Potters Cross Pre-School Playgroup

Inspection of Potters Cross Pre-School Playgroup Methodist Church Hall, Enville Road, Kinver, Stourbridge, West Midlands DY7 6AB

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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 demonstrate that they feel happy and safe in this warm and welcoming setting. Staff place a high focus on supporting children's personal, social and emotional development. This allows them to build warm, strong and supportive relationships with staff and their peers. Children enjoy playing with their friends. They laugh and giggle together as they engage in a messy play activity. They discuss what they should do next and follow each other's ideas. Learning is fun and enjoyable.

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The provision is good

The learning environment has been carefully considered to cover all areas of learning. Children enjoy a variety of role-play experiences, pretending to be doctors and dinosaurs. They enjoy the free-flow access to experience learning outdoors. Children explore mathematical concepts and language as they compare the weight and size of different objects. They use different methods to support their learning, using digital and traditional weighing scales. They talk about 'half' and 'whole'. They explore what it looks like physically as children cut an apple and compare the differences.

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The provision is good

Staff model good behaviour. Children learn to share and take turns. Staff encourage children to consider how their actions may make others feel. This helps to de- escalate some situations. Staff also teach children rules to keep them safe.

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need to do better?

n The setting has developed a strong and sequenced curriculum that aims to build on what children already know and can do. Staff use children's interests to plan learning experiences. As a result, children confidently lead their own play, choosing where and what they want to play. Children demonstrate a positive attitude to learning. n Staff have a strong ethos for the setting. They want children to develop a strong sense of community. Learning is consistently linked to children's own experiences at home and in their local village. The setting is committed to supporting children to develop a meaningful understanding of how different cultures and religions are valued and celebrated. This promotes a respectful and inclusive mindset. n Support for children with special educational needs and/or disabilities (SEND) is good. Staff work closely with parents and other professionals involved in children's care. Learning plans are swiftly implemented and reviewed in a timely

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need to do better?

manner. This ensures that all children make good progress from their starting points. n Staff communicate well with each other during planned activities. This leads to high levels of engagement during these times. However, some routine

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need to do better?

8 November 2024 transitions, such as when the children prepare for morning snack, are not well organised. This results in children having to wait for long periods with no clear learning intention. This leads to a disruptive environment where children become unsettled and disengaged. n Staff make good use of observation and assessment to monitor children's learning and development. Gaps in learning are swiftly identified, and staff plan learning experiences to support children's development. However, due to staff deployment, identified strategies to support learning are not always applied consistently to enable children to make the best possible progress. n Relationships with parents are a key strength of this setting. Parents describe the setting as a warm and nurturing environment where children are supported to grow. They value being included in their children's learning journey. For example, they are given tasks to complete with their children at home. Parents

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need to do better?

are valued as partners in their children's education. n The dedicated and committed leadership team has high aspirations for the setting. They identify where improvements are needed and work towards making the setting the best that it can be for children and their families. Staff are supported with training and receive feedback on their practice to ensure good outcomes for children. Staff report high levels of well-being, which contribute to a positive learning environment. n Staff support children's communication and language development well during activities. They provide and ongoing dialogue as they narrate children's play. They pose open-ended questions to children that encourage children to use their spoken language. Younger children enjoy singing along to familiar nursery rhymes. This means that children are continually developing their communication and language 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 strengthen the organisation of routine transitions to better support children so they do not become restless and disengaged n review the deployment of staff to provide more-consistent support for children to enable them to make the best possible progress in their learning and development.

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Setting details

Unique reference number 218207 Local authority Staffordshire Inspection number 10366224 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 40 Number of children on roll 31

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Name of registered person

Potters Cross Pre-School Playgroup Committee

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reference number

Telephone number 07742616192 Date of previous inspection 28 February 2019

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Information about this early years setting

Potters Cross Pre-School Playgroup registered in 1992 and is located in Stourbridge. The nursery employs seven members of childcare staff. All hold appropriate early years qualifications at level 3 or above. The nursery operates all year around. Sessions are available on Tuesday and Thursday from 9am to midday, and Monday, Wednesday and Friday from 9am to 3.30pm. The pre-school provides funded early education for any eligible 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 told the inspector about their friends and what they like to do when they are at pre-school. n Staff spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

8 November 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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