Stithians Pre-School Playgroup

Inspection of Stithians Pre-School Playgroup The Village Hall, Church Road, Stithians, Truro, Cornwall TR3 7DH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, settled and secure. They enjoy their time at this friendly pre- school and show a positive attitude towards their learning. Staff clearly understand what they want children to learn. They build on children's interests to plan a broad and exciting curriculum that successfully expands children's learning experiences.

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The provision is good

Children listen attentively and show great enthusiasm as they join in with familiar rhymes and action songs. For example, they have great fun as they use their fingers to mould dough in time to music. This helps to develop the children's fine motor skills and build strength in their hands, in preparation for writing. Staff get actively involved with the children. They use lots of repetition of words, such as 'squishy' and 'squeeze', to build successfully on children's language.

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The provision is good

The pre-school closed briefly during the COVID-19 pandemic. The leaders communicated with parents via social media, reading stories and offering ideas for activities, to maintain a link with the children. When the children returned, staff quickly identified that some children needed help to settle. They introduce specific activities, such as the 'worry monster', to encourage children to talk about their feelings and emotions.

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need to do better?

n Staff have high expectations for all children, including those with special educational needs and/or disabilities. They link closely with parents and other agencies to ensure a shared approach to meeting children's individual needs so that each child gets the support they need to catch up. Leaders make good use of the additional funding received for children to improve their outcomes. n Children make good progress in their learning and development. They are inquisitive and keen to learn. Staff interact well with the children and help them to develop new skills. For example, they introduce them to scissors and explain how to use them. Children learn about growth and change, and they are taught how to care for living things. For example, children are fascinated to see first hand the changes in the life cycle of a caterpillar. n Staff recognise the important role they have in helping children acquire and use

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need to do better?

language. They teach children to use new words to help increase their vocabulary. Children develop their literacy skills well as they have many opportunities to look at books, learn about the sounds that letters make and to practise mark making in their play. However, on occasions, staff do not challenge children fully to support and extend each child's learning, in particular the older children. n Children behave well. They know the routines and happily wait in turn to wash their hands before lunch. Children benefit from the calm and consistent

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need to do better?

11 May 2022 approach of the staff, who act as positive role models. Staff offer praise to acknowledge the children's achievements. For example, children smile proudly as staff take a photo of their drawings, which boosts children's confidence and self-esteem effectively. n Staff encourage the children to become independent to prepare them for their move to school. Children show good levels of confidence as they learn to do things for themselves, such as putting their coats and wellington boots on to go outdoors. Children have good opportunities to develop their physical skills through a variety of outdoor activities. They take part in regular outings, such as woodland walks, which helps to broaden their learning experiences. n Parents comment on the 'amazing staff' and the support that their children receive. They value the daily updates about their children's day and ideas on how to support their children's learning at home. Staff send out regular

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need to do better?

newsletters and emails to keep parents well informed about the provision. n Leaders have a clear focus on the continual improvement of the pre-school. For example, staff made changes to the learning environment so that children have a quiet and calm space to enjoy books. The acting manager observes staff regularly, and provides good support to staff who are new, so practice continues to improve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a thorough understanding of safeguarding. They confidently explain the signs which might indicate that children are at risk of harm. Staff know the procedures to follow if they are concerned about a child. Leaders ensure that staff's knowledge of safeguarding is kept up to date, such as through regular training. Staff are clear about their responsibilities to provide a safe and secure environment for children. They complete regular risk assessments for the premises, and for any outings, to help ensure children's safety.

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should:

n strengthen the consistency of staff's interactions with children to fully support and extend each child's learning, in particular the older children.

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Setting details

Unique reference number 102875 Local authority Cornwall Inspection number 10230927 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

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inspection

Total number of places 26 Number of children on roll 25 Name of registered person Stithians Pre School Committee

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reference number

Telephone number 01209 862727 Date of previous inspection 19 September 2016

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Information about this early years setting

Stithians Pre-School Playgroup registered in 1978. It is a committee-run group and operates from purpose-built premises, previously known as the village hall, in Stithians, Cornwall. The pre-school opens five days a week during term time, from 8am to 6pm, for children aged two to four years. The pre-school also operates 'before school' sessions from 8am to 9am, and a 'late club' from 3pm to 6pm for children from three to 11 years. A summer club is provided for four weeks of the school holidays, if there is a demand. This operates from 8am to 6pm, for children aged three to 11 years. There are five staff employed to work with the children. All staff hold appropriate early years qualifications from level 3 to level 6. The pre- school receives funding to provide early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The acting manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to the staff at appropriate times during the inspection and took account of their views. n Children spoke to the inspector during the inspection. n Parents shared their views on the setting with the inspector. n The inspector carried out a joint observation with the acting manager and discussed the quality of teaching. n The inspector had a meeting with the chairperson and the acting manager, at different times during the inspection. The inspector looked at a sample of documents, including suitability checks and paediatric first-aid qualifications.

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Inspection activities

We carried out this inspection 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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Inspection activities

11 May 2022 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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