Auntie Steph's Playgroup Partnership

Inclusion: Strong standard

Leaders pride themselves on ensuring all children have equal opportunities to access a range of experiences. Leaders and staff work together carefully to identify the needs of individual children. Leaders are highly knowledgeable and experienced in meeting the needs of children with special educational needs and/or disabilities (SEND). They have an organised system that supports staff to develop appropriate internal interventions and consistently monitor and review their impact. Specialists are brought in regularly, and adaptations made have a sustained and demonstrable difference to children's opportunities. For example, adaptations are made to the environment to ensure full access for children with physical needs. Specialist seating and gym equipment have been purchased using funding.

Staff have developed close bonds with the children. They respond sensitively to individual preferences and comforts. Staff are observed comforting children using cuddles, blankets and soft singing. This calms children, allows them to regulate and enables them to continue to explore the environment.

Leaders know their families extremely well and are responsive to their changing circumstances. Close links with other agencies, including health visitors, ensure all children are supported to attend playgroup. Leaders have experience of supporting children and families known to children's social care. They work sensitively and effectively with families and social workers to ensure children are safe and able to thrive.

Curriculum and teaching: Strong standard

Leaders are clear on what children should know and be able to do across all areas of learning. For example, older children are supported by staff to use tweezers at snack time to serve themselves. This develops the small muscles in their hands. Teaching is sequenced from children's individual starting points. Staff draw on expert guidance to inform high-quality interactions, swiftly identifying gaps that drive planning, interventions and external support. Staff support children with special educational needs and/or disabilities to join in with their peers. For example, they blow bubbles with a child, encouraging them to have a go and then take turns. The staff member then gently encourages turn-taking further with another child.

Every interaction is seen as a teaching opportunity. Staff are skilled at teaching and adapting in the moment, responding to children's emerging thinking and curiosity. After finding a caterpillar in the garden, children are introduced to 'The Very Hungry Caterpillar'. Staff ask open questions that encourage thinking skills, such as 'What happened next?' Children respond with confidence, showing excellent communication and language development. They retell events and demonstrate understanding in different ways. For example, a child says, 'The caterpillar had a stomach ache,' and rubs their tummy. Children repeat key vocabulary and apply their mathematical understanding naturally. For example, they independently quote '2 pears' and '3 plums' as they revisit the story. This shows how mathematics is woven meaningfully into rich learning experiences.

Achievement: Strong standard

Children are very well prepared for their next stages of learning, including school. They are filled with self-confidence, curiosity and a genuine joy of learning. Children build the physical skills they need at each new stage. Babies are supported to freely access the outdoors and encouraged to cruise at different levels, developing their balance and coordination. They use tools in the sandpit alongside attentive staff, filling buckets together. As they move into the next room, children apply these skills independently in their own large sandpit.

Children are supported to work on their individual next steps by staff who know them extremely well. All children, including those who are disadvantaged or those with special educational needs and/or disabilities (SEND), make fast progress in their knowledge and skills across all 7 areas of learning. Children with SEND are thoughtfully included and access the curriculum alongside their peers in their own unique ways. Non-verbal children are captivated by staff as they sing songs and perform actions. They smile and make eye contact as their friends join in with singing around them.

Behaviour, attitudes and establishing routines: Strong standard

A respectful culture is embedded throughout the playgroup. Children have consistently positive attitudes to learning and to each other. Babies greet each other with smiles and waves in the morning. Children increasingly manage their own feelings and behaviour. For example, a group of children who want to play with the same toy are able to take turns, showing kindness and consideration towards their friends. Expectations are taught and modelled effectively by all staff. They are also adapted where needed, including for children with special educational needs and/or disabilities. Staff consistently enable children's best possible behaviour by ensuring they are familiar with well-established routines. For example, children respond to music that tells them it is tidy-up time.

Attendance and punctuality are closely monitored by leaders. They follow a rigorous approach to ensure children are kept safe, and they are always aware of their whereabouts and wellbeing. Communication with families around these expectations is an important aspect of this. Leaders currently support other settings in developing attendance policies. This has had a positive impact on safeguarding across other settings as well as their own. Barriers to attendance are addressed promptly. For example, policies and forms are provided in different languages to support families who speak English as an additional language.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a clear priority. Leaders are extremely knowledgeable about the children and their families. They are highly responsive to their changing needs. Staff maintain consistently strong links with outside agencies and professionals to ensure that families are supported in their unique circumstances. This helps children to feel safe and able to thrive.

Healthy lifestyles are promoted at every opportunity. Children are supported to make their own healthy choices. At snack time, children choose from healthy options. Parents report their children talking to them at home about what is a balanced meal. Consistent routines motivate children to develop long-lasting habits. Older children independently wash their hands after using the toilet and before lunch. Hygiene practices are age-appropriate and dignified. Babies have their noses wiped with consent and explanation. Older children are encouraged to wipe their own hands after crafting and put tissues in the bin independently.

Oral health is a priority. Leaders work with the oral hygiene team, who support families and provide fresh ideas and resources. Leaders have devised home learning bags containing books and resources, with the aim of reducing screen time and encouraging interactions at home.

The two outdoor environments are continuously being developed. They are inviting and safe and filled with natural resources to explore. Separate areas for younger and older children allow them to develop physically at their own pace. Older children take their shoes and socks off to access the large sandpit, squeezing their toes into the sand.

Leadership and governance: Strong standard

Leaders are ambitious and committed to continuous improvement in the playgroup. Following the recent opening of the baby room, leaders are focused on ensuring all staff are confident and equipped to work with very young children. The environment is continuously developed to ensure it remains a nurturing sanctuary where babies feel safe, protected and able to thrive. This is captured during sleep time, where babies fall asleep quickly and calmly, watched over carefully by caring staff.

Parents and the wider community are an important part of the playgroup's culture. Families are regularly invited in for play sessions and to contribute to learning experiences. A police visit recently allowed children to explore equipment and learn about the role officers play in their community. Diverse cultures and traditions are celebrated meaningfully and consistently through books, small-world and role-play resources. Regular trips into the community, such as the library, church and parks, support children to feel comfortable in new environments.

Professional development is very important to leaders and staff. There is a culture of continuous learning. Leaders regularly invite specialists into the setting to support them in identifying areas they can improve and develop. Staff are encouraged to work towards qualifications and follow their interests. New staff learn from knowledgeable and experienced colleagues. Staff feel supported in their workload and feel confident having professional discussions with leaders. There is a mutual respect throughout the team.