Minera Aided Primary School

Wheatcroft Preschool Playgroup St Michael's Youth Hall, Filey Road, SCARBOROUGH, North Yorkshire YO11 3AA

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Inspection date 6 June 2019 Previous inspection date 28 January 2016

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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 meticulously monitors the progress that children are making. She reviews children's observations to ensure that these are completed accurately. The manager discusses individual and groups of children's learning with staff. Together, they plan effective interventions and learning strategies. Children make consistently good rates of progress and any gaps in their learning begin to close. n Children have access to excellent learning opportunities indoors and outdoors. Staff consider children's individual interests and next stages of learning, and incorporate these well into the provision plans. They provide a stimulating and welcoming environment. This helps to maintain children's interests, focus and attention. n Staff act as positive role models to children with their respectful, calm and nurturing approach. Staff are attuned to children's individual personalities. They understand what

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This provision is good

children need to build on their already good levels of self-confidence and self-esteem. n Staff attend training to help to promote children's communication and language skills. They share what they have learned during staff meetings, which helps to maintain a consistently good level of teaching. n Staff collect information from parents about their child's interests and care needs when they first start at the setting. However, parents do not yet contribute formally to initial assessments of children's starting points, to inform planning of precise learning opportunities immediately. n Staff complete the progress check for children aged between two and three years. However, they do not provide parents and other professionals with highly specific information about each child's age and stage of development on the child's actual progress check form.

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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 include parents in completing initial assessments to inform planning of effective learning opportunities for children from the outset n continue to develop the progress check for children aged between two and three years to include consistently precise information about their age-related stage of development.

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What the setting needs to do to improve further

n The inspector had a tour of all areas of the premises that children access. n The inspector had discussions with parents, committee members, staff and children at convenient times during the inspection. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager and took account of her evaluation. n The inspector held a meeting with the manager and discussed the setting's self- evaluation. She reviewed a sample of documents, including the suitability checks for all staff and committee members, policies and procedures, and other records regarding health and safety.

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Effectiveness of leadership and management is good

Safeguarding is effective. All staff and committee members complete safeguarding training tailored to their roles and responsibilities. The manager holds weekly staff meetings where they complete their own research online and review Scarborough's Safeguarding Children Board website. Staff use this to identify current child protection issues and keep their safeguarding knowledge up to date. The manager seeks feedback from parents to help her to identify any areas to improve the quality of the setting and service that they provide. Staff help to analyse the information that they receive and discuss ways to improve. They observe carefully what children say and do during play. They follow their lead and introduce new equipment and play resources to help to extend their learning.

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Quality of teaching, learning and assessment is good

Staff are skilled at supporting children during play. They understand when to allow children time to solve problems for themselves. Staff encourage children to test their own ideas. They use their good questioning skills to prompt them to work out what they might need to do next. For example, children build platforms and stages using large plastic crates. They work out how to secure these structures to ensure their own safety, while climbing to the top and jumping down. Children develop good physical skills. They follow boundaries and understand how to take safe risks. For example, they decide how to climb trees safely and use markers that staff place on branches to know how high they can climb. Children learn the language of emotions during story time. They use sophisticated language and find alternative words to describe and express different feelings and emotions. For example, children use the word 'terrified' to describe the

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Quality of teaching, learning and assessment is good

scared owl babies. Children develop good communication and language skills.

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Personal development, behaviour and welfare are good

Children's behaviour is good. They are kind, caring and sensitive towards their friends. For example, they work together as a team to complete tasks and move large play equipment around the outdoor play areas. They learn to share, take turns and negotiate as they express their own ideas during play. Children develop good independent self-care skills. For example, they dress themselves for outdoor play. They help to tidy away play equipment, clean tables and know to wash their hands in preparation for mealtimes. Children learn how to take care of their body and about what they need to keep fit and healthy. For example, they attend exercise classes and talk about the positive impact that this has on their bodies. Children grow fruits and vegetables and learn about the health benefits of eating a well-balanced diet.

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Outcomes for children are good

Children make good rates of progress and are well prepared for their next stages of learning and eventual move to school. Children are confident, happy and resilient learners. They use simple tools to open up electronic equipment and investigate what is inside and how things work. Children develop good mathematical skills as they measure the distance that they have travelled. They compare their results with friends and complete simple subtraction and addition tasks to work out who has travelled furthest.

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Setting details

Unique reference number 400457 Local authority North Yorkshire Inspection number 10072882 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 Sessional day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 33 Name of registered person Wheatcroft Playgroup Committee

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reference number

Date of previous inspection 28 January 2016 Telephone number 01723 363179

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reference number

Wheatcroft Preschool Playgroup registered in 1992. It employs six members of childcare staff. Of these, two hold appropriate early years qualifications at level 3, one at level 6, and the manager has early years professional status. The playgroup opens from Monday to Friday during term time only. Sessions are from 8am until 4pm on Monday and Thursday, and from 8am until 1pm on Tuesday, Wednesday and Friday. The playgroup provides funded early education for two-, three- and four-year-old children.

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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.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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reference number

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

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