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Wellington Boots Playgroup & Pre- School - Ofsted

Wellington Boots Playgroup & Pre- School - Ofsted

Inspection Report:

Inspection Report: Wellington Boots Playgroup & Pre-School, 18/11/2010 of children are met or sufficiently challenged. In addition, the assessment sheets in place are not fully utilised to identify where children are at in relation to the early learning goals. Staff have developed positive relationships with parents and carers and feedback from parents is positive. Parents agree that the staff team are friendly and their children are happy and settled. Information about the setting is made available to parents through booklets and access to policies, procedures and planning. As a result, parents are aware of the setting's responsibilities in caring for children and the range of activities they explore. Parents feel well informed about their child's general well-being whereby verbal communication takes place on a daily basis, although there are limited opportunities to specifically discuss children's learning and developmental progress. Staff realise the importance of working in partnership with other professionals who may be involved in the care of children. However, this has not been explored where children attend other early years provisions to fully ensure continuity and consistency of care. The quality and standards of the early years provision and outcomes for children Children have access to a wide range of resources which enables them to explore the areas of learning. Children enjoy small world play of a dolls' house, use dressing up clothes and play dough, providing them with opportunities to act out real life experiences aiding their knowledge and understanding of the world and their personal, social and emotional development. Children enjoy looking at books both independently and with an adult and there are opportunities for mark making and encouragement from staff for children to write their names on any creations. Children take it in turns to use the computer and are developing their information and communication technology skills operating simple programmes and using the keyboard and mouse. Children enjoy messy creative play of sticking and painting and concentrate really hard to master the skill of using scissors in which they are given good encouragement. Staff plan a range of experiences and activities for children to explore, however, the learning aims of such activities are not identified. As a result, the opportunity to further extend and differentiate children's learning to meet the various learning abilities is not consistently applied. Therefore, some activities lack challenge and without the support of an adult, activities are left unused. Children benefit from the free-flow structure of the session as they choose what they would like to do and have ample time to explore at a pace that suits them. Although, whole group time is less beneficial to all children as younger children loose interest in what is happening and become restless. Furthermore, as children all go into the garden together, too many are trying to use the sand or cutlery table at one time, impacting on their enjoyment. Children are well on their way in making a positive contribution as they are happy and settled and relate really well to the adults. Children behave and cooperate with each other well, develop friendships and interact with each other during play. They show good levels of self-esteem as staff often praise children for their achievements and efforts made which is genuine and personal to the child. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 6

Inspection Report: Wellington Boots Playgroup & Pre-School, 18/11/2010 Children help to look after the provision, helping at tidy up time and are resourceful putting empty boxes into a container to be used again. Children learn about people within the community as visitors such as the local librarian and community support officers visit the setting sharing their experiences. Parents also come in to share their experiences and skills. A recent event of the Diwali celebration was celebrated, whereby a parent shared the Hindu tradition with children retelling the story and looking and sampling traditional clothing and food. As a result, children learn about people who help us and the diverse community in which we live. Children's health is suitably fostered. They participate in physical play, for example, bowling and using the recently developed outdoor area for fresh air and exercise. Children enjoy the range of fresh healthy snacks such as fruit and breads, and staff talk about the various fruits and the benefits of eating healthily. However, the opportunities for children to develop their self-help skills and make independent choices of what they would like to eat are minimised. This is because food and drink is out of reach; as a result, some children have to wait to be served rather than managing themselves. Children's hygiene is suitably promoted; tissues are available and children use these to wipe their nose and dispose of waste in bins. Children wash their hands after messy play and before eating, although they use a communal bowl increasing the risk of cross infection. Children move around the setting safely and take responsibility in managing their safety, for example, children walk inside, know to ask an adult if they want to use the bathroom and use equipment such as scissors appropriately. Children practise fire drills and learn about road safety as visits from the local lollipop lady reinforce their understanding. Children learn about the boundaries in place as staff share rules and give explanations to further develop their understanding. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 7

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