Birdwell Playgroup

What is it like to attend this early years setting?

At Birdwell Playgroup, children are highly engaged in activities. These take place indoors and outside as children decide where to play. They lead their own play and share well with their friends. Children demonstrate exemplary behaviour. They take each other's hands to show them how to tidy up, and children helpers pour drinks for everyone at lunchtime.

Staff have created a playgroup rich in language. There are core books that children have embedded in their learning. For example, children discuss where a snake lives. They answer 'an underground house', showing their understanding of 'The Gruffalo' story. There is a buzz of energy and excitement at the playgroup. Children chop vegetables in the mud kitchen while working together to create a big bowl of cabbages and potatoes. They discuss with staff where vegetables come from. Other children 'stomp' dinosaurs over bridges and roll balls down gutters while staff embed understanding about prepositions, using words such as 'on', 'under' and 'through'. This is a focus of the bespoke curriculum.

Children enjoy experiencing the forest-school environment. They build a sleigh for Santa and take risks carrying large branches and planks of wood. Children find woodlice and discuss where insects live. They are extremely confident and talk to visitors about how much they love forest school and explain when they need to line up. Children are very positive about learning. Leaders and staff support children to thrive in their development. They work highly effectively with professionals and parents.

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

• Leaders implement a bespoke curriculum which is weaved through the whole playgroup. Even new staff use focus areas throughout activities and reinforce key vocabulary. The curriculum is clearly sequenced. Highly ambitious leaders explain why children need to develop fine motor skills, for example to support writing and putting coats on. All staff understand the intention of the curriculum. It is consistent and securely embedded throughout the playgroup.
• There is a culture for a love for books. Children pick up sticks, saying 'it's Stickman'. Staff sing songs throughout the day, singing 'chop chop' when cutting the bananas. Children are motivated to use language through the literacy provided. They demonstrate high levels of concentration during stories shared at group time.
• Children are confident and eager to talk. Staff ask questions to develop children's thoughts. They share knowledge to build understanding. In the woods, children find pine cones and staff explain how the little seeds grow.
• During forest-school activities, children take risks, working with friends to carry extra large branches. Staff explore mathematics concepts by asking which is the 'biggest'. Children experience awe and wonder of the world as creatures are found and staff discuss habitats.
• Children are highly engaged with activities throughout the day and their behaviour is exemplary. They are consistently focused on learning. During group times, children concentrate and find objects that rhyme. They wait their turn and encourage each other.
• Independence skills are very strong. Children demonstrate this when they serve themselves snacks. They put their own coats on and get their friends their wellies. Children know how to keep themselves safe by holding the blades of the scissors when tidying up. Staff reinforce the safety messages. Children know how to look after themselves and when it is important to wash their hands.
• Children challenge themselves and experiment with objects. They roll balls down the pipes and work out how to pour the water down the cascading brook. Staff create a language-rich environment. They share new words with children, such as 'rivers' and 'streams'. Staff facilitate learning and tailor activities to highly motivate children's development.
• Children demonstrate high levels of resilience. For example, when the wooden plank does not fit on the obstacle course, children say it is broken before moving it to a safer place for walking on. Staff encourage children to work out how to fix the obstacle course. The development of children's gross motor skills is a focus of the curriculum.
• Staff fully engage with children. They are highly knowledgeable about the curriculum, including how children learn. The bespoke curriculum is highly embedded. Staff know why they have certain resources and activities available to support children's progress. This impacts on children, and their development is continuously progressing.
• Children with special educational needs and/or disabilities (SEND) are fully supported. Systems are in place to ensure intervention is sought for children swiftly. Staff swiftly support children struggling with changes in the daily routine, such as lunchtime. Staff give children hugs when needed and help with their emotions, ensuring children can return to their activities throughout the day.
• Parents sing the praises of staff and the playgroup. They are really happy and fully involved with their child's development. Parents are given information which helps them continue children's learning at home. They share feedback and support the playgroup's improvement plan through fundraising for new resources.
• Leaders and managers are passionate about children achieving the best outcomes. They are very reflective of practice. Leaders adapt where required to maintain the high standards. Children's opinions influence change. Staff feel fully supported, and this ensures their well-being is high.