Amberley Playgroup

What is it like to attend this early years setting?

The planned curriculum is exciting, enjoyable, enthusiastic and captures children's interests. Children remember that they turned the slide into a 'pirate ship'. They eagerly tell others that they need the pirate hats, treasure chest, flag and telescopes. They use their imaginations brilliantly to create storylines. Older and younger children work together. They vote on where the flag should go, accepting the majority decision. They help to hold the flag in place while staff attach it to the slide.

Children show tremendous respect for others. They cooperate amazingly outdoors. Children work together to push a tyre up a steep hill. They offer encouragement, copying what they have heard staff say. They reward themselves, praising their efforts. Children remind others that 'sharing is caring' when others want a favourite hat. They tell friends they can have the hat when they have finished and remember to pass it over.

Staff enable learning superbly. They are good role models. They show behaviours they would like to see, so children understand expectations. Staff listen attentively, respond promptly to children's requests and model language. They talk with children as they play and learn. Staff show that they are as enthusiastic about what is happening as the children are. Children develop a sense of wonder, continue trying and make excellent progress.

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

• The manager and staff reflect and evaluate very well on practice. They have adapted the curriculum to take into account the effects of the COVID-19 pandemic on children's communication, physical and social skills. Their plans follow children's interests and ensure that children are eager to engage and learn. They make sure that learning builds on what children know and can do.
• Staff include mathematics across activities successfully. For example, at snack time, they ask children to estimate which key group has the most and least children using a board with children's names on. Children check whether they are correct by counting the name cards. Children show good recall of previous learning. They recognise numerals and tell their friends how long they have left to play. Children understand one-to-one correlation of number name to quantity as they count in correct sequences to say how many children there are. Staff use fingers to represent numbers to help younger children count to 10. Staff ask targeted questions which encourage children to compare sizes of models and enable them to say who has 'more' or 'less' of an item and by how many.
• Children behave fantastically. They listen and respond attentively to requests from staff. For example, when staff shake the tambourine, children know to stop and listen. When staff ask for help putting the toys away, all the children join in. Children remind each other that the toys need to go back in the right places so they can find them again. Staff encourage children very well and reward their efforts. For example, children persevere to put their coat on. Staff praise them for their efforts. Children are developing resilience and take pride in their achievements.
• Partnership with parents is very strong. Throughout the COVID-19 pandemic, staff put videos online to help parents teach children at home. Parents comment that staff go 'above and beyond' to help children. They comment on how well staff know their children. They say staff provide brilliant support to help children settle into the playgroup after time away. Staff work very closely with parents and other professionals to help children develop their speech and language. They provide plenty of information about what and how children are learning. Parents say that staff prepare children well for the move on to school.
• Children develop very secure communication and literacy skills. Staff cover a table with paper and provide pens and pencils. Children talk to each other and staff as they draw and colour. They draw a butterfly and recall the life cycle of a butterfly. They remember feeding the caterpillars, which then became cocoons before turning into butterflies.
• Children use their imaginations and make connections. Outdoors, children collect twigs and pretend to make a campfire. They rub two twigs together, saying they need a spark to start the fire. They ask for some paper explaining that this will light quicker and 'start the fire better'. Children enjoy rich experiences and love sharing their excitement at learning new skills with others.