Grassroots Playgroup and Rising 5`s

Grassroots Playgroup and Rising 5`s The Warren, Tenbury Road, Clee Hill, LUDLOW, Shropshire, SY8 3NE

p.1

Inspection date

Previous inspection date 11 March 2016 9 October 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with parents, other professionals and providers are good and include exchanges of critical information to ensure children's needs are identified and met prior to them starting. This shared approach effectively fosters children's learning and development and ensures their progress is good.  Children demonstrate secure, emotional attachments with the staff who care for them. This is because staff are caring and spend time talking to children about how they feel. This has a positive impact on children's behaviour and as a result, children are able to make good friendships with one another.  Staff, parents and children are all included in the self-evaluation processes of the setting. This helps to ensure that strengths and areas for further improvement are effectively identified, benefiting all children on roll.  The manager and staff complete robust risk assessments, both indoors and outdoors.

p.1

This provision is good

The main door is monitored by the manager during arrival and departure times, helping to keep children safe and well.

p.1

It is not yet outstanding because:

 Staff do not always support younger children's free exploration of the outdoor learning environment during older children's more exuberant, physical play.  Staff do not always provide enough opportunities for older children to practise and develop turn taking with their speaking and listening skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 improve the planning of the outdoor learning environment so that the physical development needs of all children are fully promoted at all times  increase the already good opportunities for older children to learn about the importance of taking turns when talking and listening during group time to further support their language and communication skills.

p.2

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 with the manager. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to a selection of the staff during the inspection.  The inspector spoke to a selection of parents during the inspection and took account of their views. She also took account of a number of parents' written comments provided for the day of inspection.  The inspector spoke to children during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and all staff keep their child protection training up to date. Consequently, they are able to identify possible signs of abuse and neglect and know who to contact should they have any concerns about a child in their care. The manager provides regular coaching for all staff. She is a strong role model and ensures all staff have regular one-to-one time to talk about any confidential matters. This, and consistent monitoring of the educational programmes, has a positive impact on all children's care and learning over time.

p.3

Quality of teaching, learning and assessment is good

The key-person systems are good. These include gaining initial information from parents about what their child already knows and can do. This information, along with detailed observations, ensures that activities are tailored to children's interests and learning styles. Consequently, children's next steps in their learning are clear, concise and shared with parents. Parents attend appointments with their child's key person to talk about their child's progress and how they can continue their learning at home. Staff provide a wide range of resources and activities for children. Toddlers demonstrate excitement and are thrilled as they search for toys buried in the shredded paper. During such activities, staff use a range of questioning techniques to encourage children's critical thinking and language skills. All children enjoy visits to the forest area, where they use their imagination as they seek out the hidden imaginary bear. Children talk about the insects

p.3

Quality of teaching, learning and assessment is good

they find under logs and notice various grasses and how they differ from others. They mix concoctions and tell staff what they are making as they use tools in the mud kitchen. This helps to effectively promote children's development across all areas of learning.

p.3

Personal development, behaviour and welfare are good

Children are provided with a range of fruit for snack times and access to water throughout the day. Staff take all children to the on-site school dinner hall for their lunches. This daily experience helps to effectively foster their readiness for the move to school. Staff talk to children and provide a range of activities that encourages their understanding of a healthy diet and the benefits of being physically active. This, and daily access to the outdoor play areas, helps reinforce children's awareness of a healthy lifestyle.

p.3

Outcomes for children are good

Children develop a 'can do' attitude. They are becoming increasingly independent because the staff use meaningful praise and encourage them to share the resources and equipment around them. Staff attend training and reflect on their practice over time to continually improve outcomes for children. All children, including those in receipt of funding, make good progress in their learning and development.

p.3

Setting details

Unique reference number 259064 Local authority Shropshire Inspection number 1031201 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 24 Number of children on roll 32 Name of provider Grassroots Playgroup and Rising 5s Committee Date of previous inspection 9 October 2015 Telephone number 01584 890 384 or 07779 417 105

p.4

Setting details

Grassroots Playgroup and Rising 5's was registered in 2001. The playgroup operates from Clee Hill Community Primary School in Ludlow, Shropshire. The playgroup employs four members of childcare staff. Of these, two hold an appropriate early years qualification at level 3, and the manager holds an appropriate early years qualification at level 6 and Early Years Professional status. The playgroup opens Monday, Wednesday, Thursday and Friday during term time only. Sessions are from 9am until 3pm. The playgroup provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5