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 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    

Ashchurch Playgroup was registered in 2008 as a private partnership and operates from St. Nicholas' Church Hall in the village of Ashchurch, on the outskirts of Tewkesbury, Gloucestershire. The playgroup has use of one playroom, a small kitchen and an outdoor play area. The hall is situated near the church and is within walking distance of a primary school. The playgroup is open Mondays to Thursdays from 09.00 to 12.00 and from 12.20 to 14.50 and on Fridays from 09.00 to 12.00, during term time only. Children attend from the local village and surrounding area. The playgroup is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. A maximum of 10 children may attend the setting at any one time. There are currently 23 children aged from two to under five years on roll. There are two members of staff who hold appropriate early years qualifications at level 4 and both are working towards a foundation degree in early years. The setting operates in line with aspects of the Reggio Emilia educational philosophy and provides funded early education for three and four-year-olds. Operational links are in place with other early years providers, including the local primary school.

Overall effectiveness of the early years provision

Overall the quality of the provision is good. The staff promote children's welfare and learning with success so that, in practice, children are safe and secure at all times and enjoy learning about their local area and the world around them when outdoors. The adults recognise the uniqueness of each child and provide care and education which is well focused on them as individuals. Children are supported effectively, ensuring that they are enjoying activities and experiences which interest and stimulate them, enabling them to make very good progress in their learning and development. Partnership with parents is strong helping to keep them fully informed of their child's progress and involve them in their child's care and education while staff are aware of the need to make links with other settings that children attend. Ongoing, in-depth reflection of practice ensures that plans for the future are well targeted to bring about further improvement to the provision and outcomes for children.

What steps need to be taken to improve provision further? 

To further improve the early years provision the registered person should extend children's regular access to outdoor play   build links with other providers offering the Early Years Foundation Stage to children to ensure all adults take part in assessment so there is continuous and consistent care.

To fully meet the specific requirements of the EYFS, the registered person must:  ·       ensure that the contents of the first aid box are in date and appropriate to meet the needs of children. (Safeguarding and promoting children's welfare) 27/04/2009

 The leadership and management of the early years provision

The group is very well organised. Comprehensive policies and procedures relating to safeguarding and most aspects of children's health are thoroughly implemented. For example, thorough risk assessment is regularly reviewed and children's health needs are well supported in practice, though some unused items of first aid are not in date. The children's safety is supported through robust systems that include daily checks on premises and resources. All required documentation is clear and relevant and individual records are informative, therefore, promoting good quality care and inclusive practice. The compact space is used effectively to ensure children can play cooperatively, alongside others or alone if they choose. Good quality toys and books are easily accessible to allow children to choose and select for themselves as they play.

Staff are proactive to develop supportive partnerships with different families so there is a very good level of communication and sharing of information relating to each child. Families speak highly of the quality of the care and education their children receive. The staff effectively use information from parents, such as the children's interests, as a starting point to assess their developmental needs. This ensures that children's individual requirements are met. Parents are made welcome and receive good quality information about their children's care. They are well involved in their children's learning as they often talk about activities, for example, using photographs, and may extend these at home. Good links are established with the local school to support children's transitions and staff have begun to make links with other settings that children attend.

Both members of staff are very committed to improving their knowledge and practice through high level training that is effectively implemented back in the group. They constantly evaluate the strengths and areas for improvement of the provision and systems are well developed to take account of the views of all parents, carers and children to extend the positive outcomes for the children.

The quality and standards of the early years provision

The staff's very good knowledge of the Early Years Foundation Stage learning and development requirements and guidance means they are confident in helping children learn effectively. High quality planning and organisation ensures that every child receives an enjoyable and challenging experience across the areas of learning. Based upon thorough and accurate observations, activities are well matched to the full range of children’s needs. This ensures that children achieve as much as they can in relation to their capabilities and interests as noted under 'what next' for each child. Children effectively achieve as the learning environment is very well organised. They choose from interesting, accessible resources stored at their level in well defined areas and make good use of display to foster their interests. For example, children explore an 'airport terminal' and about Saint George using exciting materials that staff have researched and made available.

Children eagerly participate in planned, purposeful play and exploration, with a balance of adult-led and child-led activities that result in them being active, creative learners, able to think critically. They enjoy playing both in and out of doors. For example, with toys for windy weather, though are not regularly able to choose to play outside. Staff interact most effectively to challenge children, extend their learning and guide them to discuss their work. In particular, good use is made of spontaneous learning opportunities. For example, when children hear a mower in the churchyard and are immediately taken to see and discuss what is happening. Good relationships support parents and carers in helping all children to succeed. Overall, the provision enables all children to make very good progress towards the early learning goals in relation to their starting points.

Good quality care for children is seen in the high level of commitment of staff to implementing effective strategies. As a result, all children’s social, physical and economic well-being is promoted regardless of need or background through the adults’ good knowledge and understanding of welfare requirements and guidance. Children learn the importance of a healthy diet as they choose the snack from a range of healthy foods, including different fruits. Posters and activities help to reinforce which foods are good for them. Drinking water is freely available to children during the session, ensuring they stay hydrated. Well established routines for hand washing ensure that children develop good personal hygiene. Children learn how to keep safe as they constantly hear well constructed explanations about taking care of themselves; they regularly practise emergency procedures to become confident with escape routes and routines. They learn how to take small risks in controlled circumstances as they manoeuvre wheeled toys over rough ground. Behaviour is well managed so that children develop their own positive rules, know their 'jobs' at tidy time and learn to share and take turns, for example, using the 'golden timer'. Children receive very good attention and support from the staff as key persons in their lives; as a result, they have a strong sense of security in order to succeed in a welcoming and stimulating environment.

Annex A: record of inspection judgements

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

How effective is the provision in meeting the needs of children in the Early Years Foundation Stage?	2
How well does the provision promote inclusive practice?	2
The capacity of the provision to maintain continuous improvement.	2

Leadership and management

How effectively is provision in the Early Years Foundation Stage led and managed?	2
How effective is the setting’s self-evaluation, including the steps taken to promote improvement?	2
How well does the setting work in partnership with parents and others?	3
How well are children safeguarded?	2

Quality and standards

How effectively are children in the Early Years Foundation Stage helped to learn and develop?	2
How effectively is the welfare of children in the Early Years Foundation Stage promoted?	2
How well are children helped to stay safe?	2
How well are children helped to be healthy?	2
How well are children helped to enjoy and achieve?	2
How well are children helped to make a positive contribution?	2
How well are children helped develop skills that will contribute to their future economic well-being?	2

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

The provider confirms that the requirements of the compulsory part of the Childcare Register are:

Met

The provider confirms that the requirements of the voluntary part of the Childcare Register are:

Met