Dosthill Park Pre-School Playgroup

Inspection of Dosthill Park Pre-School Playgroup Dorcas Centre, off Blackwood Road, Tamworth, Staffordshire B77 1JE

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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 thoroughly enjoy their time at the setting. They walk in with big smiles, eager to start their day. They show that they are happy and confident. Children are friendly. They speak to visitors, hold them by their hands and invite them to play with them. They talk passionately about their play and light up with excitement upon seeing different-sized pumpkins to explore. Children show secure attachments with staff members. They seek out staff members for cuddles and reassurance when they need to. Staff are extremely loving and attentive to children's needs.

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The provision is good

Staff support children to flourish in the outdoor provision. There are many opportunities that staff offer to support children in their physical challenges and exploration. Children confidently use wheeled toys, such as tricycles and bikes, to race around the vast outdoor area. They carefully consider their surroundings and use their navigational skills to avoid the hazards in their way. Children enjoy exploring the setting's woodlands. They use their imaginations to go on a 'bear hunt' with staff and peers. Children show their delight as they pretend to experience different terrains as they embark on their journey. These experiences help children to develop their imaginative and physical skills.

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need to do better?

n Leaders plan a curriculum that promotes learning across all areas of the early years foundation stage. Staff set up various activities to challenge the children through play and exploration. However, at times, the learning intent for the activity is not always clear and staff do not always adapt their teaching style to cater for children's individual needs. This results in some of the learning being lost. Consequently, children lose interest quickly and disrupt others. n Children enjoy listening to stories. They sit comfortably on the sofa and snuggle up to a member of staff while enjoying the book. Staff ask questions about the story, which helps to further deepen the children's understanding. For example, when a creature leaves the cave with no coat on in the snow, the member of staff asks the children if that was a good idea. This helps children to think and encourages them to talk about the pictures in the book.

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need to do better?

n Children have opportunities to engage in role play with their peers. They enjoy manipulating play dough and cutting fresh herbs to mix into it to make 'pizza'. These opportunities help children to develop their fine motor skills, which helps them develop skills for later in life, such as writing. However, children struggle to share and take turns with others. They often snatch resources from one another, resulting in children becoming tearful. Staff do not always support children consistently enough to help them to recognise the impact of their behaviour on others. n Staff help children to become independent. Children help themselves to snack.

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need to do better?

16 October 2024 They enjoy a selection of fresh fruit. Children know to wash their hands before eating. They place their fruit in a bowl and take a seat at the table. When they have finished, children know to put their used bowls into the washing up bowl. Staff also encourage children to put their own coats on and tidy up toys at various intervals during the day. These opportunities help to prepare children for their next stage in education. n Children with special educational needs and/or disabilities are well supported. Staff are quick at identifying when children need additional help. They work well with external agencies to aid children's progress. Parents comment that they are always well informed about targets set for their children and feel able to continue to help children with their learning at home. They also comment on how friendly and helpful the staff are with regards to potty training. n Leaders are able to identify when staff need support and guidance. They offer

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need to do better?

regular opportunities for staff to reflect on practice and improve. Support is given when staff express particular interests with their professional development. For example, further training is given to teach staff how to help children with communication and language needs. Leaders are mindful of staff's well-being and mental health. They offer an open-door policy so that staff can talk freely and confidentially, to get help and support.

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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 plan the learning intent behind the activities more precisely so it meets the children's individual needs n support staff to help children learn the behavioural expectations and gain a wider understanding of the feelings of others.

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Setting details

Unique reference number 218132 Local authority Staffordshire Inspection number 10364841 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 30 Number of children on roll 37

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Name of registered person

Dosthill Park Pre-School Playgroup Committee

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Telephone number

Date of previous inspection 12 February 2019

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Information about this early years setting

Dosthill Park Pre-School Playgroup is located in Tamworth and registered in 1992. The playgroup is open Monday to Friday from 9am until 4pm during term time only. The playgroup provides funded early education for two-, three- and four-year-old children. There are nine members of staff who hold a qualification between level 3 and level 5, and one unqualified member of staff.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to and 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 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. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

16 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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