Poppleton Under Fives

Poppleton Under Fives

Unique reference number (URN): 2805432 Address: Poppleton Methodist Church, The Green, Upper Poppleton, York, YO26 6DP Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2024 Registers: EYR Registered person: Poppleton Under Fives

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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

Inclusion is a high priority in this setting. Leaders responsible for inclusion are passionate about including children with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care. They are highly effective in identifying their needs and reducing barriers to learning and development. Leaders work closely with families from the earliest stages. They help parents access support, complete referrals and navigate assessment processes. Parents speak positively about the guidance and emotional support they receive.

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Inclusion Strong standard

Leaders have established successful partnerships with external professionals. These include speech and language therapists, specialist schools, social workers and portage services. They actively seek advice and respond quickly to adapt support to meet children's changing needs. Children's progress towards their individual targets is regularly reviewed. Support is adjusted promptly when children require additional help.

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Inclusion Strong standard

Additional funding is used purposefully to provide specialist equipment and targeted adult support. Leaders with responsibility for inclusion are highly effective. They develop resources for practitioners and parents to support children's communication and development. These include newsletters, visual supports and accessible information for practitioners and parents. Leaders with responsibility for inclusion identify training needs and support practitioners to develop their skills. Practitioners use objects of reference, visual timetables and sensory supports effectively. These strategies help children participate fully in routines and activities. As a result, children with SEND receive sensitive and well-targeted support. Children facing other barriers to learning are included successfully. Children known (or previously known) to children's social care make ongoing progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children follow the routines of the setting confidently and happily. Generally, they arrive settled and move between activities with support when needed. Practitioners help children understand expectations and establish positive daily routines. Children learn to share, take turns and play alongside their friends. Older children develop positive friendships. Younger children learn to play alongside others. Practitioners model polite behaviour and encourage children to use good manners during daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Children develop independence skills, such as pouring their own drinks and washing their hands with increasing confidence. Children enjoy the freedom to choose where they play for extended periods. Generally, they engage positively with activities and show interest in their experiences. Practitioners support children in listening during group activities and in following simple instructions. Children with special educational needs and/or disabilities

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Needs attention

(SEND) receive highly effective support during transitions. Practitioners use objects of reference, visual supports and consistent routines. They help children transition from play to snack time and to whole-group sessions successfully. Practitioners provide sensitive support to help children regulate their emotions and behaviour. As a result, children with SEND participate increasingly well in daily routines and experiences.

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Needs attention

Leaders discuss the importance of regular attendance with families when children start at the setting. They monitor attendance patterns and follow up on absences promptly. This helps children develop consistent routines and supports their readiness for school.

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Children's welfare and wellbeing Expected standard

Children benefit from warm and nurturing relationships with practitioners. They feel secure and confident in the setting. Practitioners know children well and respond sensitively to their individual needs. Leaders ensure that children's welfare and wellbeing are supported through consistent routines and caring interactions. Practitioners help children understand expectations and provide reassurance when needed. Children with special educational needs and/or disabilities (SEND) receive individualised support. Practitioners adapt routines and experiences to meet their specific needs.

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Children's welfare and wellbeing Expected standard

Practitioners support children to recognise and manage their emotions. They provide comfort and reassurance when children become upset or overwhelmed. Children with SEND receive sensitive support to help them regulate their emotions. For example, practitioners use sensory supports and quiet reassurance during busy routines. Children with speech and language needs receive additional support to help them communicate successfully. Practitioners also provide emotional support to children known to, or previously known to, children's social care. This helps children develop trusting relationships and feel safe within the setting.

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Children's welfare and wellbeing Expected standard

Leaders and practitioners promote healthy lifestyles through daily routines. Children enjoy healthy snacks and learn appropriate hygiene practices, including handwashing before eating. They benefit from regular opportunities for outdoor play and physical activity. Leaders help children stay safe online by sharing guidance and information with families. Practitioners support children's wellbeing through positive relationships and inclusive practice. As a result, children, including those facing additional barriers, feel safe, valued and supported.

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Achievement Needs attention

Children make varying progress from their starting points and some are not as well prepared for school as they could be. For example, older children's progress in mathematics, pencil control and writing letters from their names is inconsistent. Children with special educational needs and/or disabilities and those known (or previously known) to children's social care make positive progress towards individual targets. They learn to communicate their needs, follow routines and move between activities successfully. Children develop their knowledge of the world around them. They search for bugs outdoors and learn about the life cycles of butterflies and tadpoles. Children learn new vocabulary through conversations and stories. For example, they use words such as 'matted' and 'asparagus' in their discussions. Children develop physical skills as they balance, climb and negotiate obstacle courses. They learn to

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Achievement Needs attention

share, take turns and build friendships. Children also develop independence skills by pouring drinks and washing their hands.

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Curriculum and teaching Needs attention

The quality of teaching is inconsistent across the setting despite leaders working hard to develop a communication friendly setting. Some practitioners do not engage fully with all children during activities or adapt teaching for different ages and stages. Others skilfully introduce new words, model speaking and use open-ended questions to extend children's thinking. Although practitioners know children's next steps, some do not know how to teach these effectively through play and daily experiences. Leaders do not fully understand the inconsistencies in teaching. Therefore, practitioners do not receive the support needed to develop their teaching. For example, some practitioners do not know how to promote mathematical development throughout the provision. Additionally, they do not always incorporate children's next steps, such as fine-motor skills, into their preferred activities. As a result, some children do not make the progress they could across all areas of learning.

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Curriculum and teaching Needs attention

Leaders with responsibility for inclusion support practitioners to develop their understanding of children's communication and language needs. Practitioners use visual supports, objects of reference and modelling strategies to help children participate in learning. Children with special educational needs and/or disabilities benefit from effective teaching and targeted support. Practitioners adapt their approaches well to meet these children's individual needs.

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Leadership and governance Needs attention

Leaders have not developed effective systems to understand the quality of teaching across the setting. They do not monitor teaching and learning closely enough to identify strengths and areas for development. As a result, they are unaware of differences in practitioners' teaching skills and curriculum knowledge. Leaders hold regular planning meetings and practitioner supervisions. These do not identify individual professional development needs effectively. Consequently, practitioners do not always receive the support needed to strengthen their teaching. Inconsistencies in curriculum implementation remain unaddressed. This means some children do not make the progress they could in all areas of learning and are not as well prepared for school as they could be.

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Leadership and governance Needs attention

Leaders have worked hard to improve children's communication and language development. They have invested in training and successfully achieved communication-friendly setting status. Leaders with responsibility for inclusion provide highly effective support for children with special educational needs and/or disabilities and other vulnerabilities. They work closely with families and external professionals to help children access the support they need. Parents speak positively about the setting and value the regular communication they receive. Leaders support practitioners' wellbeing and help reduce their workload effectively. For example, practitioners have time to complete assessments during the working day.

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

Children arrive happily and settle quickly into the welcoming environment. They form warm and trusting relationships with practitioners who know them well. Children feel safe, valued and included. Overall, practitioners respond sensitively to their individual needs and provide reassurance when needed. Children with special educational needs and/or disabilities (SEND) and those facing other barriers to learning receive highly effective support. Practitioners work closely with families and other professionals to help children take part in daily routines and activities. Children benefit from support that is tailored to their individual needs. This helps them develop confidence and feel secure.

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

Children enjoy choosing where they play and learn. In the garden, children excitedly search for bugs, observe butterflies and show curiosity about the natural world. They enjoy balancing, climbing and completing obstacle courses. These experiences help children develop confidence and physical skills. Children listen to stories, sing songs and enjoy conversations with practitioners. They learn new words and develop their communication skills. Children with speech and language needs receive additional support to help them communicate successfully.

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

Children learn to share, take turns and play alongside their friends. Practitioners model caring and respectful relationships. As a result, children learn to treat others kindly and with consideration. Practitioners support children to understand routines and expectations. They develop independence in washing their hands and pouring their own drinks. Children with SEND benefit from carefully planned support as they move between activities and routines. Practitioners use familiar visual cues and personalised strategies to help children understand what will happen next. This helps children feel secure and participate confidently throughout the day.

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

Generally, children make progress from their starting points and develop skills that prepare them for school. Children with SEND and those facing other barriers to learning receive particularly effective support. Some children are not as well prepared for their next stage of learning as they could be. This is because learning opportunities are not always used consistently to help children achieve their next steps and build securely on what they already know.

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Address:

Poppleton Methodist Church The Green, Upper Poppleton

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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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Action Completion Date

leaders should develop effective systems to monitor the quality of teaching to identify practitioners professional development needs, so that all children benefit from high-quality learning opportunities across the curriculum 10/09/2026

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Action Completion Date

leaders should strengthen teaching so that all children benefit from consistently effective interactions and learning experiences to maximise the learning, development and achievement of all children 10/09/2026

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Action Completion Date

leaders should further develop the mathematics curriculum so that all children can build and apply their mathematical knowledge and skills throughout the provision. 10/09/2026

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About this inspection

The inspector spoke to children, parents, practitioners and leaders 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 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. York YO26 6DP Type: Childcare on non-domestic premises

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About this inspection

Registered person: Poppleton Under Fives

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About this inspection

Operating hours: Monday,Wednesday,Thursday : 08:30 - 15:30,Friday : 08:30 - 12:00

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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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