Begbroke Playgroup

Inclusion: Expected standard

Leaders and staff have effective planning, implementation and review systems in place to identify children's needs swiftly. They use observations alongside targeted assessment tools, such as communication and language trackers, to accurately assess children's development and implement interventions when required. Staff skilfully adapt their practice to meet individual needs. For example, they support children's communication and language development through sound repetition and targeted interactions. Children with special educational needs and/or disabilities and those who face barriers to learning make sustained progress from their starting points. For instance, staff support children who are reluctant to try new foods by providing encouragement at mealtimes and gently motivating them to taste unfamiliar foods. Parents comment positively on how effectively the playgroup identifies children's needs and helps them access the additional support they require.

Leaders work in close partnership with parents and other professionals to secure the support and interventions children need. They make appropriate and timely referrals to external agencies, including the local authority, when necessary. Leaders and staff effectively implement agreed actions and work collaboratively with multi-agency professionals to support children's ongoing progress. They also make informed decisions about how additional funding is used to support children's individual next steps and development. For example, some children who are less confident attend a weekly local gymnastics session. This provides opportunities for them to meet new children, take part in new experiences and develop their confidence and self-esteem.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that provides children with a varied and well-balanced range of learning experiences. However, staff do not always adapt some activities effectively to meet the age and stage of development of the youngest children. For example, group times are not consistently tailored to their needs and can sometimes be too long to maintain their engagement. Staff use assessment effectively to identify and address gaps in children's development. This is particularly beneficial for children who face challenges in their learning, including those with special educational needs and/or disabilities. For example, staff use strategies such as word repetition and targeted interventions to support children's communication, language development and inclusion.

Staff follow children's interests and engage them in meaningful discussions during play. For example, as children explore a sand and stone digging area, staff model and repeat vocabulary such as 'under', 'over', 'up' and 'down', helping children to develop their positional language. Staff provide a language-rich environment that supports children's communication skills. They regularly ask open-ended questions, listen attentively to children and use thoughtful prompts to extend their thinking. For instance, staff ask children what might happen if they pour water from watering cans into a network of water pipes. Children confidently share their ideas, discuss their predictions with staff and eagerly experiment with different approaches. However, staff do not always weave mathematical learning into activities. As a result, children do not consistently benefit from developing early mathematical concepts through their play and exploration.

Achievement: Expected standard

Children make secure progress in this warm and stimulating playgroup. They continue to build their confidence in the well-resourced outdoor area and benefit from the high-quality interactions provided by staff. For example, children giggle with excitement as they chase staff around the garden on wheeled bikes. They take pride in their achievements, proudly exclaiming, 'I got you!'

Children are confident, energetic, curious and independent learners. They develop the ability to concentrate on activities for sustained periods. For example, children remain focused as they use dabbing techniques to paint fish, carefully deciding where to paint next and which colours to mix to achieve their desired effect. Children develop their personal, social and emotional skills as they form friendships and learn to play cooperatively alongside others, supported by the warm and nurturing relationships they have with staff.

Children who face barriers to learning are supported well through staff's detailed understanding of their individual needs and circumstances. As a result, children make progress and develop the knowledge, skills and attitudes they need for their future learning, including their eventual transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a calm, nurturing and positive environment where children understand expectations. Staff consistently reinforce routines and expectations throughout the day. For example, children are given a 5-minute warning before tidy-up time, helping them to prepare for transitions within the routine. When children begin to lose focus, staff gently remind and encourage them with clear instructions to support their involvement in tidying away resources. As a result, these parts of the day remain calm and purposeful, with children working collaboratively towards a shared goal. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, demonstrate positive attitudes towards play and learning.

Staff consistently promote high expectations for behaviour, and children behave exceptionally well. For example, children are reminded to use good manners at mealtimes and are polite, respectful and kind towards their friends. They work cooperatively together. For instance, when building a road track, children share their ideas, negotiate roles and take turns to create their design. Staff provide many opportunities for children to persevere and develop new skills. For example, when children experience difficulties getting water to flow through tunnels, staff encourage them to keep trying and explore alternative approaches. Staff celebrate children's successes when they achieve their goal, helping to build resilience, determination and a positive can-do attitude towards learning. Leaders support children's individual needs and adapt session times when needed. This helps families and promotes regular attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff support children's welfare and wellbeing effectively. The key-person system helps children and their families to build strong relationships to feel safe and secure. Staff skilfully weave discussions about emotions into everyday routines and activities. For example, during story time, staff ask children how the fish in the story might be feeling. Children eagerly explain that the fish looks 'blue and sad', while excitedly telling others that 'yellow is happy'. As a result, children are learning the language needed to express their feelings.

Staff provide children with a wide range of opportunities to be physically active through play. For example, children giggle with delight as they play bat-and-ball games, take part in games of chase and ride wheeled bikes in the garden. As a result, children are developing the strength, coordination and physical skills they need for future learning.

Mealtimes promote children's independence effectively. For example, children are encouraged to make choices about what they would like to eat and are supported to unwrap their own food. Staff also reinforce good manners. However, leaders and staff do not consistently support children to make healthy choices. Staff do not routinely engage children in discussions about healthy eating, and leaders have not fully embedded their healthy eating guidance with parents. As a result, opportunities to promote healthy eating habits are not maximised, and children do not consistently develop an understanding of how to make healthy choices.

Leadership and governance: Expected standard

Leaders and those responsible for governance are passionate about continuous improvement. They proactively review and reflect on their practice and formulate action plans to drive positive change. In addition, the playgroup uses peer support from other local settings and works closely with local authority advisers to evaluate and strengthen practice. This has helped the setting to make rapid improvements since the last inspection.

Generally, leaders support staff's continuous professional development and carry out regular supervision sessions, which include reflective discussions about children's next steps in learning and staff teaching practice. They are also committed to ensuring that staff have access to relevant training opportunities. For example, recent training on autism has helped staff to identify and better support children's developmental needs. Staff appreciate the support they receive for their wellbeing and report that leaders are approachable, supportive and understanding.

Parents have positive relationships with the entire staff team and describe the playgroup as an 'undiscovered gem'. They value the regular updates on their children's learning, which help them to support learning at home. Parents report that the adaptations staff make to meet children's individual needs, including those with special educational needs and/or disabilities and those who face barriers to learning, enable their children to make good progress in their development. They also state that children's social and emotional wellbeing is given a high priority.