PARK PLAYGROUP

Inspection of PARK PLAYGROUP The Priory Centre, Priory Plain, Great Yarmouth NR30 1NW

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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 are happy and secure, arriving eager to play and explore the activities on offer. They move confidently around the setting, selecting toys and resources to play with. Children generally behave well. They build positive relationships with staff, who speak to them in a warm and calm manner. Staff ask meaningful questions about children's experiences, such as special home events or everyday routines, and show sincere interest in children's comments and ideas.

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The provision is good

Children demonstrate good levels of concentration and often remain at their chosen activity for extended periods of time. This helps them to practise and develop skills, such as modelling and mark making. For instance, children confidently use different techniques and tools to manipulate dough. They carefully sculpt animals, talking about the different features of each creature. Children talk about their ideas and often use mathematical language, such as shapes and counting, to do this. They develop friendships and often play cooperatively to achieve a shared goal. For example, using a water tap to fill containers and play a game about washing sandy toys.

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The provision is good

Staff know children well. They have a good understanding of children's starting points and develop effective partnerships with parents and carers to support children's learning. Staff use this knowledge of children's development and interests to plan engaging activities that capture children's attention and support their next steps in learning. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their unique starting points.

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need to do better?

n The manager and staff are passionate about providing high-quality care and education for children. They regularly reflect on their provision and curriculum as well as seeking feedback from parents and other professionals to help them identify ways to further improve and enhance the setting. For instance, they have successfully trialled different ways of communicating children's progress to parents to find an approach that is accessible for all and is manageable for staff. n Parents praise the friendly, nurturing staff and the level of care they provide. They speak highly about the impact attending has had on their children's learning. Parents feel well informed about their children's experiences and progress. They appreciate staff's proactive approach to supporting children with SEND and those transitioning to school. n Staff are offered support and encouraged to attending training courses regularly

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need to do better?

to help them carry out their roles and responsibilities effectively. n Children enjoy plenty of opportunities to develop the coordination and muscle

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need to do better?

23 May 2024 control they need for early writing. They delight in creative activities, including painting, sand play and cooking in the mud kitchen. Children use the whiteboard and chalkboard in the garden and select the correct tools to mark and clean each one. n Staff support children to develop self-care skills. They routinely provide opportunities for children to practise brushing their teeth and prepare healthy snacks. Children peel oranges and bananas as well as carefully using knives to chop cucumbers and apples. n Overall, children behave well and they interact positively with others. Staff remind children of the setting's key rules, such as being kind to others and walking when indoors. Children recall these confidently, but staff do not help them to develop a deeper understanding of the rules and boundaries. As a result, children are not always able to follow the rules when playing independently.

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need to do better?

n The manager knows the local area and the challenges that families face. She uses this knowledge to identify areas to spend additional funding that will have the most impact for children. n Staff make use of spontaneous and adult-led activities to build children's vocabulary and language skills. They draw children into lively conversations and make use of commentary to provide relevant key words and model descriptive language. Staff are skilled at using specific language, such as mathematical or scientific terms. However, they do not always explore topics in enough depth to stretch or support children's understanding. At times, the conversations are shallow and staff do not unpick why or how things work or make use of questions to encourage children to develop their thinking skills.

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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 strengthen staff's approaches to developing children's understanding of behavioural expectations to help them regulate their behaviour independently n help staff to develop their interactions with children to encourage a deeper exploration of topics and promote children's thinking skills and active engagement.

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Setting details

Unique reference number 2679137 Local authority Norfolk Inspection number 10344340 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 46 Name of registered person Capps, Connie Louise

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reference number

Telephone number 07733215161 Date of previous inspection Not applicable

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Information about this early years setting

PARK PLAYGROUP registered in 2022. The setting operates Tuesday to Friday during term time only. It offers sessions from 8.30am until 4.30pm. The setting employs seven staff, all of whom hold appropriate early years qualifications at level 3 or above. 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 provider and has taken that into account in her evaluation of the setting. n The manager took the inspector on a 'learning walk' across all areas of the premises to explain how the early years provision and curriculum is organised. n The inspector observed the quality of interactions during activities indoors and outdoors and assessed the impact this has on children's learning. n The manager completed two joint observations and evaluations of activities with the inspector. n The inspector spoke to children, staff and parents at appropriate times during the inspection. n The inspector looked at a sample of the setting's documents, including evidence about staff suitability and training.

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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

23 May 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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