Feltwell Playgroup

Inspection of Feltwell Playgroup Feltwell Playgroup, The W.I. Hall, The Beck, Feltwell, Thetford, Norfolk IP26 4DB

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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 settle quickly and enjoy their time in this welcoming pre-school. They are greeted warmly by staff, who chat with them about their morning. Staff remain on hand to support new children as they settle in during their first few weeks. This helps them to feel safe and secure. Children quickly become familiar with the routine and confidently engage in activities. For example, children eagerly sit for group time where they talk about the items they bring for 'show and tell'. They beam with pride as they receive praise from staff for describing and demonstrating their chosen item. Children's behaviour is good. They are kind and polite. Staff are good role models and use gentle reminders, such as 'kind hands' and 'listening ears', to reinforce their behaviour expectations. Children participate in discussions about behaviour and feelings. This helps them develop their emotional vocabulary.

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The provision is good

Staff are ambitious for all children's well-being and achievements. They focus on promoting children's confidence by providing encouragement and praise. Children develop their autonomy as they explore the environment, both inside and outside. They make choices for themselves and show good levels of engagement as they explore activities staff provide. For instance, children explore colour by combining different paints. They confidently explain how to make orange and purple. Staff extend this learning by introducing different shades. Staff work closely with parents and other professionals to provide targeted support when this is needed. All children, including those with special educational needs and/or disabilities, make good progress.

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need to do better?

n Staff plan activities to support children's interests and learning. The routine and structure of the day enables children to spend a significant amount of time outdoors. However, staff do not always give the same consideration to planning learning opportunities in the outdoor environment as they have in the indoor environment. This means children with a preference for outdoor learning are not always accessing as much of an extensive curriculum as they do indoors. n Staff support children to develop their communication and language skills. They speak clearly, modelling words and speech, and commenting on what children are doing. Staff introduce words, such as 'sticky', 'scoop' and 'smooth', as children play to develop their vocabulary. Staff recognise the value of singing songs and rhymes and reading stories to help children to acquire and use new words. n Staff encourage children's early independence during daily routines. For

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need to do better?

example, children set the table for snack and select their own food, including pouring their own drinks. Staff encourage children to dress themselves for outdoor play and manage their own personal care. Children move freely around

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need to do better?

3 October 2024 the pre-school and select resources to play with. This shows that children are confident and comfortable in the pre-school environment. n Staff broaden children's experiences of the world around them. For instance, children enjoy trips into the community, including to the local primary school, church and the village shop where they buy items for snack. Staff arrange visits for children to meet people from different professions, such as the police and the dentist. This helps children to learn about the wider world as well as the community in which they live. n Leaders and the staff team work well together. This creates a warm and comforting environment for children to learn in. Staff have regular supervision meetings. They access mandatory training and additional professional development opportunities. However, leaders do not always provide individual staff with the precise feedback needed to help them implement the curriculum

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need to do better?

intentions as consistently as possible. Occasionally, some staff do not deliver activities in a way that builds on children's existing knowledge. n Parents praise the staff for the care and learning experiences they provide. They state that their children thoroughly enjoy their time at the preschool and grow in confidence. Parents describe the communication and support they receive as 'excellent'. Staff regularly share information about children's development and provide information to help parents support and extend children's learning at home. Leaders create events, such as 'craft days' and 'story week', to share learning with parents in the pre-school.

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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 improve opportunities for children who prefer to learn outdoors to have regular access to a wide range of experiences that cover all areas of learning n build on the systems for monitoring the quality of staff interactions with children so that they receive more precise feedback that helps them strengthen their practice further and take children's learning even higher.

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Setting details

Unique reference number 254063 Local authority Norfolk Inspection number 10363810 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 Full day care

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inspection

Total number of places 24 Number of children on roll 29 Name of registered person Feltwell Playgroup Committee

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Telephone number

Date of previous inspection 10 January 2019

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Information about this early years setting

Feltwell Playgroup registered in 1992 and is run by a voluntary committee. The pre- school employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school is open from 9am to 3pm, Monday to Friday, during term time only. It 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 children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with the manager. n Parents shared their views on the pre-school with the inspector. n The manager and committee representative showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

3 October 2024 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

3 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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