Begbroke Playgroup

Begbroke Playgroup

Unique reference number (URN): 134305 Address: Begbroke Village Hall Annexe, Begbroke Lane, Begbroke, KIDLINGTON, Oxfordshire, OX5 1RN Type: Childcare on non-domestic premises Registered with Ofsted: 23/10/1992 Registers: EYR Registered person: Begbroke Playgroup Committee

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders establish a calm, nurturing and positive environment where children understand expectations. Staff consistently reinforce routines and expectations throughout the day. For example, children are given a 5-minute warning before tidy-up time, helping them to prepare for transitions within the routine. When children begin to lose focus, staff gently remind and encourage them with clear instructions to support their involvement in tidying away resources. As a result, these parts of the day remain calm and purposeful, with children working collaboratively towards a shared goal. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, demonstrate positive attitudes towards play and learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff consistently promote high expectations for behaviour, and children behave exceptionally well. For example, children are reminded to use good manners at mealtimes and are polite, respectful and kind towards their friends. They work cooperatively together. For instance, when building a road track, children share their ideas, negotiate roles and take turns to create their design. Staff provide many opportunities for children to persevere and develop new skills. For example, when children experience difficulties getting water to flow through tunnels, staff encourage them to keep trying and explore alternative approaches. Staff celebrate children's successes when they achieve their goal, helping to build resilience, determination and a positive can-do attitude towards learning. Leaders support children's individual needs and adapt session times when needed. This helps families and promotes regular attendance.

p.2

Achievement Expected standard

Children make secure progress in this warm and stimulating playgroup. They continue to build their confidence in the well-resourced outdoor area and benefit from the high-quality interactions provided by staff. For example, children giggle with excitement as they chase staff around the garden on wheeled bikes. They take pride in their achievements, proudly exclaiming, 'I got you!'

p.2

Achievement Expected standard

Children are confident, energetic, curious and independent learners. They develop the ability to concentrate on activities for sustained periods. For example, children remain focused as they use dabbing techniques to paint fish, carefully deciding where to paint next and which colours to mix to achieve their desired effect. Children develop their personal, social and emotional skills as they form friendships and learn to play cooperatively alongside others, supported by the warm and nurturing relationships they have with staff.

p.2

Achievement Expected standard

Children who face barriers to learning are supported well through staff's detailed understanding of their individual needs and circumstances. As a result, children make progress and develop the knowledge, skills and attitudes they need for their future learning, including their eventual transition to school.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff support children's welfare and wellbeing effectively. The key-person system helps children and their families to build strong relationships to feel safe and secure. Staff skilfully weave discussions about emotions into everyday routines and activities. For example, during story time, staff ask children how the fish in the story might be feeling. Children eagerly explain that the fish looks 'blue and sad', while excitedly telling others that 'yellow is happy'. As a result, children are learning the language needed to express their feelings.

p.3

Children's welfare and wellbeing Expected standard

Staff provide children with a wide range of opportunities to be physically active through play. For example, children giggle with delight as they play bat-and-ball games, take part in games of chase and ride wheeled bikes in the garden. As a result, children are developing the strength, coordination and physical skills they need for future learning.

p.3

Children's welfare and wellbeing Expected standard

Mealtimes promote children's independence effectively. For example, children are encouraged to make choices about what they would like to eat and are supported to unwrap their own food. Staff also reinforce good manners. However, leaders and staff do not consistently support children to make healthy choices. Staff do not routinely engage children in discussions about healthy eating, and leaders have not fully embedded their healthy eating guidance with parents. As a result, opportunities to promote healthy eating habits are not maximised, and children do not consistently develop an understanding of how to make healthy choices.

p.3

Curriculum and teaching Expected standard

Leaders have developed a broad curriculum that provides children with a varied and well- balanced range of learning experiences. However, staff do not always adapt some activities effectively to meet the age and stage of development of the youngest children. For example, group times are not consistently tailored to their needs and can sometimes be too long to maintain their engagement. Staff use assessment effectively to identify and address gaps in children's development. This is particularly beneficial for children who face challenges in their learning, including those with special educational needs and/or disabilities. For example, staff use strategies such as word repetition and targeted interventions to support children's communication, language development and inclusion.

p.3

Curriculum and teaching Expected standard

Staff follow children's interests and engage them in meaningful discussions during play. For example, as children explore a sand and stone digging area, staff model and repeat vocabulary such as 'under', 'over', 'up' and 'down', helping children to develop their positional language. Staff provide a language-rich environment that supports children's communication skills. They regularly ask open-ended questions, listen attentively to children and use thoughtful prompts to extend their thinking. For instance, staff ask children what might happen if they pour water from watering cans into a network of water pipes. Children confidently share their ideas, discuss their predictions with staff and eagerly experiment with different approaches. However, staff do not always weave mathematical learning into activities. As a result, children do not consistently benefit from developing early mathematical concepts through their play and exploration.

p.3

Inclusion Expected standard

Leaders and staff have effective planning, implementation and review systems in place to identify children's needs swiftly. They use observations alongside targeted assessment tools, such as communication and language trackers, to accurately assess children's development and implement interventions when required. Staff skilfully adapt their practice to meet individual needs. For example, they support children's communication and language development through sound repetition and targeted interactions. Children with special educational needs and/or disabilities and those who face barriers to learning make sustained progress from their starting points. For instance, staff support children who are reluctant to try new foods by providing encouragement at mealtimes and gently motivating them to taste unfamiliar foods. Parents comment positively on how effectively the playgroup identifies children's needs and helps them access the additional support they require.

p.4

Inclusion Expected standard

Leaders work in close partnership with parents and other professionals to secure the support and interventions children need. They make appropriate and timely referrals to external agencies, including the local authority, when necessary. Leaders and staff effectively implement agreed actions and work collaboratively with multi-agency professionals to support children's ongoing progress. They also make informed decisions about how additional funding is used to support children's individual next steps and development. For example, some children who are less confident attend a weekly local gymnastics session. This provides opportunities for them to meet new children, take part in new experiences and develop their confidence and self-esteem.

p.4

Leadership and governance Expected standard

Leaders and those responsible for governance are passionate about continuous improvement. They proactively review and reflect on their practice and formulate action plans to drive positive change. In addition, the playgroup uses peer support from other local settings and works closely with local authority advisers to evaluate and strengthen practice. This has helped the setting to make rapid improvements since the last inspection.

p.4

Leadership and governance Expected standard

Generally, leaders support staff's continuous professional development and carry out regular supervision sessions, which include reflective discussions about children's next steps in learning and staff teaching practice. They are also committed to ensuring that staff have access to relevant training opportunities. For example, recent training on autism has helped staff to identify and better support children's developmental needs. Staff appreciate the support they receive for their wellbeing and report that leaders are approachable, supportive and understanding.

p.4

Leadership and governance Expected standard

Parents have positive relationships with the entire staff team and describe the playgroup as an 'undiscovered gem'. They value the regular updates on their children's learning, which help them to support learning at home. Parents report that the adaptations staff make to meet children's individual needs, including those with special educational needs and/or disabilities and those who face barriers to learning, enable their children to make good progress in their development. They also state that children's social and emotional wellbeing is given a high priority.

p.4

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

Children are warmly welcomed into the playgroup by enthusiastic and positive staff who show a genuine interest in both the children and their families. Children build positive attachments with their key person, helping them to settle quickly and feel safe and secure. This reflects the sense of community that the playgroup promotes. Consequently, children develop a secure sense of belonging and become increasingly confident and independent.

p.5

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

Children's behaviour is exemplary, and they demonstrate highly positive attitudes towards play and learning. Staff consistently role model expected behaviours, and children naturally use good manners, saying 'excuse me' when they need to move past one another. Children remain focused for extended periods while engaging in a wide range of exciting and stimulating activities that support them to become confident and curious learners. For example, they enjoy painting with celery and discussing how colours can be mixed, before expressing an interest in eating celery at snack time. Children happily chat with their key person about their experiences, contributing to a calm, nurturing and home-from-home atmosphere.

p.5

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

Children of all ages, including those with special educational needs and/or disabilities and those who face barriers to learning, are well supported to develop the personal and social skills needed to play and learn cooperatively with others and build friendships. For example, during group time, children listen intently to stories, gently hug one another and clearly enjoy the shared experience. Children demonstrate a wide-ranging vocabulary, which staff skilfully support through high-quality interactions, purposeful commentary during play and the introduction of new words. For instance, children excitedly explain that their 'fish is brown' and that 'pike are brown too'. As a result, children develop the language and vocabulary they need to support future learning.

p.5

Next steps

Leader should strengthen support for staff working with the youngest children, to ensure planning and teaching is consistently and precisely matched to children's level of understanding and learning needs.

p.5

Address:

Begbroke Village Hall Annexe, Begbroke Lane Begbroke KIDLINGTON Oxfordshire OX5 1RN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Begbroke Playgroup Committee

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.6

Address:

Local authority: Oxfordshire Leaders should support staff to improve teaching of healthy lifestyles, including healthy food choices. Leaders should strengthen the teaching of early mathematics so that children are consistently supported to develop and apply their understanding of early mathematical concepts.

p.6

About this inspection

The inspector spoke with governors, leaders, staff, parents, children and those with specific roles, such as the special educational needs coordinator and designated safeguarding lead, during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8