St Paul's Playgroup

Inspection of St Paul's Playgroup Barne Lane, St Budeaux, PLYMOUTH PL5 1NE

p.1

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

p.1

The provision is good

Children have strong and secure relationships with the staff at this pre-school. Managers create a nurturing and inviting home-from-home environment for children, who arrive with joy and confidence. Children independently store their lunch bags before accessing the many age-appropriate activities available. Older children concentrate well as they explore puzzles in the mathematics area and look at books in the cosy reading area. Older children are good role models for the younger children and like to help them. For example, when it is time to tidy the toys away, they support younger children to stack the wooden blocks correctly.

p.2

The provision is good

Staff help children to build their small-hand muscles. For example, they help children to create happy and sad facial expressions with salt dough. Young children concentrate well during this activity. Staff support children's understanding of emotions. They discuss with children the different ways to express emotion, including what makes them feel happy or sad. Staff speak in kind and gentle voices and create a calm atmosphere. Children of all ages are curious learners and confident communicators. Staff have high expectations for children and give children time to think and respond to questions. Children know the routine of the pre-school and readily respond to staff requests.

p.2

The provision is good

The curriculum is ambitious for all children and prepares them for the next stage of learning. For example, staff support children to develop confidence and knowledge in their physical development. Older children build core skills and balance as they confidently climb up ladders and walk on stepping stones in the outdoor play area.

p.2

need to do better?

n The pre-school managers and staff create secure relationships with parents. They go above and beyond to support the individual needs of parents. For example, they provide families with lots of guidance on helping children to develop healthy eating and dental hygiene habits at home. As a result, children enjoy nutritious, healthy and varied packed lunches. Parents recommend the pre-school to others. However, although key persons share daily information with parents about their child's personal care, they are not always forthcoming in updating parents about children's individual learning and developmental progress. n The curriculum has a strong emphasis on developing children's ability to share and to help others. At snack time, older children take turns to count the plates and then put them on the tables. They serve the snack to the rest of the group, who wait patiently. During group moments, like story time, staff enable children

p.2

need to do better?

to decide if they will take part. Although staff listen to children's ideas and respect their views, at times they do not consider younger children's individual

p.2

need to do better?

22 June 2023 preferences when managing nappy changing. This does not always create a positive experience for them. n Managers have established a team of staff who enjoy working at the pre-school and who feel supported by their peers and manager. The manager provides high-quality continued professional development opportunities, ensuring that staff's knowledge and skills are kept up to date. Many staff are highly qualified, and this positively impacts on children's learning and development. For example, staff have recently completed training on providing environments that promote sensory development and independence. They have since adapted the layout of the room and introduced new activities to support children further. For example, they have changed the height and location of the coat hooks so children hang coats independently, In addition, parents are encouraged to come into the pre- school to participate in children's learning experience even more.

p.2

need to do better?

n Managers have created an ambitious curriculum, which supports all children to develop and progress to the next stage of learning. For example, they support children's creative development and imaginations with role-play games. Staff play with children in the home kitchen area. They cook pretend food and then evolve the play for children to become policemen, wearing police hats and using a telephone to speak to people who need help. There is a strong focus on literacy, especially on reading books. Staff read in an exciting way, and children enjoy listening and joining in. Staff provide children with prior learning to enhance their experience on trips out. For example, they read a story about trains in advance of a railway trip across the Tamar Bridge to Cornwall. n Children with special educational needs and/or disabilities (SEND) make good progress in their learning and development. The special educational needs

p.3

need to do better?

coordinator supports staff to know and use effective strategies, such as visual cues, which enables children with SEND to thrive. Managers have effective links with outside agencies to ensure that children receive additional professional support when needed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Managers follow thorough recruitment procedures and conduct regular appraisals to gather information to confirm that staff are suitable to work with children. They ensure that staff are fully aware of their duty to protect the children in their care and implement robust safeguarding policies and procedures. Staff keep their knowledge of safeguarding matters up to date with regular training. They are confident in recognising the signs of possible abuse, how to record their concerns and who to contact should they need to refer the situation to others. Managers and staff conduct regular risk assessments of the premises and equipment to identify and minimise hazards.

p.3

should:

n extend opportunities for parents to receive up-to-date information about their children's daily learning and overall progress, to further strengthen parent partnership n review and adapt children's intimate care routines to reflect their individual preferences and to improve their overall experience.

p.4

Setting details

Unique reference number 117231 Local authority Plymouth Inspection number 10298811 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.5

inspection

Total number of places 24 Number of children on roll 47 Name of registered person St Paul's Playgroup Committee

p.5

reference number

Telephone number 01752 517 473 Date of previous inspection 8 January 2018

p.5

Information about this early years setting

St Paul's Playgroup registered in 1992 and is managed by a committee of parent trustees. It is located in St Budeaux, a residential area of Plymouth, in Devon. The pre-school is open Monday to Friday, from 8.30am until 3pm, during school term time. It receives funding for children aged two, three and four years. A team of eight staff members is employed to work with the children. All staff have appropriate childcare qualifications. The manager holds a level 8 early years qualification, two staff are qualified at level 7, one member of staff is qualified at level 4 and four staff hold level 3 early years qualifications.

p.5

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 curriculum lead took the inspector on a learning walk and discussed how she delivers the curriculum. n The inspector spoke with staff and children during the inspection. n The inspector carried out a joint observation with the curriculum lead. n The inspector spoke with the manager about the leadership and management of the setting. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the setting.

p.6

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.

p.6

Inspection activities

22 June 2023 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7