Auntie Ro's Playgroup

What is it like to attend this early years setting?

Children arrive at the setting happy and excited to begin their day. They inquisitively ask questions about activities that are ready for them as friendly staff greet them. Children feel safe and secure. They speak confidently to staff about what they have been doing at home and initiate friendly conversations with peers.

Children quickly get involved with the various resources and activities available to them. The carefully planned out environment allows children to develop a range of different skills both inside and outdoors. They balance and create structures in the soft-play area. Children run, jump and climb using various outdoor equipment. Staff have high expectations for all children's learning, especially those with special educational needs and/or disabilities (SEND). They strive to create stimulating activities that provide meaningful learning opportunities. For example, children thrive as they build listening and attention skills through the recently developed box time activity.

Children are engaged and imaginative. They show interest and enthusiasm as they talk to one another in a friendly and respectful manner. For example, children enjoy making and playing with play dough. They are interested in the different ingredients, including paint and glitter. Children talk about the sticky mixture and use their imagination to pretend it is something else.

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

• Staff create a welcoming environment that encourages children to use independence skills and make their own choices about their activities. Children demonstrate this as they freely choose resources, including blocks and mark-making tools.
• Staff have good knowledge of how to identify and support children with SEND. For example, they specifically design and implement focused activities that support language development.
• Parents are happy with the progress made by their children. They know how to access updates and pictures through the online system. Staff develop positive relationships with parents, who are pleased with the level of support given to them, especially those who have children with SEND.
• Overall, staff consider how to organise the environment and provide resources to promote children's language development. However, during the morning session, activities that promote children's early literacy skills are not always actively encouraged. This means children who leave at lunchtime have less access to the setting's literacy curriculum.
• Staff aim to plan activities to engage and excite children. However, at times, activities are focused on younger children and do not provide older children with suitably challenging learning opportunities.
• Children demonstrate positive attitudes towards behaviour and keeping themselves safe. For example, when running indoors, staff remind them of the golden rules. Children explain that they might fall over or bump into something inside, so it is not safe.
• Children demonstrate what they have learned and can remember, especially with independence skills. They are proud of their achievements when they put on their coats and do up their zips without support. Staff offer high fives and positive praise, giving children a sense of accomplishment.
• Staff support children's understanding of personal hygiene needs. They promptly help younger children to wipe their noses and give them appropriate cues to remind them of nappy changes. Older children understand what is expected of them as they use songs to ensure they have washed their hands effectively.
• Managers at the setting provide effective support to their staff. They support new staff by offering suggestions and verbal feedback about their practice. Staff feel supported by managers. They know they can access training and feel confident to ask for help with both work and well-being matters.
• Staff have access to a wide range of training and development. Managers have high expectations of staff and continuously review their professional development through appraisals.

What the setting must and should do next

The provider should:

• strengthen staff understanding of the literacy curriculum to promote consistent opportunities for children to develop their language and communication skills
• build on how activities for older children are planned to ensure they aim to provide ambitious and challenging learning opportunities.