Costock Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy and settled at this welcoming and friendly playgroup. They select the toys of their choice and play appropriately and cooperatively with their friends.

Staff provide clear routines for children to follow and make sure they have enough toys and activities to access. However, staff are not always clear on how to deliver a clear and consistent curriculum for all children. Staff do not always plan play purposefully to support children's individual learning.

Consequently, some children do not learn as much as they can or develop new skills. For example, children who safely and competently ride on balance bic...ycles are not provided with new experiences, to develop these physical skills further. That said, children do enjoy their time accessing activities that staff know that they are interested in, such as jelly to support their interest and sensory development.

Staff engage well with older and more confident children. They encourage children to respond to their questions asked during story time. However, younger and quieter children are not provided with the same level of interaction in order to support their learning.

These children miss out on consolidating their learning as they are less engaged in the play experiences compared to their older peers. Nevertheless, all children learn about the benefits of eating healthily during mealtimes. Staff talk to the children about the importance of drinking milk to make their bones stronger.

What does the early years setting do well and what does it need to do better?

Staff help to raise children's self-esteem and confidence. They use words such as 'well done' and 'fabulous' as they acknowledge children's achievements and their attempts to sing songs and say their name during 'welcome time'.The provider has successfully addressed most of the weaknesses raised at the previous inspection.

For example, they have notified Ofsted of changes to the committee members. This enables Ofsted to complete all the necessary checks on the new committee members to assure their suitability.The new committee is still in its infancy.

Supervision sessions are now taking place to support the manager in her role. However, the curriculum delivered by staff is not ambitious enough to ensure all children receive high-quality learning experiences consistently. Staff generally plan activities on what children like to do.

They do not give sufficient consideration when planning activities to challenge and extend all children in their learning.Staff provide varied activities, both inside and outside, some children are less engaged in their learning and quickly move from one activity to another. Children, particularly the younger ones, are not always supported by staff to consolidate their learning or remain focused during these activities, compared to their older and more confident peers.

Children with special educational needs and/or disabilities are supported sensitively by staff. Staff work closely with parents and carers to provide support for the family.Children develop their independence skills appropriately.

Older children manage their self-care skills, such as putting on their coats and using the toilet independently. After snack time, younger children put their used plates in a water bowl ready to be washed.Staff encourage children to spend plenty of time outside in the fresh air.

They help children develop their imaginative skills. For example, children use chalk to draw lines on the ground. They tell visitors that they are making a road for their wheeled toys and bicycles.

Children have fun as they carefully manoeuvre the wheeled toys inside the lines of the road they have created.Parents and carers spoken to comment how they have seen their children make progress and feel supported by the staff. They also comment on how their child's speech has developed since their child has been attending the playgroup.

Children develop a love of books and enjoy story time. They sit attentively and engage in conversations with the staff. Staff help children understand what the author does and what the meaning of the blurb is on the back of the book to help to develop their vocabulary and literacy skills.

Staff are attentive to children's personal needs and recognise when children become upset. They offer reassurance through cuddles and children settle back into their play quickly.

Safeguarding

The arrangements for safeguarding are effective.

The manager and her staff team have secure knowledge of how to keep children safe. They recognise the potential signs that a child may be at risk of harm, such as from radicalisation or exploitation. They are clear about what procedures they must follow and who to report their concerns to, if they suspect a child is at risk of harm.

Staff complete child protection training to keep their knowledge up to date. They also complete daily risk assessments of the environment to make sure it is safe and secure.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff interactions help all children consolidate their learning and remain focused during their play 06/09/2023 ensure staff clearly understand how to deliver and implement an ambitious curriculum consistently to support all children's ongoing learning and development 06/09/2023 plan and provide activities that focus on what children need to learn next based on their stage of development, emerging needs and interests.

06/09/2023

Also at this postcode