Dunswell Playgroup

Inspection of Dunswell Playgroup Dunswell Village Institute Hall, Beverley Road, Dunswell Hull HU6 0AD

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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 Not applicable

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The provision is good

Children quickly settle into their play with their friends and favourite resources when they arrive at the setting. Parents and carers know that their children are happy and look forward to attending. Staff greet children warmly and position themselves in areas where they can support children's play effectively. They work extremely well together. Staff know what they want children to learn and the core values they want children to develop. For example, they want children to be happy, have good values and know what is right and wrong. Staff can identify children's progress in their learning, such as when they recognise when children use a good pincer grip and show improvement in their fine motor skills.

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The provision is good

Staff support older children to accurately count small groups of objects. Children tell their friends that they have 'five pieces of cheese' on their plate. They make independent choices, and staff encourage them to say 'please' and 'thank you' as they choose which snacks they would like. Children behave very well and show that they feel safe and secure. They follow established and simple routines. Children know and understand what is expected of them. Staff give them time to choose their own play and follow their interests. They always consider children's privacy. Staff very sensitively and discreetly attend to children's personal care. Older children who use the toilet know that they have to wait until other children have finished.

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need to do better?

n Leaders and managers know and understand the strengths in their staff team and use these effectively. Staff feel well supported. They have regular opportunities to refresh their knowledge and skills through training and team meetings. n Staff communicate with parents through newsletters, termly meetings and social media. However, staff have not considered how to collect parents' views further. For example, some parents comment that they would like more regular feedback about their children's experiences at the setting so that they have an even better understanding about their children's individual learning. n Staff provide a mixture of support, guidance and teaching new skills when children use the equipment to develop their physical skills. Children use hoops and large shapes to step through, spin and roll. They throw and retrieve balls. Children walk along and balance on benches and individual balancing domes

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need to do better?

with and without staff's support. n Sometimes, when children struggle to wait to use the resources they want, staff intervene too quickly. For instance, staff share resources out between children without considering how best they can support children to think about it first. This does not consistently help children to reflect on their own feelings and the

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need to do better?

5 February 2025 feelings of others. n Children have clear favourite resources, such as small figures and animals. Younger children use these in mathematical play as they fit toys into spaces and find out which ones are too big. Staff introduce new ideas, such as groups of objects. Staff show younger children where things belong and how they can play with new resources. This close support from staff helps to sustain older children's play in the same area. n Staff support children's early literacy skills well. They model writing children's names on the rainbows they have made and talk about the letters they are writing. Staff extend children's vocabulary by adding words, such as 'juicy' and 'delicious', to conversations. n Children show a great interest in new resources and use them carefully with staff's support. They pretend to collect food in their shopping baskets and take them to the till where the 'shopkeeper' scans them. Children ask their friends

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need to do better?

whose turn it is. They learn and use new words as they tell staff about the food items they pretend to buy. n Staff consider children's safety at all times. When using other areas in the village hall, staff make sure that they always know how many children they have and that the doors are secure. When staff identify hazards in the outdoor playground, they close this area until essential maintenance work can take place. Leaders therefore identify opportunities to use the sports hall for large-scale activities to prioritise children's physical development.

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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 how best to gain further feedback from parents, such as about how to enhance information-sharing with parents about their children's learning n plan opportunities during children's play to help them to reflect and consider their own feelings and the feelings of others.

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Setting details

Unique reference number 2701949 Local authority East Riding of Yorkshire Inspection number 10368174 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 26 Number of children on roll 16 Name of registered person Dunswell Playgroup Partnership

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reference number

Telephone number 07896962066 Date of previous inspection Not applicable

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Information about this early years setting

Dunswell Playgroup re-registered in 2022 due to a change in premises. The setting runs from a meeting room in Dunswell Village Institute Hall, East Riding of Yorkshire. The setting employs four members of staff, three of whom hold early years qualifications at level 3. The setting is open during term time, from 8.30am to 3pm on Monday to Thursday, and from 8.30am to 12.30pm on Friday. It provides government funded childcare.

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Inspection activities

n One of the joint managers and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to children and staff at appropriate times during the inspection and took account of their views. Staff also spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke with the joint managers about the leadership and management of the setting. n The inspector and one of the joint managers carried out a joint observation of circle time, where the focus was on children's communication and language. 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

5 February 2025 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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