Spilsby Playgroup

Inspection of Spilsby Playgroup Spilsby Primary School, Woodlands Avenue, Spilsby, Lincolnshire PE23 5EP

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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 happily enter the setting, eager to join their friends. Staff welcome them with a cuddle, which helps the children to feel safe and secure. Children quickly become engaged in a range of activities provided. For example, developing their fine motor skills as they explore 'goblin's gloop'. The children enjoy moving the thick mixture around a tray with their fingers, strengthening the muscles they will later use for writing. Staff play alongside children, which helps to maintain their engagement in learning. They ask questions to extend children's thinking and model how to make marks in the gloop.

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The provision is good

Children show that they are learning to take responsibility and look after their play environment. They willingly share toys with their friends and tidy away when they have finished their activities. Children behave well and know what is expected from them. For example, they notify a member of staff when paint is spilt on the floor, helping to keep the environment safe.

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The provision is good

Children show pride in what they do. They carefully put their completed drawings in their bags to take home and smile as staff praise them for their achievement. This boosts children's self-esteem and confidence in their learning.

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need to do better?

n Leaders and managers make sure that all children progress well in their learning and development. This includes children with special educational needs and/or disabilities (SEND). Staff adapt their practice to help children with SEND participate in the activities on offer and the routines of the day. For example, they use picture cards to show children what is happening now and what will be happening next. This helps children with SEND to understand what is happening in their day. n Leaders and managers have constructed a broad curriculum that allows children to develop the knowledge and skills they need to get ready for school. They support staff to provide varied and exciting activities, through which staff support children's age-appropriate learning and development. However, occasionally staff do not consider children's individual rates of development and next steps in learning when planning activities. This means that, sometimes,

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need to do better?

children participate in learning that they are already confident in, rather than being supported to build on what they already know and can do. n Leaders and managers provide staff with appropriate training opportunities to develop their knowledge and skills. For example, staff have recently completed training to help them evaluate their practice, with a particular focus on making sure they are inclusive of all children's needs. This helps staff to continually develop in their roles and build their expertise.

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need to do better?

18 November 2024 n Staff support children to become independent. They allow children to self-select and play with resources of their choice. This helps children to make decisions and form their own interests. n Staff help children to develop skills such as responsibility and respect. Children show that they know how to use resources safely and for their intended purpose. Staff encourage children to take care of the resources that they use. They praise children when they tidy away after their play, which motivates children to continue behaving in this way. n Staff use effective strategies to help children settle when they first start attending the setting. They recognise that every child is unique and has different emotional needs. Staff tailor the settling-in procedure for individual children, allowing new children to visit as often as they like as they extend their time at the setting and get to know their key person. Parents say that staff work hard to

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need to do better?

get to know them and their children and are grateful for the support on offer for the whole family. n Staff plan activities to introduce children to new first-hand experiences. For instance, they arrange for the local fire service to visit the setting and teach children about their role in keeping the community safe. This helps children to develop an understanding of the world in which they live. n Staff are focused on promoting children's communication and language development and use effective techniques to support this. For example, they clearly and slowly repeat back what children have said so that children can hear how to pronounce words correctly. This supports children's speech development so that they can communicate effectively with others.

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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 consider and promote children's individual rates of development and next steps in learning when planning activities.

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Setting details

Unique reference number 253749 Local authority Lincolnshire Inspection number 10359714 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 41 Number of children on roll 41 Name of registered person Maycock, Paula

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reference number

Telephone number 07385 163071 Date of previous inspection 5 December 2018

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Information about this early years setting

Spilsby Playgroup registered in 2002 and is located in Spilsby, Lincolnshire. The setting employs 11 members of childcare staff. Nine members of staff hold relevant qualifications at level 3 or above. The playgroup opens from Monday to Friday during school term time. Sessions are from 8am until 5pm. The playgroup provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector carried out a learning walk of the indoor and outdoor provision and discussed the early years curriculum. n The inspector communicated with the children throughout the inspection. n The inspector observed the quality of education and assessed the impact that this was having on children's learning. n The manager and inspector completed two joint observations of adult-led activities. n The inspector spoke to four parents during the inspection to take account of their views. n The inspector spoke to staff throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

18 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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