Adventure Playschool

What is it like to attend this early years setting?

Children arrive happily at this playschool where friendly and familiar staff warmly welcome them. They are excited and eager to explore the engaging and intriguing environment. Children use their imaginative skills in the play kitchen as they pretend to make pizza. They say, 'I like jam sandwiches' and pretend to butter bread. Children use their small-muscle skills as they connect wooden train tracks and complete jigsaw puzzles. They further develop their skills as they explore play dough. Children push and roll out the play dough and use cutters to make shapes.

Children practise their large-muscle skills in the inviting garden. They make dens with large pallets and cable reels and use their coordination skills as they climb and balance. They lift heavy pumpkins and stack them on top of each other before scooping up muddy water to tip over them. Children excitedly go on the daily 'adventure' to the village. They spot tracks in the mud and use their thinking and recall skills to guess how the track may have been made. Children discover cobwebs covered with rain and examine them carefully, using their language skills to describe how they look. They learn about the natural world as they watch peacocks, chickens and alpacas in the local community.

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

• The manager provides an ambitious programme of learning. Staff use observations and assessments of children's progress to plan experiences for the next steps in their learning. They skilfully engage in playful interactions with children. However, they do not consistently challenge and extend children's knowledge.
• Staff provide children with a variety of opportunities that involve well-managed risks, both at the playschool and in the engaging local area. Children understand how to keep themselves safe on outings. For example, children say, 'You have to hold a hand when we go outside'. Children are encouraged to sing a song related to walking safely as they explore the environment.
• Children's growing independence is supported well in playschool. For example, children are encouraged to put on their waterproofs and wellies by themselves before they go outside. They are given healthy choices as they select and peel their own fruit, and butter their own cracker. Children independently wash their hands and wipe their faces after being outside in the mud.
• Children's behaviour is generally good during their time at the playschool. For example, they understand they need to tidy up the toys and actively participate when given directions. However, transitions between tidying up and having lunch are not always managed adeptly. This results in some children losing their attention and focus.
• The manager is committed and passionate about providing high-quality care and support for the children and families that use the playschool. Regular supervision ensures that the training needs of staff are quickly identified. Staff say they are very happy and feel well supported by the manager.
• Children with additional needs are very well supported. The manager quickly identifies these and ensures targeted support for those who require it. Staff use a variety of strategies to support children. For example, they show children cards with pictures of routine activities to help support their understanding of 'now' and 'next.' Staff work with other agencies, such as health visitors and the local authority to help provide any additional support that children need.
• Parents speak positively about the high-quality care and education the staff provide. They say the 'amazing' playschool is the 'perfect environment' for their children. Parents feel well informed about their children's progress and supported by the staff to learn with their children at home.
• Children's emotional development and well-being are promoted well. Unsettled children are comforted by their key person with a warm cuddle. Children relax as they participate in daily yoga. They place teddies on their stomach and breathe in and out, watching as the teddies move up and down. Children talk about how this makes them feel happy. They are helped to reflect on things they enjoyed at playschool that day.

What the setting must and should do next

The provider should:

• support staff to extend children's learning and further challenge them in all activities so that they make the best possible progress
• support staff to plan transitions in daily routines effectively, to ensure children remain focused and engaged.