Skendleby Playgroup

Inspection of Skendleby Playgroup Skendleby Old School, Skendleby, Spilsby PE23 4QE

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

There is a variation in the support children receive from staff to build on their learning. Older children are encouraged to talk about and understand their feelings and emotions. For example, when staff ask children how they are feeling and why, older children say they are good because their mummy gives them cuddles. However, younger children are not supported as well by staff. For instance, they do not receive the same level of attention from staff to communicate their needs, such as pointing out what they want.

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The provision requires improvement

Older children are supported by staff to follow their interests. For instance, when they tell staff that they want to send a card to Santa, staff help them to do this. Children use glue to stick pretend stamps onto envelopes that have cards inside. They post the envelopes into a pretend letter box, showing their imagination. During mealtimes, staff hold discussions with older children, encouraging them to share their thoughts and views. Older children confidently interact with staff and their peers. They have opportunities to share and take turns. For instance, when staff play games with children, they explain the rules and encourage children to be patient and wait until it is their turn to play.

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need to do better?

n Managers and staff understand how to plan a curriculum to support the different ages of children who attend the playgroup. However, staff do not implement the curriculum effectively with younger children to help them make good levels of progress in their development. For example, when staff identify that younger children need to build on their communication and physical skills, they do not support them to do this. n Staff encourage older children to complete tasks by themselves. For example, they provide hand-over-hand guidance for some children, showing them how to use tongs to select fruit and use jugs to pour milk. Some older children manage these tasks on their own. n Staff attend meetings with managers to help them reflect on their practice. However, staff are not supported to develop their skills and knowledge of how to support younger children's development. This results in younger children not

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need to do better?

being able to build on their learning. For example, staff do not give older and younger children an equal amount of support and attention. Furthermore, staff try to involve younger children in activities that are not suitable for their stage of development, such as learning about the weather. n Staff help older children to understand rules and boundaries in the playgroup. For example, during a group time, staff remind older children to use their ears for listening, their eyes for looking and their mouths for singing. Older children show that they understand how to behave positively.

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need to do better?

9 December 2024 n Staff help older children to remember previous learning. For example, when children ask to make paper chains, staff ask them to remember how they did this previously. Children remember to peel back the paper to make the paper pieces stick together. n Staff support older children to develop their communication skills and imagination. For example, outdoors, older children use sticks as pretend wands. Staff model saying magic words, such as 'abracadabra', to help the children build on their vocabulary. Older children copy the magic word and pretend to make staff disappear. However, staff do not always help younger children to build on their speaking skills, for example, by sharing age-appropriate books with them. n Parents say that staff keep them informed about activities their children enjoy. However, staff do not help all parents to understand how they intend to support their child's development and how parents can contribute to this at home.

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need to do better?

n Staff use characters in stories they read to older children to help support children's physical skills. For example, when staff read a story about a penguin, they ask older children to walk like penguins. Children learn how to move their bodies in different ways, pointing their feet to the side, holding out their arms and waddling from side to side. However, when staff identify that younger children need to begin to learn how to walk unaided, they do not provide them with opportunities to develop the skills they need to do this.

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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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Due date

ensure the curriculum for younger children is implemented effectively 06/01/2025

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Due date

increase staff's skills and knowledge so they are able to support younger children's learning and development. 06/01/2025

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should:

n support all parents to understand how staff intend to support their child's

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should:

9 December 2024 development and how they can continue this at home.

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Setting details

Unique reference number 2737172 Local authority Lincolnshire Inspection number 10350091 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 16 Number of children on roll 48 Name of registered person Skendleby Playgroup CIO

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reference number

Telephone number 07732264891 Date of previous inspection Not applicable

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Information about this early years setting

Skendleby Playgroup registered in 2023 and is situated in Skendleby, Lincolnshire. The playgroup employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The playgroup opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for children aged nine months upwards.

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Inspection activities

n The deputy manager and the inspector completed a learning walk together of all areas of the playgroup and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector and the deputy manager carried out a joint observation. n The inspector held a meeting with the deputy manager. She reviewed relevant documentation and evidence of the suitability of staff working in the playgroup. n Parents shared their views about the playgroup 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

9 December 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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