Auntie Steph's Playgroup Partnership

Auntie Steph's Playgroup Partnership

Unique reference number (URN): 2763787 Address: Sparcs Building, Vicarage Road, Swinton, Manchester, M27 0WA Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/2024 Registers: EYR Registered person: Auntie Steph's Playgroup Partnership

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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 are very well prepared for their next stages of learning, including school. They are filled with self-confidence, curiosity and a genuine joy of learning. Children build the physical skills they need at each new stage. Babies are supported to freely access the outdoors and encouraged to cruise at different levels, developing their balance and coordination. They use tools in the sandpit alongside attentive staff, filling buckets together. As they move into the next room, children apply these skills independently in their own large sandpit.

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Achievement Strong standard

Children are supported to work on their individual next steps by staff who know them extremely well. All children, including those who are disadvantaged or those with special educational needs and/or disabilities (SEND), make fast progress in their knowledge and skills across all 7 areas of learning. Children with SEND are thoughtfully included and access the curriculum alongside their peers in their own unique ways. Non-verbal children are captivated by staff as they sing songs and perform actions. They smile and make eye contact as their friends join in with singing around them.

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Behaviour, attitudes and establishing routines Strong standard

A respectful culture is embedded throughout the playgroup. Children have consistently positive attitudes to learning and to each other. Babies greet each other with smiles and waves in the morning. Children increasingly manage their own feelings and behaviour. For example, a group of children who want to play with the same toy are able to take turns, showing kindness and consideration towards their friends. Expectations are taught and modelled effectively by all staff. They are also adapted where needed, including for children with special educational needs and/or disabilities. Staff consistently enable children's best possible behaviour by ensuring they are familiar with well-established routines. For example, children respond to music that tells them it is tidy-up time.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are closely monitored by leaders. They follow a rigorous approach to ensure children are kept safe, and they are always aware of their whereabouts and wellbeing. Communication with families around these expectations is an important aspect of this. Leaders currently support other settings in developing attendance policies. This has had a positive impact on safeguarding across other settings as well as their own. Barriers to attendance are addressed promptly. For example, policies and forms are provided in different languages to support families who speak English as an additional language.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a clear priority. Leaders are extremely knowledgeable about the children and their families. They are highly responsive to their changing needs. Staff maintain consistently strong links with outside agencies and professionals to ensure that families are supported in their unique circumstances. This helps children to feel safe and able to thrive. Healthy lifestyles are promoted at every opportunity. Children are supported to make their own healthy choices. At snack time, children choose from healthy options. Parents report their children talking to them at home about what is a balanced meal. Consistent routines motivate children to develop long-lasting habits. Older children independently wash their hands after using the toilet and before lunch. Hygiene practices are age-appropriate and dignified. Babies have their noses wiped with consent and explanation. Older children are

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Children's welfare and wellbeing Strong standard

encouraged to wipe their own hands after crafting and put tissues in the bin independently.

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Children's welfare and wellbeing Strong standard

Oral health is a priority. Leaders work with the oral hygiene team, who support families and provide fresh ideas and resources. Leaders have devised home learning bags containing books and resources, with the aim of reducing screen time and encouraging interactions at home.

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Children's welfare and wellbeing Strong standard

The two outdoor environments are continuously being developed. They are inviting and safe and filled with natural resources to explore. Separate areas for younger and older children allow them to develop physically at their own pace. Older children take their shoes and socks off to access the large sandpit, squeezing their toes into the sand.

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Curriculum and teaching Strong standard

Leaders are clear on what children should know and be able to do across all areas of learning. For example, older children are supported by staff to use tweezers at snack time to serve themselves. This develops the small muscles in their hands. Teaching is sequenced from children's individual starting points. Staff draw on expert guidance to inform high-quality interactions, swiftly identifying gaps that drive planning, interventions and external support. Staff support children with special educational needs and/or disabilities to join in with their peers. For example, they blow bubbles with a child, encouraging them to have a go and then take turns. The staff member then gently encourages turn-taking further with another child.

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Curriculum and teaching Strong standard

Every interaction is seen as a teaching opportunity. Staff are skilled at teaching and adapting in the moment, responding to children's emerging thinking and curiosity. After finding a caterpillar in the garden, children are introduced to 'The Very Hungry Caterpillar'. Staff ask open questions that encourage thinking skills, such as 'What happened next?' Children respond with confidence, showing excellent communication and language development. They retell events and demonstrate understanding in different ways. For example, a child says, 'The caterpillar had a stomach ache,' and rubs their tummy. Children repeat key vocabulary and apply their mathematical understanding naturally. For example, they independently quote '2 pears' and '3 plums' as they revisit the story. This shows how mathematics is woven meaningfully into rich learning experiences.

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Inclusion Strong standard

Leaders pride themselves on ensuring all children have equal opportunities to access a range of experiences. Leaders and staff work together carefully to identify the needs of individual children. Leaders are highly knowledgeable and experienced in meeting the needs of children with special educational needs and/or disabilities (SEND). They have an organised system that supports staff to develop appropriate internal interventions and consistently monitor and review their impact. Specialists are brought in regularly, and adaptations made have a sustained and demonstrable difference to children's opportunities. For example, adaptations are made to the environment to ensure full access for children with physical needs. Specialist seating and gym equipment have been purchased using funding.

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Inclusion Strong standard

Staff have developed close bonds with the children. They respond sensitively to individual preferences and comforts. Staff are observed comforting children using cuddles, blankets and soft singing. This calms children, allows them to regulate and enables them to continue to explore the environment.

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Inclusion Strong standard

Leaders know their families extremely well and are responsive to their changing circumstances. Close links with other agencies, including health visitors, ensure all children are supported to attend playgroup. Leaders have experience of supporting children and families known to children's social care. They work sensitively and effectively with families and social workers to ensure children are safe and able to thrive.

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Leadership and governance Strong standard

Leaders are ambitious and committed to continuous improvement in the playgroup. Following the recent opening of the baby room, leaders are focused on ensuring all staff are confident and equipped to work with very young children. The environment is continuously developed to ensure it remains a nurturing sanctuary where babies feel safe, protected and able to thrive. This is captured during sleep time, where babies fall asleep quickly and calmly, watched over carefully by caring staff.

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Leadership and governance Strong standard

Parents and the wider community are an important part of the playgroup's culture. Families are regularly invited in for play sessions and to contribute to learning experiences. A police visit recently allowed children to explore equipment and learn about the role officers play in their community. Diverse cultures and traditions are celebrated meaningfully and consistently through books, small-world and role-play resources. Regular trips into the community, such as the library, church and parks, support children to feel comfortable in new environments.

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Leadership and governance Strong standard

Professional development is very important to leaders and staff. There is a culture of continuous learning. Leaders regularly invite specialists into the setting to support them in identifying areas they can improve and develop. Staff are encouraged to work towards qualifications and follow their interests. New staff learn from knowledgeable and experienced colleagues. Staff feel supported in their workload and feel confident having professional discussions with leaders. There is a mutual respect throughout the team.

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

Children greatly enjoy their time at playgroup. They arrive curious, motivated and excited, encouraged by staff who inspire their love of learning. During a parachute game, children laugh and jump with excitement, capturing the joy that runs throughout the day. Children are very well prepared for their next stages in learning and are supported thoughtfully through transitions to school. All children make good progress from their individual starting points, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. Each child's uniqueness is understood and built upon, enabling them to become resilient and confident individuals.

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

Children are included in all aspects of the setting. They are constantly busy, playing together and having fun. They take turns, collaborate and learn alongside their peers. For example, they take it in turns to brush their teeth in the role-play corner. Babies greet their friends with big smiles as they arrive, and all children are welcomed warmly by their key person. This enables them to settle quickly and feel secure. Families feel genuinely valued and welcomed. Parents describe how staff know their children's individual quirks and characteristics. This gives them confidence that their child is truly known and understood as an individual.

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

Children's behaviour is excellent, and they show positive attitudes to learning. They play well together and are respectful of each other and their environment. For example, they follow routines modelled by staff, such as tidying up together. Children are encouraged to follow their own interests and curiosities, which keeps them deeply engaged. Children run into the setting in the morning. They separate from their grown-ups with ease, showing that they feel safe, settled and ready to learn. Families are supported to bring their children regularly and on time, which contributes to how well children are able to settle and follow the routines of the day. Staff genuinely care about every child and their uniqueness is celebrated, supporting each child to thrive.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to support children at every age and stage, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, 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

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Address:

Sparcs Building Vicarage Road Swinton Manchester M27 0WA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Auntie Steph's Playgroup Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 14:45

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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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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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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

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

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