Spring Willows Playgroup

Inspection of Spring Willows Playgroup ST. ANNES HOUSE RYECROFT AVENUE, HEYWOOD, LANCASHIRE OL10 1QB

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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

Staff are enthusiastic and motivated at this safe and welcoming setting, which parents say is 'vibrant' and 'full of joy'. Pre-school children's excitement bubbles as they remember that they are going on a trip down a hill to the forest. Staff explain that walking up and down the hill will help them to build strong muscles in their legs. Children begin to understand that there is a purpose to activities. This helps them to develop a positive attitude to learning.

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The provision is good

The curriculum is planned to support children in developing their independence, communication and social skills. As children progress through the setting the curriculum is enhanced, and children are offered wider opportunities. For example, they develop their knowledge of basic mathematics, and they learn to recognise their own name. Staff know these skills will help children with future learning at school. Staff are calm as they engage with children. They model good behaviour. Children are supported with gentle reminders to share and turn take. Staff refer to the 'golden rules', using visual cues to help children who are less verbal. Children respond well to staff requests. Behaviour is good.

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need to do better?

n Staff plan learning opportunities to support each child's current level of development. For example, staff add containers to water play. Young children learn to pour. Staff talk about the containers being 'full' or 'empty'. Older children are helped to compare the weights of the containers. Staff introduce mathematical language such as 'heavy', 'heavier' and 'heaviest'. Each child has appropriate learning opportunities for their stage of development. This helps them to make good progress. n Staff want children to be independent. They support children to manage tasks for themselves. For example, children take turns to be the 'helper' at snack time. They help to prepare the snack and carry items to the table. Children are proud of their achievements. They become increasingly competent and confident in managing tasks for themselves. n Staff want children to behave well. When giving praise staff tell children the

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need to do better?

exact behaviour that they like. For example, staff say 'you put all the cars back into the box. Thankyou.' Children's smiles show their delight at these comments. Children know precisely the behaviours that are wanted. As a result, children know what is expected and they regularly repeat good behaviours. n Staff plan adult-led learning opportunities to help children talk about what makes them unique. They help children to discuss who is taller and who is shorter. Staff talk with children about who has long or short hair. This helps children to see the similarities and differences between them and their friends. n Staff offer choices to children throughout the day. For example, children choose

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need to do better?

20 September 2024 which resources to play with. They become confident in making simple decisions. However, there are occasions when children are not consistently supported to think for themselves. For example, sometimes staff intervene too quickly as children encounter problems during play. On these occasions children do not have sufficient time to think and solve problems for themselves. n Children benefit from a consistent routine. Most transitions are well planned. For example, staff ring a bell to help children know that it is tidy up time. However, some transitions are less effective. For example, as the routine changes from free play to group times children are unsure what to do. They wander between staff and look out of the window. During these short periods of time children are less secure. They are not always confident about what will happen next in their day. n The setting continually considers ways to build upon staff skills. For example,

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need to do better?

staff who are less confident about including mathematics in the curriculum attend training to support their practice. As a result, mathematics is embedded throughout the curriculum. Staff are supported effectively to enhance their knowledge and skills in an on-going manner. n The setting has strong partnerships with other agencies. For example, close work with the local authority enables staff to join a pilot scheme focused on language and communication. This has led to improvements in children's speech. n Children with special educational needs and/or disabilities (SEND) are quickly identified. Support is put in place to help children make progress. Where additional support is required, referrals are swift and are robustly followed up. This helps children get the support they need quickly. Any additional funding is used well to support learning. Children, including those with SEND, make good progress from their starting points.

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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 give children time to think and resolve the problems that they encounter during play, so they consistently develop their thinking and problem- solving skills n organise transitions between routines effectively, so that children remain aware and confident in what will happen next during the day.

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Setting details

Unique reference number 316426 Local authority Rochdale Inspection number 10351195 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 26 Number of children on roll 21 Name of registered person Greenwood, Jayne Carmichael

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reference number

Telephone number 01706 624848 Date of previous inspection 15 October 2018

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Information about this early years setting

Spring Willows Playgroup registered in 1997 and is located in Heywood, Rochdale. It employs 8 members of childcare staff, of whom one holds an appropriate early years qualifications at level 6, one at level 4, and five at level 3. The playgroup opens Monday to Friday, from 9am to 3pm, during term time only. The playgroup 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 their children to learn. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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/registered individual 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. n The manager and the inspector carried out a joint observation. 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

20 September 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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