Walesby School Nursery and Afterschool Club

Walesby School Playgroup Walesby Primary School, New Hill, Walesby, Newark, Nottinghamshire NG22 9PB

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Inspection date 28 February 2019 Previous inspection date 15 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The manager and staff reflect on and evaluate their practice. For example, they identified through feedback that when children moved on to school they were struggling at lunchtimes. The manager implemented a cooked meal once a week for all children to help build on their skills, such as sitting together on a larger table and using a knife and fork. This helps to build on children's confidence and self-esteem and prepare them for their move through to school. n Partnerships with parents have a positive impact on children's learning and development. There are good two-way systems for sharing information about children's needs and achievements. Staff work hard to involve and support parents with their child's learning at home. For example, they have several story sacks and books that families can borrow. n Staff are experienced and qualified and understand how children learn through play. They complete observations and assessments of children's development regularly and

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This provision is good

use the information gained to identify appropriate next steps in learning. Children make good progress in all areas of their learning. n Staff provide a safe and clean environment for children to play in daily, and they risk assess all areas that children have access to. Children have lots of fresh air and exercise, promoting their good health. They choose if they would like to play inside or outside, which further supports children who prefer to learn outside. n The manager does not monitor the impact that extra training and support provided to children in receipt of additional funding or those identified as needing early intervention has on children's development. n Sometimes, staff are over enthusiastic with their use of questioning and do not consistently give children full support to extend their thinking skills.

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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

n sharpen the monitoring of children's progress to evaluate the impact that extra training and support provided specifically to children in receipt of additional funding or those identified as needing early intervention has on their development n strengthen staff's questioning techniques to help challenge children's learning even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector observed staff's interactions with the children, including a planned circle time activity, and evaluated these with the manager. n The inspector held discussions with the manager and staff at appropriate times during the inspection. She reviewed evidence of the suitability of staff working in the playgroup. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at a range of documentation, including the nursery safeguarding procedures, and children's observation and assessment records. She also reviewed the playgroup's evaluation documents and discussed other methods of reflective practice.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff are alert to the different indicators that suggest a child may be suffering from harm. They know which agencies they need to refer concerns to, including any worries about the conduct of a colleague. The manager supports staff well through providing regular opportunities to review their practice and provide helpful feedback. Furthermore, the manager plans regular staff meetings, during which professional development needs are identified and staff are provided with information around good practice and legislation. This means that staff are kept up to date with any changes to legislation and helps to maintain the good-quality provision.

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Quality of teaching, learning and assessment is good

Staff interact with children positively, joining in with their play and extending their learning. Staff know the children well and skilfully plan activities to help meet their needs. For example, circle time is split into groups based on the children's differing abilities. This enhances children's listening and attention skills effectively. Children develop further key skills during this activity, including their concentration, waiting for a turn and being confident to speak in small groups. Staff carefully plan an environment that supports children's early literacy development. They ensure pens, paper and clipboards are available in the different areas. Children use these to draw the towers they make with blocks and write shopping lists in the role-play area. They have plenty of opportunities to enhance their physical development. For example, children ride bicycles and scooters. Furthermore, they strengthen their small hand muscles as they use tongs

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Quality of teaching, learning and assessment is good

to pick up small soft balls and squash the dough with their fingers.

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Personal development, behaviour and welfare are good

Staff have close relationships with parents, which helps to contribute to children feeling safe and secure in the playgroup. Children behave very well and clearly understand the routines. For example, when staff ask children to stop and wiggle their fingers, children do so immediately. They understand there is going to be a change in routine shortly after. Staff use everyday opportunities to ensure children's similarities and differences are valued. They use a range of books and resources to help children learn about different cultures and religions beyond their own. Furthermore, children explore their community and mix with a range of people as they visit cafes, shops and the village hall. They enjoy spending time with older people and listening to their stories.

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Outcomes for children are good

All children make consistently good progress in their learning and development from their starting points. They are motivated and enjoy exploring the activities set out. Older children are well prepared for their move on to school. They demonstrate good social skills as they play cooperatively together and help younger children to manage some of their own conflicts. Children develop a range of mathematical skills as they 'plant flowers' to sell in the shop. They talk about the different coloured flowers, their shape and size, and discuss how much each plant will cost. They are starting to understand and identify what 'one more' or 'one less' is when they count.

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Setting details

Unique reference number EY271979 Local authority Nottinghamshire County Council Inspection number 10065287 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 30 Name of registered person Walesby School Playgroup Committee

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reference number

Date of previous inspection 15 July 2015 Telephone number 01623 860575

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reference number

Walesby School Playgroup registered in 2003. The playgroup employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The playgroup opens from Monday to Friday term time only. Sessions are from 8.45am until 3.15pm. The playgroup provides funded early education for two-, three- and four-year-old children.

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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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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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