INSPECTION OF NURSERY EDUCATION

 

INSPECTION  REPORT
 
 
 
Name of setting:
Winyates Playgroup
Setting number:
585115
Address:
St Gregorys Church
Winyates Way
Redditch
Postcode:
 B98 ONR
Person responsible for the day-to­day management of the setting:
Mrs Julie Skipp
Position:
Supervisor 
Name of RgNI:
Elizabeth Growcott
RgNI’s Registration number:
26997
Date(s) of inspection:
25 & 26 January 1999
Inspection number:
1115465
 

 
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.
 

 

Contents:

ABOUT THE INSPECTION
INFORMATION ABOUT THE SETTING
1. MAIN FINDINGS OF THE INSPECTION
2. KEY ISSUES FOR ACTION
3.SUMMARY OF JUDGEMENTS
4.CONTENT OF THE EDUCATIONAL PROGRAMME
5.PLANNING OF THE EDUCATIONAL PROGRAMME
6.QUALITY OF TEACHING AND ASSESSMENT
7. PARTNERSHIP WITH PARENTS AND CARERS
8.IMPLEMENTATION OF THE ACTION PLAN
 

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, (i.e. by the age of five). It is also to assure 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

 
Winyates Playgroup opened in 1976 in an urban area of the Worcestershire Local Education Authority and is run by a management committee. It is sited in the hall of the dual purpose building of St Gregory’s Church. This hall serves as a church and as a community room which is shared by many other local community groups. The playgroup has five regular members of staff with two additional adults who are willing to act as cover in case of emergency or give extra support for a special activity or event. This group is open five mornings a week for 39 weeks a year and caters for 30 children between the ages two and a half and four and a half years old. Included in this number are six four-year-old children, all of whom have funding. In this multi-cultural playgroup, the children come from a range of cultural, social and economic backgrounds of the surrounding area. At present, the playgroup, with the help of other agencies, is supporting a four-year-old child who has been identified as having a special educational need. There are currently no four-year-old children who have English as an additional language
 
 

1. MAIN FINDINGS OF THE INSPECTION

 
The strengths and weaknesses of the educational provision provided.
 
Winyates Playgroup provides a good variety of well organised activities. There are good programmes for personal and social development, mathematics, physical and creative development, with strong programmes for language and literacy and knowledge and understanding of the world. Children should achieve the desirable learning outcomes in all the six areas of learning by the time they are five years old.
 
The programme for personal and social development is good with no elements of weakness. It is a strength of this playgroup. Behaviour is good. Throughout the session, the staff can be heard stressing the importance of taking turns and sharing. Staff foster the children’s independence and good relationships. In the strong programme of language and literacy there is a minor weakness. The staff provide many opportunities for the children to acquire the skills of listening, speaking, pre-writing and pre-reading, with extra structured individual support for the pre-school children. However, opportunities for the children to extend their vocabulary, read and recognise their names are limited. Mathematics has a good programme with no elements of weakness. Many opportunities are provided, through practical activities and games, for the children to acquire mathematical language.

 

The staff have provided a range of interesting topics for the programme of knowledge and understanding of the world. It has a strong programme with a minor shortcoming. The children have opportunities to explore the natural world, use technology, understand their locality and use a variety of different materials. However, limited use is made of the items on the ‘Interest Table” for the children to explore made objects and question their uses. The programme for physical development is good with no elements of weakness. The group have facilities for both indoor and outside physical activities. There is a wide range of large and small equipment with sufficient suitable planned physical activities. Creative development is a strength of this playgroup with no elements of weakness. Photographs, the children’s work folders and displays indicate the wide range of activities, the variety of materials provided, the skills and techniques used for creative work. Some of the creations are ingenious and delightful. For example, the collage picture that uses a wide variety of materials, including pot-pourri and shells in its creation.

 

Planning of the educational programme for the six areas of learning is satisfactory. Plans are written, detailed, use a topic format and cover the six areas of learning. Priority is given to mathematics, language and literacy and personal and social development. All the activities, resources and the learning outcomes are listed in great detail.

 

The quality of teaching is satisfactory with the staff having a generally secure knowledge of the six areas of learning. The staff have created a well organised, educational but caring atmosphere in this playgroup. Teamwork, organisation of the daily activities and the interaction of the staff with the children is excellent. Assessments and records of the childrens progress, although adequate, are very limited and do not cover all the six areas of learning.

 

Both the indoor accommodation and the outside facilities are satisfactory. Outside, the group has access to a small grassed area. Inside, the playgroup has the use of a large hall and a small room. The group are permitted to display work in the smaller room, but not in the large hall which is used as a church. There are sufficient good quality resources to cover all the six areas of the educational programme and a child having any special educational need. There are currently no four-year-old children who have English as an additional language. The group are supporting, with the help of outside agencies, a four-year-old child who has been identified as having a special educational need and requiring some additional help. All the children have equal access to every activity, resource and members of staff.

 

The playgroup has good supportive links with its parents with a minor shortcoming. In the initial parental booklet, only limited information is given about the educational programme with insufficient reference to the six areas of learning. This good partnership between the staff and the parents helps to promote the desirable learning outcomes in the children’s learning. At this playgroup, the children are being given a firm foundation for their future education.

 

 

 

2. KEY ISSUES FOR ACTION

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

1. provide more opportunities and activities for the children to increase their vocabulary and to recognise and read their names. For example, the introduction of name cards would provide added opportunities for the children to read and recognise their names. The children’s vocabulary and understanding of words should be extended and enhanced through more detailed discussions. For example, during oral time, the activity with the “Interest Table” could be extended to include naming all the items, describing, discussing and exploring their uses;

 

2. supplement the existing assessment system by developing a written method of recording the children’s developmental progress for the six areas of learning;

 

3. provide details of the educational programme for the six areas of learning in the initial parental prospectus.

 

 

 

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents. 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: 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 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 strength of this playgroup with no elements of weakness. Throughout the session, staff can be heard stressing appropriate behaviour and emphasising the importance of taking turns and sharing. Good behaviour is expected and received and any unsociable acts are dealt with in a firm but friendly way. The staff foster good relationships, caring and sensitivity towards each other, as illustrated in the sentiments expressed in the final song at the end of the session. Evidence shows that the children are given opportunities to experience activities reflecting other cultures and religious events. At every session, the children say grace before having toast and drinks. The spiritual, social, cultural and moral development of the children is fostered appropriately. Activities, such as imaginative play, holding the baby animals, tasting foods, stories and painting, provide frequent opportunities for the children to respond to and show their feelings. For example, the look of annoyance of a child who had paint on her hands and the delight on the faces of the children as they listen to a story and join in rhymes. At the start of the session and again after oral time, the children take the initiative and select their activity, persevering and concentrating until the task is complete. For example, the child using a construction kit, who persevered until he had built a garage for his car. These children exhibit confidence and personal independence in excess of their years. This can be seen as children wash hands in a bowl after activities without making a mess and at tidy up time. Even the very youngest children are encouraged to help clear away the resources, carefully putting items in the correct boxes, an indication of the excellent training that the staff are giving these children.
 
 

The strengths and weaknesses of knowledge and understanding of the world.

 

Knowledge and understanding of the world has a strong programme. There is only a minor shortcoming. The staff use a topic format to deliver this area of learning. During oral time, the children talk about the days of the week, weather, the season, home and their family. Photographic evidence shows the many visitors who come to playgroup to talk about their work in the community. These visits are used to stimulate other areas of the educational programme. The children bring items for the “Interest Table”. However, insufficient use is made of this display for the children to explore made objects, acquire new words and to stimulate questions. Activities, such as cooking cakes, tasting foods and going on walks every term, provide opportunities for the children to notice similarities, differences and changes. Frequent opportunities are provided for the children to record their observations using different media, as illustrated by the detailed drawing of the whole family, including granny and the detailed paintings of a trip to the circus. The staff use tapes and a tape recorder to support teaching and the children have a variety of technological toys and a computer to support learning. Photographic evidence shows that the many activities, materials and resources that are provided for the children to build for a variety of reasons, for example, the models created from junk materials and the leaf dishes made from clay.

 

The strengths and weaknesses of physical development.

 

The programme for physical development is good with no elements of weakness. Inside, the group has access to the large hall and outside, there is a grassed area adjacent to and accessible from the hall. The outside area is unsuitable for use during poor weather. At such times, the staff compensate adequately by providing sufficient activities for in the hall. There are activities for individual physical development every session and additional weekly group activities. The staff have provided a wide range of both large and small equipment. Photographic evidence tells that the children have frequent opportunities to move confidently with co-ordination and control and develop the skills of climbing and balancing. For example, the photographs show children crawling through a barrel, riding bikes, climbing, sliding, balancing on one leg and using a variety of small apparatus. The children develop an awareness of space and other children whilst participating in singing games, using wheeled toys, moving to music and taking part in games. In addition, the children visit a local activity centre, where they are able to climb on the large soft foam blocks, slide down ramps and explore the “ball pool”. Many opportunities are provided for the children to use a variety of small tools and handle malleable materials. For example, the children use playdough, clay, paint, glue, scissors and experience sand, water and cooking activities.

 

The strengths and weaknesses of mathematics.

 

The programme for mathematics is good with no elements of weakness. The staff place a high priority on the acquisition of mathematical language Throughout the session, the children can be heard using numbers and discussing sizes and shapes as they sit on a piece carpet for oral or story time. All the pieces of carpet are different colours and shapes. Children can be heard naming the shape and colour as they select a carpet to sit on. Practical activities, oral work and the displays in the small room help to use and recognise numbers. For example, whilst altering the date, a child had no problem recognising and identifying the number 25. There are many games and practical activities for the children to sort, match, recognise and recreate mathematical patterns. The pre-school children, during the one-to-one structured time, begin to solve problems and develop an awareness of simple number operations. During this time, through practical activities, suitable work sheets and adult directed work the children are beginning to record numbers and solve problems. For example, the children draw a road, read the number on the page and stick on the correct number of cars or solve the problem of finding and colouring the smallest boat. Evidence tells that the staff provide a variety of practical activities for mathematics. For example, the children experience using shapes to create pictures, weighing different items, shopping, capacity in the water tray, counting objects and adding one more. This good programme is supported by the use of computer programs, stories, songs and rhymes.

 

 

The strengths and weaknesses of language and literacy.

 

There is a strong programme for language and literacy with only a minor weaknesses. The staff provide some good activities to develop the skills of listening and speaking at story time and oral time. However, opportunities to increase the children’s vocabulary and understanding of words are not always exploited and sometimes missed. There are frequent opportunities for the children to take part in imaginative role play and make up stories. For example, the realistic role play that followed the visit of the lollipop lady and children in the house who were busy planning a party. Opportunities are provided for the children to use and enjoy books with an adult on an individual basis, as a group at story time and with a friend in the excellent book corner Books are borrowed from the local library on a long loan scheme. The pre-school children have a structured one-to-one period when they work in their book or complete work sheets. During this time, children copy their name with the appropriate use of capital and small letters, identify letters with sounds and use pictures and symbols to communicate meaning. Daily opportunities are provided for the children to read familiar words and recognise letters and sounds as they change the date and weather during oral time. However, there are limited opportunities for the children to recognise and read their names. The strong programme is supported by songs, rhymes and stories.

 

 

The strengths and weaknesses of creative development.

 

Creative development has a good programme with no elements of weakness. Frequent activities are provided for the children to explore sound through percussion, singing, moving to music and singing games Photographs and the evidence in the children’s work folders illustrates the wide range of materials provided and skills used during two and three-dimensional creative work. Children make collages using a variety of natural and man made materials, for example, the picture made using pot-pourri, privet leaves, foil, framed with foil and decorated with sea shells. There are many excellent examples of three-dimensional work, such as stick puppets, junk models, the snowman, mobiles and a variety of masks from the friendly lion to a fierce dragon. The children are provided with a variety activities that allow them to respond to their senses They use playdough, sand, water, experience cooking, moving to music and listen to stories and rhymes. Activities, such as role play, painting, drawing, stories and music, allow the children use their imagination, watch and listen. Frequent activities are organised for the children to use a variety of resources and materials to communicate their ideas and express their feelings. Evidence of these activities can be seen in photographs of the activities, the children’s work folders and the displays in the little room. Much of this work is used to support learning in other areas of the curriculum, for example, the small displays created to support counting and the recognition of numbers and the large displays that support topics on the “Seasons”.

 

 

 

5. PLANNING OF THE EDUCATIONAL PROGRAMME

 
The strengths and weaknesses of the overall planning of the educational programme.
 
Planning of the educational programme for the six areas of learning is satisfactory. It is effective in promoting the desirable learning outcomes. Personal and social development, language and literacy and mathematics are given a high priority in the educational programme. The staff keep a resource book to aid the planning of the current topics. This book is added to as and when the staff find useful ideas and activities. There is a team planning meeting at the end of each term. Three topics are planned for the following term. These topic plans are formulated after staff input and are then written by the supervisor. Since the start of the year, the playgroups in this area have the support of a local authority mentor teacher. This playgroup have received support with the current planning sheets which have recently been introduced. There are detailed termly plans listing topics and referenced to the six areas of learning. Activity plans detail activities, resources and the desirable outcomes for the six areas of learning. A topic web details activities for each topic and a very comprehensive and detailed half termly plan. These plans are very detailed and provide continuity and progression to the children’s learning. Although planning covers all the required elements and is satisfactory, the staff intend to review the new planning system in the very near future. The organisation of planned activities and deployment of staff is excellent, with staff alternating the responsibility of leading the planned oral and story sessions.
 
 

 

6. QUALITY OF TEACHING AND ASSESSMENT

 
The strengths and weaknesses of teaching and assessment.
 
The quality of teaching and assessment is satisfactory with a minor weakness. The staff have generally secure knowledge of the six areas of learning. The organisation of the daily routines, activities, resources and deployment of staff is good. Organisation and teamwork are strengths of this playgroup. The staff interact well with the children and have provided a range of suitable activities. There is a good balance between adult directed and child initiated activities. High priority is given to the teaching of mathematics, language and literacy and personal and social skills. However, some of the activities to extend and enhance the children’s learning, although adequate, in a few minor instances, are limited. For example, opportunities to acquire new vocabulary, read and recognise their names and stimulate questions by handling objects are unexploited.
 
The staff have an adequate internal system of recording children’s progress. These records are easy to read, written, dated and completed on a regular basis. However, they are not referenced to the six areas of learning, nor do they cover all the areas. The local authority has recently introduced a basic assessment sheet for under five groups covering the six areas of learning. This tick sheet is to be completed and passed to the feeder schools. Before a child leaves playgroup, the staff help them to complete a personal achievement record. This is in the form of a small book which is given to parents as a record of their child’s achievements at playgroup. Both written planning and formal assessments are recent innovations. All planning, assessments and evaluations of work are monitored by the supervisor. The staff have the support of the local authority mentor teacher, the recently formed early years development group and the local school, with their work in the playgroup. In addition, the staff attends the Pre-school Learning Alliance training courses, as and when funds are available. A member of staff is currently studying for the Diploma of Pre-school Practice.

 

The strengths and weaknesses of equality of access and opportunity.

 

All the staff are made fully aware of the playgroup’s Equal Opportunities Policy and policies to support children having any form of special educational need. Staff ensure that both boys and girls have equal access to experience all the organised activities through careful monitoring. During these activities, the staff support the children when they work either as individuals or as a group. The planned programme is sufficient to challenge the children. There is extra stimulation provided for the pre-school children through a structured programme of pre-reading and pre-writing activities. At present, there are no four-year-old children who have English as an additional language. The playgroup, with the help of an outside agency, is supporting a four-year-old child who has been identified as having a special educational need. There are sufficient policies and resources available to support a child with any form of special educational need. In addition, the playgroup has the support of the local education authority mentor teacher, who is available to advise and offer suggestions if required. The planned programme, grouping of children, the structured individual support and deployment of staff ensures that the children have sufficient support in the areas of mathematics and language and literacy.

 

The strengths and weaknesses of the learning resources and accommodation.

 

Both the indoor and outdoor facilities are satisfactory. Indoors, the group has the use of a large hall and a small room. This hall is used by many other community groups, therefore playgroup displays are limited to walls of the small room. Outside, the group has the use of a small grassed area adjacent to the hall. However, before this area is used, the staff ensure some safety precautions are taken. There are sufficient, well organised resources for the six areas of learning and to support a child having any special educational need. Staff ratios are good with five staff and two extra adults who are prepared to act as cover as and when required. The playgroup has the support of other local education bodies if required. They are members of the local early years education group, have termly visits from the local authority mentor teacher and liaise with the local school. The local school donated the computer and its programmes to the playgroup. The staff make effective use of the accommodation and resources to promote the children’s learning.

 

 

 

7. PARTNERSHIP WITH PARENTS AND CARERS

 
The strengths and weaknesses of the partnership with parents and carers.
 
Parental links are satisfactory with only a minor shortcoming. In this playgroup, the supportive parental links contribute to the desirable learning outcomes of the children. The new parents are invited to visit with their child, asked to complete an initial sheet and are given a prospectus. However, it contains limited information about the educational programme with insufficient reference to the six areas of learning. Talking to the staff, notices and newsletters keep parents informed about playgroup events, activities and the educational programme. Information about the developmental progress of the children is given by talking to the staff and through the final achievement record. This written report is a record of all their child’s achievements in the educational programme for the six areas of learning. It is presented in a book format and given to parents when a child leaves play group. In the near future, the staff have plans to initiate an “open evening” for parents to discuss their child’s progress. There is no formal rota of volunteer helpers, but parents are welcome to stay and help if they wish. Parents are briefed on playgroup policies before they help in the group. The playgroup operates an “open door” policy, where all are welcome to come and talk informally about their child’s development. The children at this playgroup are being given a firm foundation for their future education.
 
 

8. IMPLEMENTATION OF THE ACTION PLAN

 
 
Not applicable
 
 
(c) Crown Copyright 1998. This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

 

 

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