The Spring Playgroup and Preschool

The Spring Playgroup and Preschool

Unique reference number (URN): 2803801 Address: Kenilworth Scout & Guide Centre, Fishponds Road, Kenilworth, CV8 1EY Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2024 Registers: EYR, CCR, VCR Registered person: The Spring Playgroup Charity CIO

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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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Inclusion Strong standard

Leaders promote a positive culture of inclusion across the setting and maintain high expectations for all children. They identify children's needs at an early stage and take timely, coordinated action to reduce barriers to learning and wellbeing. Leaders work closely with families and external professionals to plan and review support, ensuring that children who need it receive appropriate help at the earliest opportunity, with clear systems in place. As a result, children's needs are identified and responded to promptly.

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Inclusion Strong standard

Leaders ensure that support is consistently tailored to children's individual needs. The key- person approach provides continuity of care, with children supported by the same adult throughout their time in the setting. This helps staff build a strong understanding of children's needs and adapt provision effectively. Staff use their knowledge and training to make changes that support children to take part fully in play and learning. For example, staff introduce turn-taking games to support children's social development. As a result, children learn to share, take turns and play cooperatively with others.

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Inclusion Strong standard

Leaders use funding effectively to provide targeted support, including additional staffing. For example, additional staff support group-time activities to ensure children with special educational needs and/or disabilities, and those who face barriers to their learning, remain consistently engaged. This tailored support has a positive impact on all children's communication and confidence.

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Inclusion Strong standard

Leaders monitor children's progress rigorously and adapt provision in response to changing needs. Children benefit from carefully planned support and make strong progress from their starting points. They engage confidently in the setting and take part alongside their peers.

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Leadership and governance Strong standard

Leaders have a clear and detailed understanding of the setting's strengths and what needs to improve. They use what they know about the children, including assessment information and wider factors in children's lives, to adjust support and meet the needs of children. For example, leaders analyse information about children in receipt of funding and identify patterns in progress. They use this information to enhance staffing, for example by deploying additional staff to provide targeted support during group times.

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Leadership and governance Strong standard

Leaders create a positive and supportive working environment where high expectations and professionalism are evident. They provide regular training each week, which staff say helps them to engage with learning and apply it in practice. Staff receive ongoing support and opportunities to talk through their work with leaders and report that they can develop expertise and ask for help when needed.

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Leadership and governance Strong standard

The staff team works cohesively, with all members contributing to ongoing development. For example, staff worked together to develop their 'promises to children', outlining the experiences they want children to have. This supports a culture of continuous improvement, where staff share ideas and work consistently together.

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Expected standard

Leaders work closely with parents and other professionals to support children's care and learning. They attend meetings with families, guide them through referral processes and work with external professionals to plan support. Leaders also support smooth transitions, for example by liaising with local schools. As a result, children receive the right support that helps them to settle quickly, engage confidently and take part fully in the setting.

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Achievement Expected standard

Children feel safe and secure in the setting and develop strong relationships with familiar adults. Children feel confident accessing learning experiences and take part in play and learning alongside others.

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Achievement Expected standard

Overall, children make steady progress from their starting points, including those with special educational needs and/or disabilities, those in receipt of additional funding and those who face barriers to their learning. Children develop their communication skills through interactions and play, and begin to use familiar words and phrases. Children talk about what they are doing and share ideas with others.

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Achievement Expected standard

Children develop physical and early mathematical skills. They use scissors and glue when creating artwork and begin to apply basic skills they have learned, for example cutting and recognising shapes. Children are developing the confidence, social skills and knowledge they need for their next stage of learning, including school. However, these skills are not always built on as effectively as they could be due to minor inconsistencies in the quality of staff interactions and teaching.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for behaviour and routines across the setting. Staff model positive behaviour and support children to understand what is expected. For example, staff model turn-taking during group activities, such as when children roll a ball to one another and say each other's names. As a result, children learn to take turns and be kind to one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's emotional development sensitively. They give children time to observe before joining in and use praise to encourage participation. For example, during group times, staff give gentle encouragement and recognise children when they join in. As a result, children feel safe and confident to participate.

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Behaviour, attitudes and establishing routines Expected standard

Staff support all children to follow routines and take part in activities. Children respond well to routines, which help them to feel settled and ready to learn. Older children show increasing focus during group times, supporting their readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing positive attitudes to learning and are supported to play alongside each other, including those who face additional barriers to learning. Generally, staff support children to build concentration and sustained focus. As a result, children continue to feel secure and engage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is prioritised, with leaders following up on absences and working closely with families to provide support where needed. As a result, children attend regularly and settle quickly into routines.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children are cared for in a safe and welcoming environment. They put clear routines and expectations in place so that children know what to expect. Staff respond to children's needs and provide reassurance. As a result, children feel safe and secure in the setting.

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Children's welfare and wellbeing Expected standard

The key-person approach supports continuity of care, as children remain with the same adult throughout their time in the setting. Leaders support staff to model positive interactions and help children understand their feelings and respond to others. Staff are beginning to use this to support children in managing their emotions and interactions. For example, staff support children to understand how to use their voices and space when playing with others. This helps children to stay engaged and feel supported. Children develop secure attachments and a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

Staff support children's physical and emotional wellbeing well. Children access outdoor play and resources that support their development. Staff help children to express their feelings and manage their emotions. As a result, children feel comfortable in the environment.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of healthy lifestyles. Children are provided with healthy snacks and encouraged to make choices about food. However, expectations for healthy choices are not consistently reinforced, particularly for food brought from home. Leaders recognise this and are working with parents to strengthen expectations and promote consistent messages around healthy eating. For example, they provide food through a local supermarket scheme for families to take home so children are better supported to access healthier food options to help reinforce their understanding of healthy eating habits.

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Curriculum and teaching Expected standard

Leaders and staff clearly understand the curriculum and how it supports children's learning over time. They use what they know about children to review activities, adapt support and make changes where needed. As a result, learning activities are better matched to children's development and help children to make steady progress.

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Curriculum and teaching Expected standard

The curriculum is adapted so that all children, including those with special educational needs and/or disabilities and those who face additional barriers to learning, can thrive. Support for these children is well organised, helping them to learn alongside their peers. However, teaching is not always consistent. At times, staff do not effectively build on children's interests or extend their thinking. For example, staff sometimes complete parts of activities for children rather than encouraging them to try for themselves. Leaders are aware of these inconsistencies and are supporting staff through training and guidance, and they are monitoring practice to improve the consistency of interactions.

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Curriculum and teaching Expected standard

Staff focus on developing children's communication skills. They support language through group activities, including singing and rhyme sessions, where children repeat familiar words and join in. As a result, children gain confidence in speaking and begin to communicate more clearly.

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Curriculum and teaching Expected standard

Staff also support children's personal, social and emotional development through everyday activities. During play, staff join in, ask simple questions and introduce new words to keep children involved. As a result, children develop the skills needed to learn with others and join in confidently.

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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 enjoy attending this warm and welcoming nursery. They form close relationships with staff who know them well. Children arrive eagerly in the morning, smiling and ready to learn. They confidently choose where to explore, hang up their coats and move straight into play. This routine helps children to settle quickly and begin their day, ready to learn.

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

Children take part in learning experiences that are matched to their age and stage of development. Younger children join in with activities, such as rhyme time, while older children take part in longer group sessions where they talk about their feelings and listen to others in preparation for school. Children receive the support they need to make progress from their starting points and develop the skills needed for their next stage of learning.

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

Children with special educational needs and/or disabilities, and those who face barriers to their learning, feel safe and well cared for. Staff get to know children and their routines well, and respond to their needs throughout the day. For example, staff follow routines and provide support in a calm and consistent way. This helps children to feel secure. As a result, children join in, are eager to learn and feel a strong sense of belonging.

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

Children are curious and enjoy their learning. They explore the range of resources available and engage in learning activities. Staff interact with children, joining in and supporting their engagement. For example, children take part in imaginative play, such as pretending to be vets and caring for animals, using resources purposefully and playing alongside others. These experiences support children to develop creativity, communication and confidence.

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

Families feel welcomed in the setting, and staff keep them well informed about their child's development. As a result, children feel secure and benefit from a consistent approach between home and the setting.

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Next steps

Leaders should enhance the already effective partnership with parents to further embed consistent messages around healthy lifestyles, so that children are supported to make increasingly independent and healthier choices. Leaders should enhance staff practice to build greater consistency in teaching and interactions, so that children's learning, development and independence are maximised.

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About this inspection

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

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Address:

Kenilworth Scout & Guide Centre Fishponds Road Kenilworth CV8 1EY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Spring Playgroup Charity CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Age range of children at the time of 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.

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Age range of children at the time of inspection

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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