Almondbury Playgroup

Almondbury Playgroup The Cabin, C/O Almondbury Infant School, Longcroft, Almondbury, HD5 8XW

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Inspection date

Previous inspection date 17 September 2015 22 April 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff make good use of risk assessments and daily safety checks to ensure they provide a safe and clean environment for children to play in. Staff talk to children about risks and dangers. For example, they discuss risks associated with water play and dressing- up accessories, so that children learn to use resources and equipment safely.  Staff know children well. They effectively use their observations to track children's progress so that they identify their next steps in learning. As a result, they plan a wide range of activities to support children's good progress and readiness for school.  The indoor and outdoor learning environments are stimulating and provide good opportunities for children to make safe and independent choices in their play. As a result, children quickly and eagerly join in activities, showing great enthusiasm and positive attitudes towards their learning.  Children are happy and they have good relationships with staff. Staff tailor settling-in

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This provision is good

visits to meet children's individual needs. Key persons spend time interacting with new children, providing the reassurance they need when they start at the group. As a result, children soon settle and feel safe in the care of the staff.  Parents speak positively about the staff. They value the support staff provide to ensure their children get any additional help they need in their learning.

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It is not yet outstanding because:

 Performance management arrangements are not yet rigorous enough to support staff to maintain exceptional teaching practice.  Staff do not always effectively use information about children's learning at home to promote more rapid progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 improve performance management so that staff are helped to develop outstanding teaching skills, in order that children are supported to make the best possible progress  make better and swifter use of information parents share about children's learning at home, when assessing and planning for children's learning on entry.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector held a meeting and discussions with the manager and a representative from the committee. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of staff working in the group.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding arrangements are effective. All staff complete regular safeguarding training. They have a secure understanding of child protection issues, including the procedures for reporting concerns. Staff have successfully addressed areas identified for improvement at the last inspection. They now routinely use their assessments to identify children's learning needs. All staff are qualified, which means they have a good awareness of how children learn. They monitor individual and groups of children and set clear actions to enhance their learning experiences. For example, following their evaluations, staff provided a wider range of activities to support children's mathematical development. Staff have regular supervision sessions. However, these are not yet robust enough to promote staff's professional development and teaching skills to outstanding levels.

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Quality of teaching, learning and assessment is good

Staff are actively involved in children's play and they plan challenge for children so that they make good progress in their learning. Staff interact well with children. As a result, older children initiate conversations and younger children, including those who need extra help with their language, repeat simple words and phrases. Staff gather some good information from parents when children first start. However, in some cases, staff do not use this information well, alongside their own assessments and observations, to support children's even swifter progress from the start. Staff work closely with any other agencies and professionals involved in children's care and learning. Consequently, all children, including those with special educational needs and/or disabilities, receive the support they need so that gaps in their learning are narrowing.

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Personal development, behaviour and welfare are good

Staff have good relationships with children. They manage children's behaviour well. They provide clear explanations, use praise and lots of reward stickers to help children to learn right from wrong. Consequently, children behave well, they follow simple rules, share resources and have high self-esteem. Staff work closely with the school and nursery to support children's transitions as they approach their next stage in learning. Staff talk to children about what to expect, so that they are confident and prepared for their move. Staff effectively promote children's health. Children have good opportunities to play outdoors. They eat healthy snacks and take part in daily hygiene routines. As a result, children learn about the importance of leading an active and healthy lifestyle.

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Outcomes for children are good

Children are making good progress in their learning, given their starting points. Children are confident and they are developing good independence skills. Younger children are supported to manage their own personal care needs, such as toileting and putting on their own coats. Older children enjoy a wide range of activities that promote their literacy and mathematical development. They enjoy using clipboards to record their observations and they point out the numbers displayed around the room.

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Setting details

Unique reference number 311537 Local authority Kirklees Inspection number 868028 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 20 Number of children on roll 19 Name of provider Almondbury Playgroup Committee Date of previous inspection 22 April 2010 Telephone number 07902 837028

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Setting details

Almondbury Playgroup was registered in 2000 and is managed by Almondbury Playgroup Committee. The group employs four members of childcare staff. All hold appropriate early years qualifications at level 3. The group opens from Monday to Friday, term time only. Sessions are from 9am until 1pm. The group provides funded early education for two-, three- and four-year-old children. The group is located within the grounds of All Hallows C of E Infant & Nursery School. The group has established good links with the school.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

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Setting details

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