have appropriately carried out research to help in this area. A conscientious approach is demonstrated in relation to planning, teaching methods, assessment and training. Monitoring of these areas is carried out effectively through a combination of staff leadership, team-work, support from the management committee and close liaising with the local primary school.

The strengths and weaknesses of equality of access and opportunity

Staff work hard to adjust activities and their teaching methods to ensure that all girls and boys, whatever their ability or level of confidence, can move successfully towards achieving the desirable learning outcomes. There are currently no funded children who have been identified as having special educational needs or whose first language is not English. However staff are appropriately aware of support procedures and of the Code of Practice for the Identification and Assessment of Special Educational Needs. The playgroup's written equal opportunities policy is brief but explicit. There is appropriate access for wheelchairs and push chairs.

The strengths and weaknesses of the learning resources and accommodation

The indoor accommodation is compact but sufficiently spacious and bright. Whilst there are some restrictions with regards to display facilities, staff make every effort to use wall space to display children's work, number and alphabet charts. Overall, there is a good variety of resources which are generally organised attractively to support children achieving in all six curriculum areas. The book corner includes good literature, contained in a secure unit but it is not sufficiently inviting to be used fully by children. The outdoor area is safely enclosed and used appropriately to support in particular, children's physical development.

7.PARTNERSHIP WITH PARENTS AND CARERS

The strengths and weaknesses of the partnership with parents and carers

The partnership that has been established with parents and carers is sound with many strengths. There are good opportunities for parents to be very significantly involved in activities and the running of the playgroup. A minor weakness is that records of children's attainments do not give a full picture of children's progress and parents do not have enough opportunities to contribute formally to written records. But recording methods are appropriately being reviewed. Staff are very approachable and create a welcoming environment so that informally, parents are kept up-to-date with how their children are achieving. Parents are well-briefed about teaching methods and their expected roles when they help on a rota basis. They speak very positively of the provision, commitment of staff and of their own involvement. The parents within the management committee work hard to support the staff with their duties and in turn, they clearly value the contribution staff make to their children's learning. Introductory information clearly explains provision and identifies how children will learn through the planned curriculum. Overall the strength of the relationship with parents and carers is effective in supporting children achieving the desirable learning outcomes.

8.IMPLEMENTATION OF THE ACTION PLAN

Implementation of action plan

Not applicable