Barns Green Playgroup

What is it like to attend this early years setting?

Children make exceptional levels of progress in their learning and development in this extremely well-organised playgroup. Every child is welcomed, valued and nurtured to help them achieve the best they possibly can. Staff know all of the children and families well. They take time when children first start to really understand what every child needs. Any gaps in children's learning close rapidly as staff use their precise knowledge of each child. Staff seek professional support and guidance from specialists promptly if extra help is needed. Children are exceptionally well prepared for starting school. Staff have successfully fostered a clear love of learning in every child.

Children demonstrate how happy and secure they feel at playgroup. They gravitate to the staff for reassurance, if needed, and confidently invite staff into their play and exploration. Children behave exceptionally well. They fully understand the simple boundaries set by staff and spontaneously show kindness, courtesy and respect to their friends. Staff praise children highly and actively celebrate children's achievements. They role model kindness and children reflect this in their actions and the relationships they form with others. Older children are particularly sensitive around the needs of their younger friends. They hold the hands of younger children and gently guide them to activities they know they will enjoy. The relationships formed between children, and the empathy children demonstrate to others, are outstanding.

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

• The leadership team and management committee work tirelessly to develop the playgroup and achieve the highest quality standards. The manager and deputy manager are exceptionally reflective. They take time to continually review the quality of provision and constantly identify further ways to improve. Staff have become successful, reflective practitioners under the guidance of leaders. They critically evaluate their practice and the learning experiences they plan and provide for children. This helps to ensure every child's needs are fully addressed and teaching is of the highest quality.
• The curriculum is fully embedded and takes account of every child's learning needs. The playgroup's ethos is that 'children are powerful learners', and staff support this in everything they set out to do. Teaching and learning activities are skilfully adapted to make sure every child can take part. Children are constantly challenged and enabled to build on what they already know and can do. The particular focus on outdoor learning is evident. Staff make full use of the village green setting and the local community to enrich and extend children's learning. For example, they regularly go on walks, carry out simple surveys within the village, and visit places of interest.
• Teaching is exceptional. Staff are especially skilled in knowing precisely when to interact with children during child-led activities. They successfully integrate themselves to enrich learning, without inhibiting children's imagination. Children welcome the involvement of staff and fully accept them into their play. For example, during an activity, children developed their own game 'hiding' the animals they were playing with. Staff successfully built on this game and extended the activity to develop children's understanding of positional language. They introduced words such as 'under' and 'next to' as children gave clues about where they had hidden the animals.
• The key-person system is extremely effective. Staff know their children exceptionally well. They provide excellent levels of emotional support and are on hand to greet children warmly each morning. The few children who are less confident on arrival are very quickly comforted, reassured and gently supported until they are ready to play and explore independently. Staff plan regular yoga sessions to support children's emotional well-being and ability to calm and regulate their feelings, which children thoroughly enjoy.
• Children with special educational needs and/or disabilities (SEND), and those who are in receipt of additional funding, make outstanding levels of progress from their individual starting points. Precise and rigorous assessments are completed the moment children start. Parents are fully involved in this meticulous process. Funding is used exceptionally well to ensure staff are appropriately trained. This helps to ensure staff continually have the additional skills and knowledge they need to support every child. For example, staff have completed training in supporting children's language skills, and how to understand and provide for children's emotional needs.
• The daily programme of activities places strong emphasis on ensuring children become confident communicators. Staff empower children to become independent learners with strong self-esteem. All children, including the youngest, newest children, and those with SEND, make their own decisions. Staff equip children with the confidence to ask for help when needed, and to persevere when tasks are difficult, for instance when trying to complete more complex activities. This encourages children to develop resilience and prepares them well for future learning and starting school.