St Peter's Playgroup

St Peter's Playgroup St. Peters Church Hall, St. Peters Road, Buxton, Derbyshire, SK17 7DX

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Inspection date

Previous inspection date 14 November 2017 20 November 2014

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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 are skilled in describing what is happening and modelling language as children play. They engage children in conversation, extend their learning and help to develop their understanding and speaking and listening skills.  Children form warm relationships with familiar adults and learn to make friends with each other. They settle well and are emotionally secure and confident in the welcoming, nurturing environment provided by staff.  Staff place a high priority on providing a stimulating environment for children. Children confidently select toys and resources to follow their own interests, consolidate recent learning and practise new skills. They become motivated learners and actively develop the skills they need for future learning.  Staff work effectively with other professionals. The manager fully understands the importance of working together to promote continuity in children's care, learning and

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It is not yet outstanding because:

 Although the manager tracks children's achievement following the progress check for children aged between two and three years, she does not monitor their development from the outset or review the impact of staff's teaching and the provision on young children's learning.  There are some variations in the quality of staff's assessments of children's progress.  The systems for performance management and supervision of staff are not focused sharply on making continual improvements to the quality of teaching.

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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

 extend the systems for tracking children's progress from their starting points, to help monitor and evaluate the impact of teaching and the provision on young children's learning and attainment  strengthen the quality of the assessment of staff working with the younger children to achieve consistently high standards across the staff team  refine the performance management and monitoring of staff to build on their teaching skills and further enhance the quality of practice.

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Inspection activities

 The inspector conducted a joint observation with the provider, who is also the manager.  The inspector observed activities and the quality of teaching.  The inspector held meetings with the manager of the provision. She had discussions with other staff members about their roles and responsibilities, including safeguarding.  The inspector looked at a range of documentation, including evidence of the suitability and qualifications of staff working with children.  The inspector discussed self-evaluation and took account of the views of parents spoken to on the day.

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Effectiveness of the leadership and management is good

The manager tracks the progress made by older children and acts swiftly when she identifies that some aspects of their learning need further focus. For example, she provided additional resources and support for staff's teaching in mathematics to help improve children's outcomes. The manager recognises the importance of reflection in making continual improvements to the provision. She identifies areas for development to begin to enhance experiences offered to children. Staff keep their professional knowledge and skills up to date through attending training and engaging in staff discussions. The arrangements for safeguarding are effective. Staff are alert to the signs that may indicate that a child is at risk of abuse. They fully understand their responsibilities and how to respond to any concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The experienced staff know how young children learn and use observation purposefully. Staff help children to make links between ideas and to think about what to do next. For example, as they place objects of different sizes and weights on weighing scales, staff encourage children to work out how to make the scales balance. Staff talk to younger children as they play, describing what is happening and helping children to make sense of their actions. Older children learn about letters and the sounds they represent. Staff use actions and props to develop children's understanding further and children name items that begin with a specific sound. Staff use children's name cards to help them to identify familiar letters and encourage children to make purposeful marks as they draw with pens. They encourage younger children to explore paint and talk about the marks they make.

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Personal development, behaviour and welfare are good

Staff exchange information with parents about children's daily care and arrange meetings to share information about their child's development. Staff are good role models. Children are polite and their behaviour is good. Staff help children to be independent. Children negotiate with others to decide what they want to play with. Staff encourage and praise children when they do things for themselves, and offer appropriate support when needed. Children have the opportunity for physical play indoors and outdoors and benefit from fresh air when they play outside. Children climb, learn to pedal bikes, share and take turns. Staff help younger children to keep on trying as they are gaining confidence in newly learned skills. Snack times are a social and learning experience. Children follow good hygiene routines and learn the importance of leading a healthy lifestyle.

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Outcomes for children are good

Children confidently and actively play, learn and explore the environment provided for them. They make good progress in their learning. Younger children learn number names in stories and join in with songs and rhymes. Older children learn to count, compare groups by size, add one more and recognise and write numerals. Children listen to stories and are keen to join in. Older children learn to show care and concern for living things in their environment, such as when they find worms outside.

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Setting details

Unique reference number 206875 Local authority Derbyshire Inspection number 1103131 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 33 Number of children on roll 19 Name of registered person Lynne Skellington

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reference number

Date of previous inspection 20 November 2014 Telephone number 01298 79737or 07970 780160

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reference number

St Peter's Playgroup registered in 1981 and is privately owned. The playgroup employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and one at level 2. The playgroup opens from Monday to Friday, term time only. Sessions are each morning from 9am until 12 noon and on Tuesday, Wednesday and Thursday from 12 noon until 3pm.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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