Playtimes Playgroup

Inspection of Playtimes Playgroup Playtimes Building, Ferriman Road, Spaldwick, Cambridgeshire PE28 0TQ

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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 are welcomed into this small and friendly setting. Staff spend time getting to know children and families and prioritise partnership working with parents to support children's learning. Key persons are allocated to all children, and this supports children's sense of security and safety within the setting. Children benefit from exciting learning opportunities that are planned specifically to meet their needs. All children, including those with special educational needs and/or disabilities (SEND), make good progress in all areas of their development.

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The provision is good

Staff have implemented a secure curriculum that supports children's independence, confidence and well-being. Children are encouraged to learn important skills that enable them to complete tasks by themselves. This helps them to become confident and independent learners from a young age. Children demonstrate their strong independence throughout the day. They confidently find their own belongings, get themselves dressed, change their shoes and carry out personal hygiene tasks by themselves. Staff have recently reviewed and adapted the environment to ensure children are fully able to be independent during their play and daily routines. For example, coat pegs and storage are all low level so that children can access them freely and independently.

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need to do better?

n Outdoors, children thoroughly enjoy experimenting with a range of equipment. They confidently ride the scooters and trikes, balancing and negotiating space as they skilfully avoid obstacles. Learning opportunities outdoors are varied and support children's gross motor development and strength. n Children enjoy reading and listening to a variety of stories. Staff use books to teach children new knowledge. For example, when children listen to the story about a hungry caterpillar, staff link this knowledge to the real-life caterpillars they have at the setting. Children learn new words, such as 'cocoon', and develop their understanding as they observe the changes to the insects they are caring for. n Overall, staff's teaching with children is good. Staff ask questions to support children's learning and give time for them to respond and share their ideas. Occasionally, during some activities, staff's interactions are limited and learning

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need to do better?

opportunities are less effective and therefore, not always fully extending children's knowledge and skills. n Staff work closely with children with SEND. They monitor children's progress and set clear and achievable targets for children to work towards. Furthermore, designated staff work closely with other professionals, holding regular meetings and sharing information to benefit and support children. This helps them to make good, fast progress in their learning.

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need to do better?

1 April 2025 n Parents provide positive feedback for the setting and in particular, praise the excellent communication from staff. Parents feel well informed about their children's learning and the progress they make, as well as what they are learning next. Parents and children make regular use of the lending library that is available, helping them to understand the importance of early reading and language development. n Staff well-being is paramount at the setting. The management team has implemented supportive and open lines of communication with staff. They 'check-in' with staff regularly and provide support and flexibility for staff when needed. Staff feel well supported and valued at the setting. Additionally, the management team holds regular supervisions for all staff. The team monitors staff's progress and skills and implement training opportunities that can enhance this further. n The management team has high expectations of staff working in partnership

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need to do better?

with other professionals to support children's learning. However, they have not yet implemented a robust method of communication to enable information sharing with other early years settings that children attend. This can impact on the overall knowledge and understanding of progress that staff gain of some children. n The setting has implemented 'rising-fives' sessions that focus on school preparation and the transition to a new setting. Children benefit from specific learning opportunities that are provided during these sessions, such as name writing and story reading. Furthermore, children benefit from regular visits to the local school, where they spend time with the teacher and visit the lunch hall where they enjoy their meals and become familiar with the new, busier environment.

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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 provide a consistent high standard of interactions and effective teaching at all times n strengthen communication with other early years settings that children attend to support consistency in children's learning and development.

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Setting details

Unique reference number EY245626 Local authority Cambridgeshire Inspection number 10388280 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 28 Number of children on roll 43 Name of registered person Playtimes Committee

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reference number

Telephone number 01480890077 Date of previous inspection 4 July 2019

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Information about this early years setting

Playtimes Playgroup registered in 2002 and in 2014 merged with Spaldwick Out-Of- School Club. It is operated as a registered charity by a voluntary committee. The playgroup employs seven members of childcare staff, all of which hold an appropriate childcare qualification at level 2 or above. The setting opens from Monday to Friday 8am to 6pm, all year round, except for two weeks in the summer and one week at Christmas. The setting provides government funded early education for all eligible children.

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Inspection activities

n The 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 staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator and key persons spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector carried out joint observations of group activities with the managers. n The inspector spoke to several parents during the inspection and took account of their views.

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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

1 April 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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