Moss Side Village Playgroup

Inspection of Moss Side Village Playgroup Moss Side Community Centre, Dunkirk Lane, Leyland, Lancashire PR26 7SN

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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 receive a warm welcome from staff as they arrive with their parents and carers at pre-school. Staff make time to talk and exchange information about children and their day. Staff are kind and caring. They have a good vision of what they want children to learn and know how to teach them the skills they need in preparation for when they leave the setting. Staff build strong and trusting relationships with the children and their families. They gather information about children's behaviours and needs, as well as their current stage of development, when they start. This enables staff to identify areas of learning that need more support.

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The provision is good

Staff provide children with a fun and interesting curriculum that meets their individual needs and supports the skills that they will need to be successful in their next stage of learning. Children learn about the importance of physical activity. Staff use the outdoor area extremely well to support children's physical development. Children learn to move their bodies in different ways, developing their coordination as they busily construct or have fun pouring water down pipes and guttering. Children make decisions and demonstrate their growing ability to problem solve as they try different ways to balance objects or collect water. This helps all children to embrace a positive attitude to learning.

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need to do better?

n Staff provide a curriculum that centres around each child. All staff have a detailed knowledge of the children in their care and plan stimulating activities for them. For example, children enjoy creative activities. Some children enjoy the feel of fruit on their hands and learn new words such as 'seeds' and 'squeeze'. Other children work together to scoop out the flesh and seeds. They laugh as they guess whether the fruit will make juice. Children then test out their theories and smile when they guess correctly. This promotes children's creativity and curiosity. n Children with special educational needs and/or disabilities (SEND) are well supported. Systems to identify where children may need support are robust, and staff access early help and support promptly. Staff work closely with parents and external professionals to monitor progress and develop clear targets. This helps children with SEND thrive during their time at the setting.

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need to do better?

n Overall, staff support children's behaviour well. They teach children to be kind and helpful, such as by tidying up after themselves. Staff use effective explanations and distractions to help children learn to choose between right and wrong. For instance, they support children to understand why they need to share and take turns. However, some staff do not always support children to manage their emotions when they become frustrated or during daily transitions.

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need to do better?

28 April 2025 This does not consistently help children to learn how to self-regulate their emotions. n Staff support children's early mathematical development well and incorporate mathematics into activities. For example, staff count as children scoop up sand to cover their feet. Staff also talk to the children about size as they compare the size of an orange and melon that they explore. This helps children to understand mathematics in a fun and natural way. n Parents speak highly of the 'supportive and warm' staff. They comment that their children settle quickly in the 'home-from-home' environment staff provide. Staff have built strong relationships with parents. Parents praise staff for the regular communication through regular contact and conversations with their children's key person. n The manager provides staff with regular supervision sessions and support for their well-being. Staff have access to training opportunities to support their

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need to do better?

continued professional development. For instance, some staff have attended specific training to support children's speech and language development. n Staff provide opportunities for children to develop their knowledge about the local community. They visit local shops and learn about people who help them. Staff create opportunities for children to celebrate some cultural events. However, the curriculum does not always support children to learn about and reflect on their differences and understand what makes them unique. This does not fully prepare children for the diverse world around them.

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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 consistently help children to manage their emotions and learn to self-regulate, particularly during daily routines to help enhance the learning experiences of all children n enhance the curriculum to support children to learn about and reflect on their differences and understand what makes them unique to prepare them for the diverse world around them.

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Setting details

Unique reference number 309394 Local authority Lancashire Inspection number 10376315 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 32 Number of children on roll 22 Name of registered person Moss Side Village Playgroup Committee

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reference number

Telephone number 07561170378 Date of previous inspection 24 May 2019

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Information about this early years setting

Moss Side Village Playgroup registered in 1993. The playgroup employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The playgroup opens from Monday to Friday, during term time only. Sessions are from 9am to 3pm on Monday, Tuesday, Wednesday and Friday, and from 7.30am to 9am then 3pm to 6pm for after-school club. The playgroup receives funding for the provision of early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery 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 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 manager and the inspector carried out a joint observation of an activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting 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

28 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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