Tolleshunt Knights Cooperative Playgroup

Inspection of Tolleshunt Knights Cooperative Playgroup Tolleshunt Knights Play Group, Top Road, Tolleshunt Knights, MALDON, Essex CM9 8EU

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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 at the heart of this distinctive setting. They arrive happy and settle very quickly. Leaders and staff create an inspirational environment that stimulates children's curiosity and interest. Children have amazing opportunities to make informed decisions about what they would like to explore and access with support from nurturing staff. For example, children have a fantastic time in the garden looking for bugs and insects. Staff encourage them to use books to find out more about the creatures they found, to learn their names and where they live. Staff also remind children to show care and affection towards all living things. This helps build on children's understanding of the world and emotional development.

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The provision is good

Staff and leaders are very warm and have high expectations of children. Children rise to the challenge and follow the setting's routines and boundaries exceptionally well. Children are positive and independent learners. For example, as soon as they arrive, children change into indoor shoes to support their independence. Furthermore, at snack time, children help with cutting their own fruits and cleaning up their dishes. This makes children feel valued and deeply involved. Children have great manners and show high levels of respect towards staff and peers. Children form strong relationships with the staff, who in turn respond to their needs promptly and with kindness. Staff recognise and value children's achievements. They offer praise and affirmation to build on children's confidence and self-esteem.

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need to do better?

n Leaders and staff offer a diverse and inclusive practice. They take into account children's needs, interests and abilities when planning a great selection of stimulating activities. For example, staff encourage children to participate in physical games, where they need to walk on stepping stones to work on their balance and coordination. Children concentrate well and take turns with their peers successfully. This also helps strengthen children's social interactions. n Staff are exemplary role models. They model language well and engage children in meaningful conversations. They introduce new words such as 'mane, hump' and 'pounce'. However, staff do not use all opportunities to ensure children benefit from challenge that extends their learning and new vocabulary being securely embedded, particularly for younger children. n Children develop a passion for literature from a very young age. Their natural

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need to do better?

curiosity is fostered through reading stories with staff. Children enjoy their favourite story about three little pigs and recreate it by building various material houses. Staff encourage children to work with their peers to make strong houses for their characters, to further develop their hand-eye coordination and imaginative skills. n Staff create great opportunities for children to explore a wide array of mark-

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need to do better?

30 April 2024 making tools to build on their fine motor skills and creativity. Younger children use their fingers and sponges to explore colour and make marks on their paper. Older children use glue and glitter and access scissors safely to make beautiful pictures of planets. Children persevere when challenges occur, showing high levels of determination to complete the task. n Staff and leaders have a good knowledge and understanding of children's development. They complete regular observations to track children's progress. Staff also identify next steps in children's learning and share these with the parents. For example, older children have an amazing time as they sing and move in different ways to the sound of the music. They skip, hop and jump to build on their gross motor skills while following instructions correctly. Younger children choose what they would like to sing next by accessing specific props.

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need to do better?

This also helps build on children's emotional resilience and ability to express themselves creatively. n Leaders have a clear vision for their setting. They constantly reflect on their practice and strive to deliver high-quality care and education. Leaders value staff, including their well-being and professional development, creating a supportive culture. Staff receive focused supervisions and training opportunities to ensure their knowledge is current. Leaders' drive and commitment to ensure all children receive the best start to their early education is embraced by all staff. n Partnerships with parents are effective. Staff involve parents in their children's education. Staff communicate effectively with all parents and offer detailed and accurate information about their children's learning. They also organise regular parent meetings to discuss their children's progress.

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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 adapt the quality of teaching to ensure children's learning is suitably challenged and new vocabulary is securely embedded, particularly for younger children.

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Setting details

Unique reference number 650159 Local authority Essex Inspection number 10335350 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 36 Number of children on roll 45

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Name of registered person

Tolleshunt Knights Cooperative Playgroup Committee

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reference number

Telephone number 01621 816771 Date of previous inspection 13 June 2018

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Information about this early years setting

Tolleshunt Knights Cooperative Playgroup registered in 1971. The playgroup employs nine members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and the manager holds a qualification at level 6. The playgroup opens from Monday to Friday during term time only. Sessions are from 9am until 1.25pm on Monday and Thursday, and from 9am until 4pm on Tuesday and Wednesday. On a Friday, the session is from 9am until 1pm. The playgroup opens occasionally during the school holidays. It 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 manager and has taken that into account in their evaluation of the provider. n The inspector discussed with the manager how the curriculum is organised and what they want children to learn. n The inspector observed the quality of teaching and education and assessed the impact this has on children's learning. n The inspector spoke with the staff at appropriate times throughout the inspection. n Children spoke with the inspector about the activities they were doing. n The inspector carried out joint observations with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation and reviewed evidence of the suitability of the staff working at the setting.

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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

30 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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