Berry Brow Pre-School Playgroup

Inspection of Berry Brow Pre-School Playgroup Newsome South Methodist Church, Birch Road, Berry Brow, Huddersfield, West Yorkshire HD4 7LP

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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

Berry Brow Pre-School Playgroup is filled with energy. All children are engaged in various activities in the room. Staff encourage children to develop their speech and language skills. They role model new words, sing songs and read stories. Children are supported in learning by using their interests. For example, staff introduce dinosaurs to splashing in the water with the staff using new words, such as 'filling, emptying' and 'pouring'.

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The provision is good

There is a consistent approach to supporting children from all the staff as they remind children about 'good sharing'. Children say 'thank you' and 'you're welcome', after being able to show their counting skills, such as counting how many children are at playgroup. Children clap when they have finished counting, showing how proud they are of their achievements.

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The provision is good

Staff provide a variety of different experiences for children. For example, they have the opportunity to cut up real vegetables in the home corner, and use a soup maker to blend the vegetables. Children enjoy outdoor play. They love being able to climb to the top of the slide and use the telescope to look at the real castle on the hill. They enjoying mixing in the mud kitchen, talking to staff about what is inside the bowl.

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need to do better?

n Leaders have a focus on communication and language for children and to help them to develop their independence. This is woven through the day from staff role modelling language, and staff encouraging children to wash their hands by themselves. n There is a consistent approach to behaviour. Staff reinforce the expectations about turn taking and give lots of praise. Children use good manners and include other children in their play well. n Staff and children have strong bonds, and children feel safe and secure. This supports them to independently explore and experience the opportunities available. For example, mixing dough together and making animal footprints in the dough. n Parents speak very highly of the service. They comment on strong communication from staff. Leaders work well with parents, signposting them to support and advice, when needed. Parents mention how reassuring and flexible the staff are. Children enjoy taking home books to enjoy with their family.

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need to do better?

Parents feel involved in their child's learning. n Children enjoy the outdoors as they cycle up and down the path and look for minibeasts. They walk around the tree, staring up at the branches, looking for the leaves. However, leaders do not consider how to ensure all children have the

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need to do better?

27 November 2024 same access to the outdoors in all weathers. n Staff support and guide children with special educational needs and/or disabilities. Leaders promote an inclusive setting. They ensure children are able to access the learning opportunities in suitable ways. This ensures that all children make progress in their development. Staff use different strategies to engage all children, for example making eye contact and using visual cards. They engage with a variety of specialists to meet all children's needs. Leaders are ambitious in ensuring all children make progress from their starting points. n Mathematics development is woven through the day, including counting, shapes and mathematical language. Staff adapt their approach to the child's needs. For example, using name cards with coloured shapes so that they can recognise the shape first. This progresses to literacy skills and they recognise the first letter

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need to do better?

and finally their full name. Children are excited to see their name and guess their friend's name. n Children are respected and given opportunities to make choices and share their preferences. For example, they choose to clap or wave during the 'hello song' at circle time. Children's interests are a high priority. For example. when children get the puppets and musical instruments out, staff join in their play. Staff use the sounds of the instruments to engage interactions, extending children's communication skills and use of eye contact. n Staff have professional discussions that support their well-being with leaders, with some staff accessing new training when it is available. However, leaders do not yet tailor training opportunities to enhance the already good knowledge of the staff. n Leaders are highly supportive of the team. They support their well-being and work together towards the same vision. Leaders include staff in the constant

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need to do better?

evaluation of practice. They make adaptations to provision for safety reasons or to support further learning for children.

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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 consider innovative ways to ensure all children have the same access to the outdoors in all weathers n tailor training opportunities to enhance staff's knowledge and skills.

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Setting details

Unique reference number 311295 Local authority Kirklees Inspection number 10368109 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 7 Name of registered person Berry Brow Pre-School Playgroup Committee

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reference number

Telephone number 07935 430100 Date of previous inspection 8 March 2019

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Information about this early years setting

Berry Brow Pre-School Playgroup registered in 1993 and is located in Huddersfield. The pre-school employs four members of childcare staff. All staff hold appropriate early years qualifications at level 3 and above, including one who holds early years professional status. The pre-school opens from Monday to Friday, term time only. Sessions are from 8.30am until 3.15pm. The pre-school offers the government funded childcare for 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 The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 the children. n The inspector and the manager carried out a joint observation of a communication and language activity. 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 playgroup.

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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

27 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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