Almondbury Playgroup

Inspection of Almondbury Playgroup Almondbury Playgroup, All Hallows' CofE (VA) Primary School, Longcroft, Almondbury HD5 8XW

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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 Requires improvement

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The provision is good

Children settle in and behave well in this setting. Staff take time to explain the expectations and what is happening next. Routines are clear and well organised. This helps even the youngest children to feel secure and safe. All children quickly follow instructions and listen carefully. For example, children listen attentively in anticipation of the word 'go!' as they play racing games. Children play happily, often singing to themselves and chatting as they play. They build friendships with others as staff skilfully encourage them to interact with each other. Staff support children to share resources and take turns. Minor disputes about resources are settled very quickly with the aid of sensitive staff. It is clear that children feel emotionally secure in this setting.

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The provision is good

Children persevere at activities for long periods of time. For example, children learning to use scissors repeatedly attempt to snip the edges of a piece of paper. Young children concentrate as they try to hook numbered ducks from the water tray and then spend time counting them. The learning environment is calm and purposeful. All children, including those with special educational needs and/or disabilities, gain the skills they need to move on to the next stage of their education.

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need to do better?

n Staff focus on vocabulary as they introduce new learning to children during planned activities. For example, they use new words, such as wart, claws and knobbly. Children attempt to say these words and gain an understanding of their meaning. However, when children play independently, following their own interests, staff do not consistently support the development of language. Staff sometimes ask questions that do not promote specific vocabulary or develop conversational skills. For example, when children are interested in rolling balls down pipes, staff do not use mathematical language or make comparisons. This limits children's understanding and learning. n Staff carefully plan experiences for children that enable them to gain good physical control over their bodies. Children demonstrate great dexterity as they use templates to draw shapes. They whizz around on body boards outside and showcase their ability to stop and start quickly. Staff provide a range of one-

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need to do better?

handed tools for children to use, supporting their hand-eye coordination. These factors all contribute towards children developing their writing skills later on. n Staff promote a love of books as they read to children frequently. They read stories with enthusiasm and expression and encourage children to comment and express their views. Children make predictions about what will happen next. They often repeat familiar phrases from stories they know well, demonstrating a strong comprehension of the text.

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need to do better?

9 September 2025 n Although children maintain their attention for long periods, their independence is limited. Staff do not build enough opportunities for children to try things out for themselves. Staff often carry out tasks for children. There are few opportunities for children to take on roles of responsibility. For example, during snack and mealtimes, staff pour drinks and clear things away. Children have few opportunities to use utensils or develop essential skills, such as tidying up. When children want to mix water and sand, staff fetch the water. This impacts on children's ability to be independent in the environment. n Staff are skilled at supporting children to be kind to each other. For example, they encourage older children to help younger children complete a jigsaw. They notice when children carry out acts of kindness and remark on it. This helps children to recognise when they do the right thing and it encourages them to

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need to do better?

keep on being kind to others. n Leaders have planned a curriculum that follows children's interests. Staff use assessment well to plan for next steps and involve parents with regular reviews on progress. Parents say they are pleased with the progress their children make. n Leaders are reflective and have thoughtfully considered the training needs of staff, focusing on delivering high-quality teaching. Leaders regularly check and monitor this. Staff say they feel well supported.

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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 strengthen staff's questioning skills to ensure they consistently place a sharp focus on the acquisition of vocabulary as children follow their interests n review the curriculum and routines in order to maximise opportunities for children to be independent and make their own choices.

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Setting details

Unique reference number 311537 Local authority Kirklees Inspection number 10379476 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 20 Number of children on roll 17 Name of registered person Almondbury Playgroup Committee

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reference number

Telephone number 07902 837028 Date of previous inspection 21 November 2024

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Information about this early years setting

Almondbury Playgroup registered in 2000 and is managed by a committee. The playgroup employs six members of childcare staff. Four staff hold appropriate early years qualifications at level 3 and one member of staff is a qualified teacher. The playgroup opens Monday to Friday from 9am to 3pm, during term time only. The playgroup offers government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and inspector held a meeting. They discussed the measures in place to keep children safe and the changes leaders have made since the last inspection. n The inspector spoke to parents during the inspection, taking into account their views and how staff help them to support their children's learning at home. n The inspector had a tour of the premises. The inspector viewed the inside and outside spaces used by the setting. n The inspector observed the quality of education during activities and assessed the impact on children's learning. The manager and inspector jointly evaluated an activity that children completed and discussed how children's learning during the activity could be developed further.

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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

9 September 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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