St Nicholas Playgroup

Inspection of St Nicholas Playgroup St Nicholas Church, Rochester ME2 4TR

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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 Inadequate

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The provision is good

Families are warmly welcomed at this home-from-home happy playgroup. Staff offer regular cuddles and comfort to support children's emotional well-being. Children excitedly explore the activities set up for them, based on their needs and interests. Children with special educational needs and/or disabilities (SEND) are provided with stimulating and engaging experiences to support their development. For example, they delight in using sponges to explore making bubbles, remaining highly focused and involved. Staff immediately respond to their needs, joining in with them to extend their learning. This successfully supports their concentration and understanding.

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The provision is good

Staff successfully prioritise children's communication skills. They provide a well- planned curriculum which supports children's next learning steps effectively. For example, all staff know their children very well. They plan one-to-one sessions and small groups to support children's skills. Children enjoy listening to rhymes and stories. These help to promote their speech and language well. Staff help children to manage their behaviour by being good role models and showing care and kindness towards them. When children need support to manage their emotions, staff are swift to remind them of the expectations and help them take turns and share. Children develop positive attitudes to learning and make good progress from their starting points.

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need to do better?

n Leaders and managers have worked hard since their last inspection to make significant improvements. They have sought effective support from the local authority which has impacted successfully on their practice and provision. They offer good quality care and education and are committed to continuing to do so in the future. n Children behave well. Staff help by providing cues and actions. For example, children respond immediately when the tambourine is rung and stop and listen. Staff praise them for knowing the routines as they quickly go to wash their hands before mealtimes. Staff model good manners and children share tongs to help their friends to choose snacks. This effectively encourages their personal and social skills. n Staff support children's emotional development positively. They provide cosy spaces for children to retreat to when needed. Staff are calm and consistent in their approach, explaining gently to children, where needed, to help them

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need to do better?

manage and understand their feelings. n Children with SEND are supported effectively. Staff are well trained to identify individual needs and provide tailored support. Children benefit from individual plans to target gaps in learning. Staff immediately respond to their needs. This

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need to do better?

7 October 2024 means children feel secure and make progress. n Staff ensure children are fully involved in learning. Children delight in creating ice creams in sand, talking about trips to the beach. Staff skilfully extend conversations, explaining about different castles, capturing children's interest, and supporting their vocabulary well. n Children confidently choose what they want to play with, demonstrating they feel comfortable in the setting. However, at times, staff do things too quickly for children that they could attempt themselves. This means children do not always benefit from opportunities to further develop their independence skills. n Staff have effective partnerships with the church and local community. They provide children with daily experiences to explore their surroundings. Children delight in posting letters at the post office and making presents for nearby shop keepers. This supports children's understanding of the world around them.

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need to do better?

n Children benefit from staff who encourage them to learn and develop. For example, staff support children to count when exploring items in the role-play area, supporting their mathematical understanding. Staff also provide a range of large play equipment, which children enjoy climbing on together, developing their physical skills. n Leaders and managers are passionate and proactive, they support staff well in their roles, encouraging them to take on additional qualifications to enhance their knowledge and skills. Staff are highly valued and work very well as a team. n Communication with parents is strong. They are provided with daily updates about their children's progress and ideas to support learning at home. They appreciate the support they receive and the flexible arrangements to help their children to start school. They report that their children love attending and are very happy.

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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 recognise when to offer children further encouragement to try to do things independently.

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Setting details

Unique reference number EY551434 Local authority Medway Inspection number 10352158 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 35 Number of children on roll 20 Name of registered person Simmons, Charlene Evelyn

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reference number

Telephone number 07917095632 Date of previous inspection 2 May 2024

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Information about this early years setting

St Nicholas Playgroup registered in 2017. It is situated in the high street, Rochester, Kent, The playgroup operates Monday to Thursday 9am until 2.45pm and Fridays 9am until 11am, term time only. The playgroup employs six members of staff, one of whom holds early years professional status. The setting is in receipt of funding to provide free early education for children aged two, three and four years.

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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 their children to learn. n The inspector spoke to children, to find out about their time at the setting. n Staff spoke to the inspector at appropriate times during the inspection and the inspector took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a large group activity with the manager. n Families shared their views of the setting with the inspector.

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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

7 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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