Plympton St Maurice Childcare Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled.

They arrive keen to engage in the activities within the organised rooms. Children behave very well and they know what is expected of them because staff clearly explain why some behaviour is not safe and how to be kind to others. All children make good progress, including those who speak English as an additional language and those with special educational needs and/or disabilities (SEND).

Staff support children to be respectful and to have a positive attitude to their learning. Staff identify the impacts of the COVID-19 pandemic has on children's learning and development and take steps to... provide more support. For example, staff recognise some children have missed spending time enjoying exercise outdoors.

They have made a change to the routine and this provides toddlers and pre-school children with a lively dance session at the beginning of the morning. The fresh air, fun and laughter help children to have a positive start to their day. In addition, staff are aware that babies have spent limited time away from their parents.

Staff understand starting at nursery can cause distress and anxiety to both parent and child. Positive and cheerful staff help babies to gain confidence in their new surroundings and provide parents with reassurance.

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

Staff are welcoming to children and spend lots of time playing with them.

Staff are positive role models and provide children with warm praise for their achievements. As a result, children develop positive self-esteem and strong relationships with the caring staff team.Generally, staff know what they want children to learn and take account of children's interests to plan their curriculum.

Some staff are not fully confident to implement changes introduced to the statutory framework of the early years foundation stage. However, managers and staff accurately identify the steps they must take to improve their professional development to raise the quality of teaching to a higher level.This setting is managed by a group of trustees who are keen to ensure all children learn and develop well and are kept healthy and safe.

Trustees acknowledge the need to further build on their own experience and skills so they are able to confidently monitor practice and further increase standards at the setting.Some parts of the indoor and outdoor premises and resources are not fit for purpose, hygienic and suitable for children and staff. However, these issues are recognised by trustees and managers, and there is a renovation and redecoration plan in place to improve the environment.

Children with SEND and those with additional funding receive good support from caring staff. There are effective partnerships with professionals to provide a consistent approach to meet children's specific needs.Staff focus on developing children's communication and language skills.

Babies happily listen to songs and show their enjoyment as they start to copy actions. Toddlers enthusiastically join in with familiar rhymes and stories. Staff engage pre-school children in conversations.

They model language well and extend children's vocabulary. Staff introduce and make good use of a language programme which uses signs and symbols.Generally, partnerships with parents and/or carers is good.

Some parents report they do not receive sufficient information about their child's progress or how to further support their child's individual learning at home. However, daily contact books provide details about baby and toddlers care. Staff share information through online systems and at collection times.

Managers welcome contact from parents.There are good links with the school. Pre-school children receive good support to help them to be ready for the next stage in their learning.

School-aged children enjoy fun activities when they attend before and after school and during holidays.Children learn the importance of healthy lifestyles. Staff teach them about the importance of oral health and provide nutritious snacks.

Outside areas are used well. For example, babies enjoy exploring the natural resources and developing their climbing skills. Toddlers happily learn how to carefully negotiate the wooden obstacle course.

Pre-school children are involved and busy with a range of activities which meet their interests and excite them.

Safeguarding

The arrangements for safeguarding are effective.Following recent safeguarding issues, managers and trustees have worked closely with the local authority to review content and implementation of policies and procedures.

Staff are aware of their responsibilities to promote the welfare of children and protect them from harm. Staff complete training to enhance their awareness of signs and symptoms that could indicate a child is at risk. Managers advise staff about correct procedures to follow, should they have any concerns about a child or adult.

Staff help children to learn how to keep themselves safe. For example, staff show children how to safely wave their ribbon sticks as they swing and swirl them as they dance.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nembed the support and professional development in place for managers and staff to ensure their subject, pedagogical content and knowledge consistently builds and develops, to raise the quality of children's learning further strengthen the arrangements in place to build trustees' knowledge and understanding of the statutory framework of the early years foundation stage so they are confident to monitor the standards for learning, development and care for children attending the setting continue with the renovation and redecoration plans of the indoor and outdoor premises and resources to ensure they are fit for purpose, hygienic and suitable for all children and staff.

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