Abbeydale Playgroup


Name Abbeydale Playgroup
Ofsted Inspection Rating Good
Address Abbeydale Community Centre, Glevum Way, Abbeydale, GL4 4BL
Type Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Gloucestershire
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (27 February 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Summary of key findings for parents

This provision is good The manager and staff provide a calm, welcoming, well-resourced environment. Children are motivated and eager to learn. They make good progress in their learning relative to their starting points. Staff are motivated and enthusiastic. They regularly contribute to make changes and improvements that will benefit the children. Children are happy, confident and have developed close attachments to their key person. Children respond well to praise and encouragement and they are well behaved. Staff meet children’s individual emotional needs well. There are good partnerships with parents and carers, who work together to meet children’s care needs. Parents speak highly about the staff and the introduction of the new online system, which means they have better access to be able to contribute their ideas and obtain information regularly from the staff. It is not yet outstanding because: Although staff have made some links with other settings children attend, they do not provide a fully consistent approach in supporting children’s learning and development. Staff do not take every opportunity to further develop children’s interest in the written word and mathematical knowledge to a higher level, particularly where children enjoy playing outdoors. Inspection activities The inspector observed activities and staff interactions with children, and invited leaders to complete a joint observation. The inspector had a meeting with the play leader and the chair person. The inspector spoke to children, staff and a small number of parents at appropriate times during the inspection. The inspector checked evidence of the suitability and qualifications of staff working with children, and looked at the provider’s improvement plan. The inspector sampled a range of documentation, including children’s records, the provider’s safeguarding procedures and other written policies and procedures. Inspector Hilary Tierney Inspection findings Effectiveness of the leadership and management is good Safeguarding is effective. Procedures for recruitment, induction and for checking the ongoing suitability of staff are rigorous. The play leader and staff have a good safeguarding knowledge. They are clear about the indicators that may alert them to any concerns for a child’s welfare. Staff have a good awareness about procedures to follow should they have any child protection concerns. Staff monitor children’s non-attendance effectively. The new play leader has introduced some recent changes to improve practice, which include more regular staff supervision and additional help with the observation and assessment of children’s learning. The play leader monitors staff performance well. He encourages staff to engage in professional development, for example, through training courses. Staff commented on how useful a recent course on sign language has been in improving practice. Quality of teaching, learning and assessment is good Staff track children’s progress successfully to extend children’s learning further. Staff know the children well and meet their individual learning needs effectively. During the inspection, staff enhanced children’s growing interest in books as children enjoyed a visit from the library van. Overall, they support children’s developing literacy skills well at such times. Children develop their communication and language skills well. Staff use language to help children think and problem solve. For instance, they ask children questions, such as ’what do you need now to stick this together?’, ’how many pieces do you have?’ and ’what will happen if you put your fingers in the way?’ Personal development, behaviour and welfare are good Children settle quickly into the setting. Staff have a caring approach towards the children. They promote children’s growing independence and support children to manage their own care skills, such as encouraging children to get tissues to wipe their noses. Children are able to move around the room freely as they explore and play with the variety of resources available to them. Children enjoy using the outside play area, where they explore the world around them and develop their physical skills well. Staff are good role models who encourage good behaviour. Children learn good health and hygiene practices. Staff remind them to have a drink after playing outside, and explain clearly to them why they need to wash their hands before eating. Outcomes for children are good Children play independently and make choices about what they would like to play with next. For example, when they chose to go outside to play, they confidently put on their coats, hats and gloves. Children count confidently as they play. They learn about the passage of time with the use of egg timers during changes in activities. Children enjoy role play, and they cooperate and negotiate as they interact well with each other. Children gain good skills in readiness for their next stages in learning and move to school. Setting details Unique reference number 101739 Local authority Gloucestershire Inspection number 1088870