Almondbury Playgroup

What is it like to attend this early years setting?

Children settle in and behave well in this setting. Staff take time to explain the expectations and what is happening next. Routines are clear and well organised. This helps even the youngest children to feel secure and safe. All children quickly follow instructions and listen carefully. For example, children listen attentively in anticipation of the word 'go!' as they play racing games. Children play happily, often singing to themselves and chatting as they play. They build friendships with others as staff skilfully encourage them to interact with each other. Staff support children to share resources and take turns. Minor disputes about resources are settled very quickly with the aid of sensitive staff. It is clear that children feel emotionally secure in this setting.

Children persevere at activities for long periods of time. For example, children learning to use scissors repeatedly attempt to snip the edges of a piece of paper. Young children concentrate as they try to hook numbered ducks from the water tray and then spend time counting them. The learning environment is calm and purposeful. All children, including those with special educational needs and/or disabilities, gain the skills they need to move on to the next stage of their education.

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

• Staff focus on vocabulary as they introduce new learning to children during planned activities. For example, they use new words, such as wart, claws and knobbly. Children attempt to say these words and gain an understanding of their meaning. However, when children play independently, following their own interests, staff do not consistently support the development of language. Staff sometimes ask questions that do not promote specific vocabulary or develop conversational skills. For example, when children are interested in rolling balls down pipes, staff do not use mathematical language or make comparisons. This limits children's understanding and learning.
• Staff carefully plan experiences for children that enable them to gain good physical control over their bodies. Children demonstrate great dexterity as they use templates to draw shapes. They whizz around on body boards outside and showcase their ability to stop and start quickly. Staff provide a range of one-handed tools for children to use, supporting their hand-eye coordination. These factors all contribute towards children developing their writing skills later on.
• Staff promote a love of books as they read to children frequently. They read stories with enthusiasm and expression and encourage children to comment and express their views. Children make predictions about what will happen next. They often repeat familiar phrases from stories they know well, demonstrating a strong comprehension of the text.
• Although children maintain their attention for long periods, their independence is limited. Staff do not build enough opportunities for children to try things out for themselves. Staff often carry out tasks for children. There are few opportunities for children to take on roles of responsibility. For example, during snack and mealtimes, staff pour drinks and clear things away. Children have few opportunities to use utensils or develop essential skills, such as tidying up. When children want to mix water and sand, staff fetch the water. This impacts on children's ability to be independent in the environment.
• Staff are skilled at supporting children to be kind to each other. For example, they encourage older children to help younger children complete a jigsaw. They notice when children carry out acts of kindness and remark on it. This helps children to recognise when they do the right thing and it encourages them to keep on being kind to others.
• Leaders have planned a curriculum that follows children's interests. Staff use assessment well to plan for next steps and involve parents with regular reviews on progress. Parents say they are pleased with the progress their children make.
• Leaders are reflective and have thoughtfully considered the training needs of staff, focusing on delivering high-quality teaching. Leaders regularly check and monitor this. Staff say they feel well supported.

What the setting must and should do next

The provider should:

• strengthen staff's questioning skills to ensure they consistently place a sharp focus on the acquisition of vocabulary as children follow their interests
• review the curriculum and routines in order to maximise opportunities for children to be independent and make their own choices.