Ridgeway Playgroup Limited

Ridgeway Playgroup Limited Bussage Village Hall, The Ridgeway, Bussage, Stroud GL6 8BB

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Inspection date 17 June 2019 Previous inspection date 6 May 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 new team of staff work well together. They are highly motivated and dedicated to improving the childcare they provide. The play leader evaluates in detail the quality of the setting and develops action plans. This helps provide good outcomes for all children. n Staff complete detailed observations and assessments. They use the information well to plan a range of activities based around children's interests and individual needs, such as developing an ice cream shop to encourage children to develop their imagination and talk about their experiences on holiday. Children make good progress in their learning relative to their starting points. n Children are happy and comfortable in the warm, welcoming surroundings. Staff are friendly and greet children warmly as they enter the building. They build positive relationships with the children. This helps to support children's emotional well-being effectively.

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This provision is good

n There are good links with parents, carers and other professionals. Parents are encouraged to become fully involved in their child's learning and help to support their child's progress even further at home. Parents report they are very pleased with how their child has settled at the setting and the good progress they make. They talk highly about the staff and the care they provide. n Although the play leader and staff track individual children's progress well, the play leader does not monitor the progress of different groups of children effectively, to help identify and close any gaps in learning quickly. n Staff do not always make it clear to the children how much time they have left before activities change, to enable them to complete what they are doing to their satisfaction.

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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 improve how assessment information is used to help identify and close any gaps in learning between different groups of children n review ways to help children understand about the passage of time and when a change of activity is going to happen.

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What the setting needs to do to improve further

n The inspector observed activities and staff interactions with the children in the inside and outside learning environment. n The inspector had a meeting with the manager and offered the opportunity of a joint observation with her. n The inspector spoke to the chairperson, staff, parents and children at appropriate times during the inspection. The inspector took into account the views of parents spoken to during the inspection, and information gathered by the chairperson. n The inspector checked the evidence of the suitability and qualifications of staff working with the children, and looked at the provider's improvement plans. n The inspector sampled a range of documentation, including children's records, safeguarding procedures, and written policies and procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The play leader and staff are clear in their roles to safeguard children. Detailed risk assessments are carried out, and reviewed and changed effectively should the need arise. The play leader, chairperson and staff have a good knowledge of child protection issues. They have a clear understanding about the signs, indicators and procedures to follow should they have any concerns regarding a child's welfare. The play leader supervises staff performance and uses the information gathered to identify any additional training needs. Staff are well qualified. During staff meetings they regularly discuss their practice and ways to improve.

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Quality of teaching, learning and assessment is good

Staff gather detailed information from parents during settling-in sessions. This helps them identify children's next steps in learning and plan a suitable range of activities to help children make progress. Staff support children's thinking and problem-solving skills very well. For example, as children play in the water tray and use guttering, the staff skilfully question children to help them work out how to make the gutter work better. Children have good opportunities to develop their imagination. For example, as they create a house in the wooded area, with help from staff, children put down a carpet of mats. They then realise this will get wet, so they put down wooden pallets as a floor. They then use crates to build walls.

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Personal development, behaviour and welfare are good

Children benefit from a stimulating and interesting environment, where they can explore the world around them. For example, they enjoy planting flowers and gathering water from the outside tap to water what they have grown. When children find worms they carefully put them on the soil. Children develop their independence skills well. They confidently dress themselves ready for outside play and select resources. Children learn about healthy lifestyles, such as the importance of fresh air and exercise, eating healthy food and the importance of handwashing before they eat. Children are well behaved. They learn to share and take turns through careful reminders from staff. Children learn to manage risks for themselves. For instance, they recognise that as they ride bicycles or roll down the hill, they need to be careful their friends are not in the way.

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Outcomes for children are good

Children develop the skills they require to help prepare them for their next stage in learning and their eventual move to school. They are motivated and eager to learn. They enjoy developing their early literacy skills, such as writing their names. Staff support children's communication and language skills well, helping them with new words, such as when children take great delight in recalling their adventures on holiday. Children develop good concentration skills by listening carefully and following instructions. Children enjoy developing their physical skills, such as riding bicycles, climbing, and using spades for digging.

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Setting details

Unique reference number EY342824 Local authority Gloucestershire Inspection number 10063097 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 35 Name of registered person Ridgeway Playgroup Limited

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reference number

Date of previous inspection 6 May 2016 Telephone number 07780 258555

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reference number

Ridgeway Playgroup registered in 2006. It operates from a village hall in Bussage, in the Stroud area of Gloucestershire. The playgroup is open on Monday and Thursday from 9.15am to 2.45pm, and on Tuesday and Friday mornings from 9.15am to 12.30pm, term times only. The playgroup is funded to provide free early education for children aged two, three and four years. A team of seven staff work directly with the children. Of these, five hold appropriate early years qualifications at level 3.

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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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