Gislingham Playgroup And Pre School

Inspection of Gislingham Playgroup And Pre School Broadfields Road, Gislingham, Eye, Suffolk IP23 8HX

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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 Not applicable

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The provision is good

Children arrive with a 'spring in their step' and are welcomed by friendly staff. They immediately join in with their friends and explore a well-resourced and fun environment. Staff carefully choose resources and activities, taking into account children's individual interests. Children are confident and invite visitors to join in their play. They feel safe and secure as they learn by trial and error. For example, children build a tall tower from wooden bricks, which eventually falls down. They giggle as it tumbles, and then together they start to build it back up again.

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The provision is good

Overall, children benefit from meaningful teaching. They are motivated and eager to learn. Children learn about the world they live in. As part of a recycling topic, they are given the opportunity to sort everyday objects, working out if they are paper, plastic or metal. Additionally, staff prompt discussions around the importance of taking care of our planet. Children develop good speaking and listening skills. They know what is expected of them. Children enjoy a cuddle while sharing a story with staff or with their friends. They use animal puppets to retell their favourite stories. Children independently sing nursery rhymes to themselves as they engage in self-chosen activities.

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need to do better?

n Children develop secure relationships with key staff. They respond positively to setbacks and take pride in their achievements. Children motivate each other and build friendships with each other. They understand the consistent rules and demonstrate good manners. Staff support children to manage their own feelings and to understand how these impact on others. n Staff meet children's individual needs. Children who prefer to learn outside can do so. Children make good progress in all areas of learning. Staff plan and provide activities to extend and build on what children already know and can do. However, they do not make best use of the available resources, to fully support children's awareness of numbers and counting as they play. n Staff extend and deepen children's learning, using real life experiences and resources. For example, children have recently been using binoculars, to watch birds using the bird house in the garden. Children independently use the

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need to do better?

binoculars to explore how objects look closer or further away. Children and their families are encouraged to make sense of their physical world and their community. For instance, they have participated in a sponsored nature walk. n Children show positive attitudes to their play and learning. However, staff do not give them opportunity to complete activities of their choice before moving on with the routines of the day. This sometimes leaves children frustrated and upset. Despite this, children enjoy routine times, such as mealtimes. Staff encourage children to talk about foods they like and dislike, supporting their

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need to do better?

19 May 2022 awareness of what makes them unique. Children learn about the importance of good hygiene and attention is given to meeting children's specific dietary needs. n Staff build friendly and trusting relationships with parents. The key-person system is effective, helping to support the emotional well-being of children and their families. Parents report that they are very happy with the communication they have with staff. Parents of children with special educational needs and/or disabilities feel valued and listened to. They are actively involved in decision making about their child's learning and development. n The manager is aware of the strengths of the provision and has a good attitude towards continuous improvement. Staff feel that they are valued and listened to by management. Their well-being is given high priority. Staff have regular supervision meetings to monitor their practice and training needs. Staff attend

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need to do better?

regular training to improve their practice further. n The manager has regular communication and close involvement with the neighbouring school. The manager is focused on providing high-quality support to children and families, to ensure a smooth move to the next stage of children's learning. For example, children have been invited to visit the school for an upcoming event, as part of the Queen's Jubilee celebrations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has a good knowledge of safer recruitment, to help ensure all staff working with children are suitable to do so. In addition, ongoing checks are carried out to ensure the continuing suitability of staff. Staff attend regular safeguarding training and know about local child protection procedures. They understand the whistle-blowing procedure and what to do if they have a concern about a colleague. All staff are aware of the indicators of abuse and how to report concerns appropriately. Effective risk assessments are in place to ensure children can play safely, inside and outside.

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should:

n focus more closely on promoting children's developing awareness of numbers and counting n support children in completing self-chosen activities, giving them timely reminders of when the routines need to change.

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Setting details

Unique reference number 2520027 Local authority Suffolk Inspection number 10239372 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 40 Name of registered person Gislingham Playgroup And Pre School Cio

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reference number

Telephone number 01379 788934 Date of previous inspection Not applicable

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Information about this early years setting

Gislingham Playgroup And Pre School registered in 2020. There are five members of childcare staff, three of whom hold appropriate early years qualifications at level 3. The setting is open each week day, Monday to Friday from 8am to 3.45pm. The setting provides funding for early education for two-, three- and four-year-old children.

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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 setting. n The manager and the inspector completed a learning walk together to discuss the intention for children's learning. n The manager showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager and also discussed self- evaluation. n The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the setting and a selection of policies and other

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Inspection activities

records. n Parents and carers shared their views of the setting with the inspector.

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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

19 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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