Almondbury Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The provider does not implement an effective supervision process that allows staff to develop their knowledge and skills.

This means staff do not consistently support children in their development through high-quality learning activities and effective teaching. The provider does not focus the curriculum on children's language and communication skills effectively. Some activities are not planned well enough to meet the developing needs of children's communication and language skills.

This means some children may not make the progress of which they are capable.Staff welcome families and children warmly at this small friendl...y playgroup. Children arrive eager to join in with their friends.

The provider implements an effective key-person system. Staff build positive relationships with all children and families. The provider ensures children with special educational needs and/or disabilities (SEND) receive the support they need.

Children are confident to explore the environment. Staff plan effective activities to develop children's physical skills. Children make marks in a variety of ways.

They learn to balance as they walk along the beams. Staff encourage them to keep trying when they find it difficult. Children are happy and settled and play well together.

Staff encourage children to be kind and help their friends. For example, they praise children when they help their friend to find an animal during an activity. Children learn to be considerate of each other.

Staff help children to manage their behaviour and emotions. They are sensitive to their needs. Staff support children to resolve their differences and explain calmly why they should not knock down their friend's tower.

Children's behaviour is good.

What does the early years setting do well and what does it need to do better?

The provider does not ensure the supervision process effectively supports staff to develop their teaching skills. Weaknesses in teaching are not identified.

Staff do not receive effective coaching and mentoring to improve their teaching. For example, staff do not consistently support children to develop their thinking skills. They do not encourage children to find solutions to problems.

Staff are often too quick to rectify a problem for children during their play. This does not help to support children's learning and development.Activities to support children's communication and language skills are not always planned effectively.

For example, staff sometimes focus on phonic sounds for children whose speech and language are not yet secure. This results in children losing interest and leaving the activity. Staff often ask questions that require a limited answer.

This does not help children to develop their language skills.The provider plans some activities, which engage children and support their learning, such as their physical and counting skills. Staff are enthusiastic and sing number songs and support children to be active.

Children stand up and clap and jump as they say the numbers. Children excitedly join in with action songs and rhymes.Support for children with SEND is good.

Staff identify concerns about children's needs or gaps in their learning. They make swift referrals when needed. All staff work closely with parents and other professionals to ensure children receive the support they need.

Staff know children well and understand their individual needs. Visual reminders are used to help children with the transitions of the day. Children understand what is happening next and learn to follow the routines of the day.

The provider uses additional funding effectively. Staff consider children's individual needs when deciding how to spend any funding. For example, staff buy specific resources that support children's needs.

The provider offers extra sessions to support continuity and routines. This means children settle quickly and are supported in their learning and development.Staff build positive relationships with parents and carers.

Parents comment they appreciate the support and guidance staff offer. Staff share daily updates with parents about children's learning. However, staff do not consistently share information about how parents can continue to support learning at home, to extend children's learning.

Staff plan effective transitions for when children move to school. They liaise closely with teachers to share information about the children who are moving on. Staff help children prepare for the move by providing school uniform for children to try on as they play.

They take children to visit their new classrooms. Children are well prepared for the move to school.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date Improve the supervision of staff to develop their knowledge and skills to support children in their development through high-quality learning activities and effective teaching.14/02/2025 To further improve the quality of the early years provision, the provider should: focus the curriculum to develop children's communication and language skills build on the positive partnership with parents to include how parents and carers can support learning at home.

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