Sticky Fingers Pre-school Spring Road

Road

Unique reference number (URN): 2750099 Address: Scout Association, 261 Spring Road, Southampton, SO19 2NZ Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2023 Registers: EYR Registered person: Green Lane Playgroup (Southampton) Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff set high expectations for children's behaviour and attitudes. They are gentle and kind and build up trusting positive relationships with children. This helps children to feel safe and secure. Routines are in place that help support children to understand what happens next. Leaders work with parents to help improve children's attendance at the setting. As a result, from an early age, children are developing an understanding of the importance of routines and positive habits. Staff communicate with parents daily. They identify ways in which to support those children who struggle to settle or find it difficult to regulate their behaviour. Any minor altercations are dealt with swiftly and fairly.

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Behaviour, attitudes and establishing routines Expected standard

Staff make reasonable adaptations when considering children's individual needs and challenges. They teach children about the importance of friendships, turn-taking and listening to what others have to say. Generally, children demonstrate positive attitudes to their learning and are learning to play cooperatively. For example, staff play alongside children in the garden. They organise children to take turns as they jump over cones. Staff consistently ensure that any positive behaviour is rewarded with praise. This helps to reinforce expectations and helps children to feel recognised for positive actions.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure that children are provided with a safe and secure environment. They prioritise emotional security and build attachments with all children. Children know that their thoughts and opinions matter, which helps them to feel valued and promotes their self- esteem. Typically, staff nurture children and provide a level of care that considers children's personal care needs at all times. They gently guide children to develop independence in managing their own personal care. The key-person approach allows staff to find out more about children's lives, including individual family circumstances. This knowledge helps staff to identify areas of support that children and families may need.

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Children's welfare and wellbeing Expected standard

Staff use every opportunity to discuss healthy lifestyles. Children have easy access to the outside to enable them to run around in the fresh air and they are provided with healthy snacks during the day. Leaders use age-appropriate ways to teach children about the private areas of their bodies. Children are developing ways in which to stay safe from a very young age. Children are excited to play alongside the staff. Leaders embed policies that

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Needs attention

support children's health and wellbeing and ensure that these are implemented throughout the setting.

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Inclusion Expected standard

Leaders have high expectations for children with special educational needs and/or disabilities (SEND). They ensure that children are referred to external agencies in a timely manner. This allows a targeted programme of support for those children who face barriers in their learning. Staff work hard to implement additional strategies and focused plans to help individual children to make progress from their starting points. Additional funding is sought and used to support children with specific needs to help close gaps in their experiences and learning.

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Inclusion Expected standard

Communication with parents is effective. They are provided with detailed feedback on their children's progress and areas for development. This helps build a collaborative approach to children's learning and a strong continuity of care.

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Inclusion Expected standard

Overall, staff are provided with the appropriate training to adapt their approach to children who need additional help. Generally, any inconsistencies in the curriculum do not have a negative impact on children with SEND. This is because leaders have a secure understanding of how to adapt the environment or use resources, such as individualised plans, to support children's communication and sensory needs.

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Achievement Needs attention

There are some inconsistencies in how well children achieve. At times, children do not engage in age-appropriate experiences to support their progress. For example, they become bored when they are expected to sit for too long and lose interest, so do not benefit from the intended learning. Although they make some progress in most areas, particularly with their physical development and communication and language, they do not consistently build on their skills.

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Achievement Needs attention

Children enjoy using puppets to tell stories. They join in with sensory experiences, such as malleable dough and water, and learn new vocabulary, such as 'squishy' and 'splash'. Children gain some skills that help prepare them for school. For example, they become more independent and learn to do simple tasks for themselves, such as washing their hands.

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Curriculum and teaching Needs attention

Leaders have developed a curriculum that does not yet consistently and precisely meet the individual learning needs of each child. Staff have not yet developed a secure understanding of what they want individual children to learn. They provide a varied set of experiences and activities, but there are times when some children's learning is incidental rather than purposeful. The design of the curriculum covers the 7 areas of learning and there is a focus on the prime areas, particularly for the youngest children and children with special educational needs and/or disabilities. However, some areas lack consistency and clarity, and leaders have not yet identified ways in which staff can build step by step on children's existing knowledge. This does not consistently support children's progress.

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Curriculum and teaching Needs attention

Staff generally have a sound awareness of children's development. For most of the time, they engage in interactions that support children's communication and language skills effectively. Books are used throughout the setting and props, such as puppets, support children's own storytelling and imagination skills. Children have access to a physical environment, and the language of mathematics is weaved into everyday activities and conversations.

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Leadership and governance Needs attention

Although leaders are aware of the impact changes in the setting have had on teaching, they have not effectively identified all weaknesses in the provision or taken action to address them. Consequently, the standard of teaching does not consistently meet all the children's individual learning needs. This means that not all children are learning the skills and knowledge to the level that they need to be ready for their next stage in learning.

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Leadership and governance Needs attention

Staff feedback that their wellbeing is high and that they feel valued and listened to. Leaders provide staff with training and support through regular supervisions and meetings. They have forged secure partnerships with parents and have created an effective open-door policy, particularly for those families whose children have special educational needs and/or disabilities. Parents hold the setting in high regard. Leaders work collaboratively with outside professionals to ensure that the needs of the most vulnerable children are considered.

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What it's like to be a child at this setting

The newly appointed leadership team are committed to providing a positive working environment for staff. They are keen to ensure that staff provide stimulating activities for children. However, there are gaps in both the planning and delivery of the curriculum, which sometimes leads to an inconsistent learning environment for children. Consequently, some children do not consistently develop the skills to deepen their learning.

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What it's like to be a child at this setting

Staff give children a warm welcome as the children arrive at the setting. They know children well and respond to their needs and build nurturing relationships with all children, which helps children to feel safe, secure and develop a sense of belonging. Children with special educational needs and/or disabilities have many opportunities to play and learn alongside other children. This helps them to develop positive social skills and become independent in

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Inspector:

Tina Lambert tasks, such as putting away their belongings and selecting from a large range of toys to play with.

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Inspector:

Staff work hard to create a welcoming environment, where children can explore and engage in their own play ideas. Strong friendships are evident and staff model kindness and respect, which has a positive impact on the way children behave and treat the resources. Children are enthusiastic and staff demonstrate a high level of enjoyment for working with children. Leaders effectively monitor children's attendance, which positively influences children's future outcomes.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke to leaders, practitioners, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Scout Association 261 Spring Road Southampton SO19 2NZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Green Lane Playgroup (Southampton) Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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