Winteringham Under Fives

Inspection of Winteringham Under Fives The Village Hall, Frost Close, Winteringham, North Lincolnshire DN15 9PL

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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 arrive at the welcoming setting eager and ready for their day. Staff greet children with a warm and friendly smile, which helps them to settle quickly. Children actively engage in their learning as they choose what they would like to do. Children show high levels of concentration in activities. For example, children practise using the scissors. They build on their physical skills as they cut around the pictures for their healthy meal plate. Staff encourage children to keep trying. This builds children's resilience. They celebrate with staff as they achieve what they set out to do.

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The provision is good

Staff know children and their families very well. They use their knowledge to carefully plan children's learning. Children benefit from the sequenced curriculum as they make good progress across the seven areas of learning. Children work together to solve problems. For example, they hunt for numbers in the garden. When they find them, they count them and show how many they have found by holding up their fingers. This develops children's mathematical skills. Parents share their delight in the good progress their children have made at the setting.

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need to do better?

n The management team and staff understand what children know and can do. They use their curriculum to build on children's learning. They have high ambitions for children. As a result, children leave the setting ready for the next step in their learning and development. n Children enjoy rich conversations with their peers. They develop their language and listening skills. For example, children discuss how they protect strawberry plants from the birds. Staff join in with conversations and introduce new words to develop children's communication skills even further. n Children develop their love of reading. Staff use stories to plan a range of experiences for the children. Children show that they have remembered what they have learned. For example, they talk about what 'the very hungry caterpillar' likes, as they choose the same fruit to eat for their snack. Outside, children find ways to pretend to be a caterpillar in a cocoon. They develop their

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need to do better?

physical skills as they jump out and turn into a 'butterfly'. The setting provides a library for children to take home books to share with their family. n The staff team is aware of children's individual needs. Children who require additional support are quickly identified. The special educational needs coordinator liaises closely with parents and other agencies to provide appropriate support for children and their families. The staff team follows targeted plans that help children with special educational needs and/or disabilities to make the best possible progress in their learning. n The setting receives a range of additional funding to support children's individual

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need to do better?

18 June 2024 needs. This includes the early years pupil premium funding (EYPP). The management team has some thoughts on how to use this funding. However, this is not yet being used as effectively as it could be to further extend children's learning. n The management team is new to their roles and has made a range of changes to further develop the setting. It works closely together and is supported by the committee. The management team continuously reflects on what is working well and what could be improved. This reflection enables the leadership team to make improvements quickly and effectively. n Staff feel highly supported in their work and enjoy being part of the team. The management team is improving the staff supervision arrangements. Identification of further development opportunities for staff, such as at staff supervision meetings, are sometimes missed.

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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 focus even more on the use of the EYPP funding to help children's learning to be extended even further n develop further staff supervision arrangements so that training and development needs are identified, which will extend staff's practice most effectively.

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Setting details

Unique reference number 205725 Local authority North Lincolnshire Inspection number 10339326 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 26 Number of children on roll 21 Name of registered person Winteringham Under Fives Committee

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reference number

Telephone number 07708647316 Date of previous inspection 11 July 2018

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Information about this early years setting

Winteringham Under Fives registered in 1989. The pre-school employs four members of childcare staff. Of whom, all hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Wednesday, term-time only. Sessions are from 9.15am to 3.15pm, Monday and Tuesday, and from 9.15am to 12.15pm on Wednesdays. The pre-school 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to, or communicated 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 inspector spoke with the nominated individual and the manager about the leadership and management of the setting. 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.

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Inspection activities

n The inspector carried out joint observations of a group activity with the manager. n Parents and grandparents shared their views of the setting with the inspector. 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

18 June 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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