Foulsham & Bintree Playgroup

Inspection of Foulsham & Bintree Playgroup New Frost Hall, Clay Pit Road, Foulsham, Dereham, Norfolk NR20 5RW

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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 develop strong bonds to the attentive staff, particularly their key person. They ask staff for help when they need it and invite staff to join in with their play. Older children confidently speak about why they like attending the setting. Children behave very well. Staff help them to develop their social skills. For example, staff encourage children to learn how to take turns. Staff share their clear expectations of children's behaviour with them. This helps children to understand what they need to do to contribute to the calm, safe and positive environment. For example, staff encourage the most able and older children to support those who are still learning new skills, such as washing their hands.

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The provision is good

Staff recognise children's individual personalities and help them to build their confidence to join in at a pace that is comfortable for each child. Children show, through their positive attitudes to learning, that they thoroughly enjoy their time at this setting. Children take turns to fill a watering can and transport the water to create puddles, which they then gleefully jump in. Children become confident to freely express their ideas. For example, they suggest making a crown when they are experimenting with cutting up various types of paper and using sticky tape. Staff support them to achieve their goal.

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need to do better?

n Staff work closely together to create the professional and friendly atmosphere, where children feel safe and are at ease. Staff report high levels of support for their own well-being. Effective management systems are in place to ensure that staff provide children with good-quality care and education, which continuously improves. n Managers have an in-depth knowledge of how young children develop and learn. They use this to skilfully plan learning opportunities, which are aimed at children's specific learning needs. When children need additional support to make progress, staff carry out their own research to find out how they can promote and support children's development further. n Staff mindfully promote the use of number and other mathematical language. Young children spontaneously use numbers during their play. Staff help children to further their mathematical understanding. For example, staff encourage

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need to do better?

children to compare the lengths of the worms they found while digging in the mud with their friends. n Staff get to know children and their families very well. This means that they are well placed to support children through changes that happen in their home lives. When children and their families need extra support, leaders work closely with them and other professionals. This helps to ensure children's safety and well- being, and helps parents to access appropriate support.

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need to do better?

2 October 2024 n The regular conversations that staff have with children help to develop children's communication skills well. They build good vocabularies, and their understanding of the world grows. However, staff do not demonstrate consistently strong skills in promoting children's ability to think of their own solutions to challenges. n Staff use some resources and plan some activities to introduce children to the language of feelings and some strategies to help them express how they are feeling, such as using faces with emotions and showing them to staff. However, staff do not consistently help children to develop the language of feelings during their routine interactions, such as those times when children show that they are upset. n Staff encourage children to build on their self-care skills. They remind children what they need to do to stay safe. Children learn how to meet their own basic needs, such as fetching their drinks, buttering their bread and tidying away their

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need to do better?

boots. n Leaders work to help the children become a positive part of their local community and to benefit from the various opportunities that arise through other community activities. This enhances the range of children's experiences and their sense of belonging. n Successful strategies help children to develop a love for books and reading. Staff regularly read to children, who access books independently. The staff loan story sacks to parents to use with their children at home. This helps with children's early literacy 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 support staff to help children to think about solutions and solve problems for themselves n guide staff to recognise and help children understand how to acknowledge and express their feelings.

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Setting details

Unique reference number EY268018 Local authority Norfolk Inspection number 10354878 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 16 Number of children on roll 14 Name of registered person Foulsham & Bintree Playgroup Committee

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reference number

Telephone number 07990 952487 Date of previous inspection 9 November 2018

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Information about this early years setting

Foulsham & Bintree Playgroup registered in 2003 and is run by a voluntary committee. The setting employs four members of staff, three of whom hold appropriate early years qualifications at level 3 or above. The setting opens from 8am until 4pm, on Tuesdays, Thursdays and Fridays, and from 9am until 3pm, on Mondays and Wednesdays, during school term times. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke 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 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 setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The manager and the inspector carried out a joint observation of staff supporting children's learning.

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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

2 October 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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