Grangehurst Playgroup

Inspection of Grangehurst Playgroup Anderton Road, Aldermans Green, Coventry CV6 6JN

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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 happy and confident. Staff offer a warm and friendly welcome to children and parents at this nurturing playgroup. Children quickly settle into the session and are eager to see the staff and their friends. There is a clear curriculum that prepares children for school. It reflects what children need to learn next and their interests. The curriculum focuses on developing children's communication and language skills, as well as their personal, social and emotional development. Staff encourage children to begin recognising their emotions using books and picture cards. For instance, they talk about what the word 'disappointed' means as they discuss characters' feelings during story times.

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The provision is good

A key strength of the playgroup is its strong partnership with the host school and their staff. The playgroup supports children's transitions to school superbly. For example, they invite prospective teachers into the playgroup for storytelling sessions. As the playgroup utilises various areas of the school, children become very familiar with the staff and their surroundings. Staff provide many opportunities that help support children's growing independence and boost their self-confidence. For example, children self-register upon arrival, hang their coats and bags on pegs and put their belongings in a drawer. Staff have high expectations for children's behaviour. They encourage children to tidy up, share and take turns. Staff encourage good listening skills and the importance of following instructions. For instance, when staff ring the bell, children recognise it as a signal to stop what they are doing and pay attention.

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need to do better?

n The playgroup benefits from strong leadership and their passion for continuous improvement. Leaders effectively utilise the support available from the local authority and other training providers to meet the individual needs of children. For example, staff attend Makaton and speech and language training to support children's communication skills. Staff feel happy and supported in their roles and they work well together as a team. n Children with special educational needs and/or disabilities (SEND) receive good support. Staff know their key children well. They use assessments to identify gaps in children's learning and work in close partnership with professionals and parents to provide children with additional support. Individual support plans ensure that children receive the targeted support they require and enables them to be fully included in all aspects of the playgroup. As a result, they make good

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need to do better?

progress from their starting points. n Partnerships with parents are strong. Parents comment on the 'truly nurturing environment' created by the staff team. Staff share lots of information about children's progress, for instance through daily conversations, stay and play

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need to do better?

24 June 2025 sessions, learning journals and reports. The playgroup actively works with parents to support children's learning. For example, they provide parents with activity ideas to help them continue and support their child's learning at home. n Routines are clearly established, and children understand what to expect. Staff support children's learning through child-led play and some adult-led activities, such as group time with their key person. However, at times, adult-led activities are not organised effectively. This is because staff sit in close proximity to one another as they lead different table-top activities. Consequently, some children can become distracted, which makes it difficult for them to concentrate fully. n Children have numerous opportunities to engage in physical activities. For example, they practise a range of movements, such as crawling, running, jumping and hopping while playing group games using a parachute. Children

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need to do better?

develop their small-muscle skills in various ways, such as in the junk modelling and craft area. They use scissors to cut out cards, make marks with felt-tip pens and use glue sticks to attach ribbon and paper. n There is a strong emphasis on supporting children's communication and language skills. Staff support children with dual language and speech delays by modelling and repeating key words. They use picture clues and visual timetables to enhance children's understanding of speech. Staff introduce children to a rich variety of words, such as 'wiggle' and 'giggle', when reading stories. To reinforce children's understanding, they copy the actions when they hear the word. n Staff's interactions with children are good. They engage in conversations with children as they play. Staff comment on what the children are doing, ask questions and encourage children to think critically. Most children remain engaged in activities for long periods. However, some children require more

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need to do better?

support from staff during free play to maintain high levels of engagement. n Staff support children in understanding how to maintain a healthy lifestyle. For instance, staff promote healthy eating at snack times and provide parents with information on healthy items to include in children's lunch boxes. Children enjoy spending plenty of time outdoors. They take great pride in planting their seeds and learning how to care for them as they grow.

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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 review the organisation of adult-led activities to ensure children's learning is maximised

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should:

24 June 2025 n strengthen opportunities for all children to sustain high levels of engagement and curiosity as they play.

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Setting details

Unique reference number 223757 Local authority Coventry Inspection number 10399094 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 60 Number of children on roll 55 Name of registered person Richardson, Linda

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reference number

Telephone number 02476 362 813 Date of previous inspection 20 November 2019

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Information about this early years setting

Grangehurst Playgroup registered in 1991. The playgroup employs six members of childcare staff, of whom two hold an appropriate early years qualification at level 2 and four hold an appropriate early years qualifications at level 3. The playgroup opens Monday to Friday, during term time only. Sessions are from 9am until midday and from 12.30pm until 3.30pm. The playgroup provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n Leaders 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 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 and leaders carried out a joint observation of a group activity. n Parents shared their views of the setting with the inspector. n Children spoke with the inspector during the inspection. n Leaders showed the inspector documentation to demonstrate the suitability of staff.

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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

24 June 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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