Begbroke Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Those who have oversight and governance of the playgroup, do not have an in-depth understanding of their roles and responsibilities. This has resulted in a breach of requirements.

Despite these weaknesses, staff are caring and children receive a warm welcome from the kind and nurturing staff. Children are learning to be independent and behave well. Staff encourage children to do things for themselves, such as selecting and counting their fruit at snack, and pouring their own drinks.

Children are confident and are showing readiness for their next stage in learning and for school.Children are provided with a broad curriculu...m that includes a range of interesting activities and experiences. Overall, these suitably capture children's attention and help children make some gains in their learning.

Physical development is supported well at the setting. Children enjoy playing in the outside area, running, riding the tricycles and balancing carefully on the equipment, such as the age-appropriate climbing wall. Inside, children make marks for a purpose with a range of resources.

Older children learn to cut with scissors competently and are starting to identify their own names. They have fun modelling and rolling the dough as they develop use of their hand muscles. In addition, good arrangements are in place to support children who speak English as an additional language.

Staff ensure that all children are supported to develop their communication and language skills through songs and discussion. For example, when children dig their home-grown potatoes, they discuss the words harvest, roots, millipede and woodlouse. This helps to increase children's developing vocabulary.

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

The management committee, as the registered provider, does not have adequate systems in place to inform Ofsted of changes to the committee and the nominated Individual, as required. As a result, they have not provided Ofsted with the information required to check the suitability of the new nominated individual. This does not promote children's well-being and personal development.

However, overall, the impact on children is reduced because committee members do not have any unsupervised contact with children.Staff have a broad knowledge of what they want children to learn. They follow children's interests and plan exciting activities that children are eager to be involved in.

However, occasionally, staff do not successfully tailor activities to what they have identified they want children to learn next. At times, this affects how staff can focus their teaching to build on what children already know, to enhance and deepen their learning further.Staff ensure any additional funding is spent effectively to address gaps in children's learning and have a positive impact on children's development.

For example, by accessing additional sessions and purchasing further resources. Staff work closely with other agencies, ensuring that children receive specialist support when needed.Children form close relationships with their key person.

Staff comfort children and offer them reassuring warmth and affection. This helps children to gain in confidence and feel secure.Parents are confident in the knowledge that their children are happy at playgroup.

Parents know their children's key worker and receive regular communication regarding their children's learning and development.Children's behaviour is managed well. Staff expectations are high and children respond quickly and positively to the praise and encouragement they receive.

Staff use a range of strategies such as, reminding children to use kind hands and using sand timers effectively to teach children how to share with others.Partnerships with other settings are strong. For example, staff work well with the neighbouring schools and teachers attend playgroup to read stories to the children.

This helps children to settle well into the known surroundings of school when they first start.Regular local visits into the community support children's understanding of the area in which they live. For example, children visit the elderly, attend church and explore the community on various walks.

In addition, the playgroup have forged strong links with an independent school for young people with a diagnosis of autism, where they join in with a shared events, such as sports day. This allows children to access a range of rich learning experiences in their local community.

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 take action to ensure those with governance and oversight have a secure understanding of their role and responsibilities 30/11/2024 provide Ofsted with relevant information to ensure that appropriate suitability checks can be completed for the nominated individual and any new committee members.30/11/2024 To further improve the quality of the early years provision, the provider should: develop clearer links between the intent and delivery of activities to shape these to the learning needs of each child.