Rillington Pre-School Playgroup

Rillington Pre-School Playgroup

Unique reference number (URN): 400252 Address: Rillington Village Hall, Scarborough Road, Rillington, MALTON, North Yorkshire, YO17 8LH Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/1992 Registers: EYR, CCR, VCR Registered person: Rillington Pre-School Playgroup 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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Achievement Strong standard

Children make substantial and sustained progress from their starting points across the 7 areas of learning. They develop particularly strong communication and language skills, confidently articulating their ideas, negotiating with their peers and engaging in extended conversations. Children apply their mathematical knowledge with assurance, using number, comparison and calculation within their play and solving simple problems.

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Achievement Strong standard

Disadvantaged children and those with special educational needs and/or disabilities achieve highly. Any gaps in learning are identified swiftly and diminish securely over time. Children build the secure foundations they need for future learning, including strong personal, social and emotional development.

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Achievement Strong standard

Children demonstrate high levels of independence, resilience and sustained concentration. They approach new experiences with curiosity and confidence. By the time they move on to school, they are very well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a culture of kindness, care and mutual respect. Expectations for behaviour are clear, consistently reinforced and understood by children. As a result, children demonstrate highly positive attitudes to learning. They approach activities with confidence, curiosity and sustained concentration.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between practitioners and children are warm and secure. Staff model respectful communication and support children to manage their emotions effectively. When minor disagreements arise, practitioners guide children to listen to one another and find solutions independently. Children learn to cooperate, share resources and take turns, developing positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines provide children with security and predictability. Transitions are calm and purposeful, enabling children to remain focused and engaged in their learning. Practitioners consider children's individual needs and stages of development when reinforcing expectations, ensuring that all children can meet the setting's high standards.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of regular attendance and punctuality through clear communication with families. Children's behaviour, resilience and positive attitudes reflect the setting's consistent and embedded approach.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised throughout the setting. Practitioners develop warm, secure relationships with children, ensuring they feel safe, valued and emotionally supported. Children confidently seek reassurance and support from familiar adults, demonstrating strong attachments and a secure sense of belonging. Effective care practices meet children's individual needs. Staff work closely with parents to share information and ensure routines, including eating, rest and personal care, are consistent and responsive. This partnership helps children settle quickly and feel secure.

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Children's welfare and wellbeing Strong standard

Staff support children to understand how to keep themselves safe and healthy. Children learn to manage risks appropriately during play, develop independence in self-care routines and make healthy choices. Staff help children to recognise and express their emotions, supporting them to develop positive friendships and manage feelings successfully.

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Children's welfare and wellbeing Strong standard

The environment is warm and welcoming, promoting children's confidence and wellbeing. As a result, children demonstrate happiness, independence and positive relationships, enabling them to thrive both within the setting and beyond.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, well-sequenced curriculum that builds children's knowledge and skills securely over time. Staff consistently use purposeful, high-quality interactions to extend children's thinking and deepen their understanding. They know children exceptionally well and tailor teaching precisely to children's individual needs, abilities and stages of development.

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Curriculum and teaching Strong standard

Staff extend play thoughtfully, providing sustained challenge so that children build on what they already know and can do. Teaching is responsive and skilful. Staff draw on their strong understanding of child development to adapt learning in the moment, ensuring that activities remain meaningful and accessible for all children.

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Curriculum and teaching Strong standard

Daily routines are used deliberately to strengthen learning. For example, at snack time, children develop independence and physical coordination as they pour their own drinks and use open cups. Leaders prioritise mathematical understanding across the curriculum. Practitioners weave mathematical language seamlessly into play, introducing increasingly complex concepts so that children develop confidence and enjoyment in mathematics.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities, are welcomed and valued as individuals. Leaders have established clear systems to identify children's needs early. Regular assessment and ongoing monitoring ensure that any emerging gaps in learning are identified swiftly and addressed through targeted support.

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Inclusion Strong standard

Practitioners use a graduated approach to support children. They implement reasonable adjustments and adapt activities so that children can access learning alongside their peers. As a result, children with additional needs are fully included and develop secure relationships with adults and other children.

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Inclusion Strong standard

Leaders work closely with families and external professionals to shape tailored support plans. They review children's progress carefully and adjust strategies to ensure interventions are having the intended impact. Disadvantaged children benefit from well-considered use of funding. For example, targeted support in communication helps children develop confidence in expressing their needs. Staff understand children's individual starting points and adapt teaching responsively. This ensures that children who face barriers to learning make secure progress and are well prepared for their next steps.

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Leadership and governance Strong standard

Leaders have established a culture of high expectations and professionalism across the setting. They have an accurate and reflective understanding of the setting's strengths and priorities for further development. Through regular monitoring, evaluation and professional discussion, leaders identify areas for improvement and take effective action to enhance the quality of education and care children receive.

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Leadership and governance Strong standard

Leaders make decisions that place children's needs at the centre of their work, particularly for those who are disadvantaged and those with special educational needs and/or disabilities. They maintain clear oversight of practice and provide consistent guidance to staff, ensuring that high standards of care and learning are sustained.

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Leadership and governance Strong standard

Professional development is prioritised and closely linked to the setting's priorities. Staff benefit from regular, targeted training, strengthening their knowledge of child development and supporting consistently effective practice. Leaders are mindful of staff wellbeing and workload, ensuring expectations are manageable and staff feel supported in their roles.

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Leadership and governance Strong standard

Leaders work effectively with families and external professionals to support children and improve outcomes. As a result, leadership and governance make a sustained and positive difference to children's experiences, learning and development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children arrive eagerly at this homely, welcoming setting and confidently self-register, demonstrating a strong sense of belonging. They quickly engage in purposeful play, exploring vegetables in the home corner and learning new vocabulary such as 'beetroot' and 'parsnip'. With careful adult guidance, children safely slice and chop, showing secure fine motor control and a clear understanding of how to use tools safely.

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

Staff skilfully build on prior learning, referring to displays and previous artwork. Children proudly identify their creations and talk confidently about what they have made, reflecting their growing self-esteem and communication skills.

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

During sand and water play, children cooperate well, laughing as they mix, pour and experiment. Staff introduce mathematical language naturally and encourage independence. Children confidently refill containers and access resources themselves, strengthening problem-solving skills and resilience.

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

In small-group activities, children patiently take turns and learn the names of shapes. They follow familiar routines, help to tidy and independently wash their hands for snack, showing increasing responsibility and understanding of healthy practices.

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

Outdoors, children develop gross motor skills using ride-on toys and water ramps. They practise mark-making and use blocks and numbers to construct with purpose. Positive behaviour and kindness are consistently evident as children play collaboratively.

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

Children listen intently to animated stories, joining in enthusiastically. They ask thoughtful questions, such as 'Is the spider real?', demonstrating curiosity and engagement.

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

Regular visits within the local community further enrich children's understanding of the world and extend learning beyond the setting. As a result, children make secure progress from

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Address:

Rillington Village Hall, Scarborough Road Rillington MALTON North Yorkshire YO17 8LH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rillington Pre-School Playgroup Committee their starting points and develop the knowledge, skills and confidence they need for their next stage of learning.

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Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or well-being.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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 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. Register(s): EYR, CCR, VCR

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About this inspection

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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