St Mary's Playgroup

Inspection of St Mary's Playgroup Burkitt Road, Woodbridge, Suffolk IP12 4JJ

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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 happily arrive and settle into the playgroup. Staff understand that children are at different developmental stages when they start. With this in mind, they offer a range of support to help children transition into the playgroup. This helps children to feel secure and confident about leaving their parents. Staff are proactive with their support of children's emotional security and well-being. They are consistently kind and caring. Staff are calm in their approach if children get frustrated or upset. They intervene quickly to prevent disagreements escalating. By modelling this positive behaviour, staff create a reassuring environment. This supports children to regulate their emotions, feel safe, respected, and understood. Children are also learning different strategies to resolve conflict themselves.

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The provision is good

Children's behaviour is good. Staff interact with the children throughout the day, re- iterating the rules and asking children if the remember what they are. Through these frequent repetitions, children learn how to behave well. Staff help children to share and take turns. In doing so, they create a safe and supportive environment, where children learn how to communicate effectively and negotiate.

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need to do better?

n Leaders have developed a comprehensive curriculum, which enriches children's learning experiences. For example, during their forest school activities, staff teach children how to look after insects and small creatures. They learn to respect the environment around them, by bringing any rubbish back and leaving the area as they found it. Children have opportunities to develop their balance and coordination as the move on uneven terrain. They develop core muscles, balance, and resilience as they try to cross the 'slack line'. Children hold onto the line above their heads while shuffling their feet across the bottom line to reach the other side. As children become more proficient at tasks, such as climbing into the hammock, their confidence grows. n The leadership team has been proactive in identifying the changing needs of children since the COVID-19 pandemic. For example, there is a focus on supporting the emotional regulation, confidence, and resilience in children. Staff

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need to do better?

plan targeted interventions in small groups, which they tailor to children's individual needs. These smaller group activities help to reduce sensory overload, and support children to focus and engage more effectively. n Staff promote children's independence in a variety of ways throughout the day. For example, at snack time, staff encourage children to select what they want from the snack table. With support from staff, some children are also learning to pour their own drinks. Sometimes, staff do not help children to understand the importance of good hygiene practice. n Staff provide an inclusive environment where all children are valued. Children

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need to do better?

22 April 2024 enjoy taking part in sensory play. They play for prolonged periods of time, often cooperatively, learning how to communicate their ideas and solve problems. Staff know that for some children, these activities encourage them to investigate and experiment, which increases their concentration and focus. n The special educational needs coordinator is proactive in making contact with other professionals. She makes timely referrals to other agencies and actively seeks advice to ensure staff can achieve the best outcomes for children. Funding such as early years pupil premium, is used to support reduced ratios and one-to- one time with key staff. Children with special educational needs and/or disabilities make good progress. n Leaders are sensitive to staff needs, and work to support staff in all areas, including their professional development and emotional well-being. They continually assess their practice and make improvements to benefit children and

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need to do better?

their families. n Most parents are happy with the care their children receive and have a good relationship with staff. They express that staff know their children well and see the progress their children are making.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to help children to gain a deeper understanding of the importance good hygiene practice and how this contributes to their good health.

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Setting details

Unique reference number 251657 Local authority Suffolk Inspection number 10335501 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

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inspection

Total number of places 27 Number of children on roll 82

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Name of registered person

Woodbridge Community Playgroups Committee

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reference number

Telephone number 01394 610220 Date of previous inspection 19 June 2018

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Information about this early years setting

St Mary's Playgroup registered in 1979. It is located in Woodbridge, Suffolk. The playgroup is open Monday to Friday 7.45am to 6pm all year round except for two weeks at Christmas. They employ 11 members of staff, six of whom hold an appropriate early years qualification at level 3 or above. The playgroup provides funded 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 provider. n The manager and inspector completed a learning walk together of all areas of the playgroup and discussed the early years curriculum. n Children spoke to with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 Parents shared their views of the playgroup with the inspector.

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Inspection activities

n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

22 April 2024 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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