Beavers Playgroup

What is it like to attend this early years setting?

Children clearly demonstrate that they are happy and secure at this extremely enabling and nurturing setting. The manager and staff make it a priority to meet children's individual needs at all times. They plan an ambitious curriculum that staff implement consistently. This includes commitment to ensure that children enjoy their learning with an emphasis on having fun as they play. Staff use this time to teach children to understand positive behaviours. They praise children warmly, offering specific acknowledgement that is reinforced with recognition when they follow this independently.

Staff consistently embed their commitment to develop secure attachments with children. They do this by supporting and communicating with each other, with children as the focus. Staff are clear that organisation is planned so they can fully concentrate on interacting with children. This enables staff to show children that they are valued and respected.

Staff work closely with children to help them make the best progress. Their interactions are extremely effective with children, who are highly confident communicators. Staff use a wide range of interesting vocabulary to engage children. They listen carefully to what children say, using open-ended questions to encourage them to think, process and express their own ideas and expand their vocabulary and language skills. They make effective use of children's favourite books to inspire them. Children respond well and can concentrate for prolonged periods. Staff gather key words in children's languages. This includes all children to reinforce respecting and celebrating each other. During group time, staff encourage children to join in as they sing with greetings in other languages. All children thoroughly enjoy this as they take part fully and sing with pride together.

The manager and staff collaborate closely with parents. They use assessment, planning and funding to help children make rapid progress in their learning. They identify support needed early for children with special educational needs and or disabilities. They have clear systems in place to work together with other professionals to identify and establish individualised plans for children. This results in excellent outcomes for children.

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

• The long-serving staff team and manager are highly reflective. The manager, with the support of the committee members, ensures that all staff receive ongoing professional development. This is so that staff can continually develop their knowledge and teaching skills. There is a clear focus and commitment to fully support staff well-being, to embed the setting's ethos and inspire staff to continually progress in their work with children.
• The manager and staff have a thorough understanding of how to carry out effective risk assessments. They are fully aware of any potential hazards that are identified and addressed. Staff clearly assess risks based on children's ages, abilities and needs. They plan transitions, including when moving from indoors to outdoors, so that children are closely supervised at all times. Children understand about following rules for safety. They cooperate fully while they continue to have a valuable and fun time.
• All staff have a thorough knowledge and understanding of following safeguarding and child protection procedures. They complete regular training, including in taking designated safeguarding lead roles. They are clear and confident about following the procedures in the absence of the manager and about the relevant professionals to contact for guidance and support.
• During focused activities, staff sensitively encourage children to get messy and explore, including those children who are slightly reluctant. These children are inspired by staff's calm and nurturing approach. They eventually put their hands into the sensory tray and remain deeply engaged in their learning experience. They feel the texture and make shapes and the letters of their names. They show pride in what they have achieved with full recognition from staff.
• Staff plan activities that engage all children and help them develop their focus and attention. They are extremely well organised as a team to help children transition effectively and consistently from one part of the daily routine to another. They communicate with children clearly so they understand when it is nearly time for snack or lunch, or when they will be heading outdoors.
• Staff instinctively know when to step in to support children's learning and when to allow them to explore and play without interruption. Children have access to a well-resourced outdoor area where they take great pleasure in driving the cars in a circuit and balancing and negotiating the climbing equipment. They dance as they sing and follow the actions. Children are fully immersed in counting, scooping, pouring, mark making and cutting. They progress well in their hand-eye coordination. Staff plan extremely well for children to fully develop their physical abilities, including their muscles, core strength and gross motor skills.
• Parents say they fully appreciate how the manager and staff continually provide them with a wide range of information and guidance to support their children. Staff inform parents of the curriculum aims so they can be fully involved. Parents acknowledge the benefits of this approach, including to support language and the focus on encouraging children to learn good social skills. They say that for their children who are about to start school, their experience at this setting means they are well prepared, confident and independent.