Blenheim Playgroup

What is it like to attend this early years setting?

Children are happy and safe in this inviting and stimulating setting. They arrive eager to join in with the wide range of activities and experiences on offer. Children have close bonds with staff and spend plenty of time during the session with their key person. Children are confident, friendly and sociable. They play cooperatively with their peers. For example, children use magnetic bricks to build a house. They work together to add different components and discuss how to make it higher. Staff are good role models and have high expectations for all children. They interact with children in a positive way and give them plenty of praise and encouragement as they develop new skills. For example, after listening to 'The Gingerbread Man', children help to make gingerbread biscuits. Staff talk to children about the ingredients they are using and link this to the story, to check what children have remembered.

Children listen carefully to staff and are well behaved. Staff teach children about respect, tolerance and kindness. The setting is inclusive. Children with special educational needs and/or disabilities are supported well to make progress. Staff work closely with outside agencies and other professionals to give children the help and support that they need.

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

• Leaders' and managers' intent for the curriculum is clear. Overall, staff plan and implement a curriculum that is designed to give all children the skills, knowledge and understanding that they need for their future learning. Staff plan enjoyable activities that children are keen to take part in. However, staff do not consistently support children's mathematical skills as effectively as possible.
• Staff know their key children well and make regular observations and assessments of their individual learning. They have a clear intent of what they want children to learn next. Children spend time each day in key-person groups and staff work hard to make sure that planned activities are carefully matched to children's interests and learning needs. However, because children spend a large proportion of time in key-person groups, which are often adult-directed, they have limited opportunities to explore and direct their own play.
• Children are supported well to develop a love of books. Staff are skilled at capturing children's interest in stories. Older children listen intently as staff read stories in an expressive way. Staff encourage children to participate and make predictions about what will happen next.
• Children are independent. They take pride in carrying out small tasks and meeting their own self-care needs, such as putting on their own coats and hats before they go outside.
• Children are active and have plenty of opportunities to get fresh air daily. They play in the nursery garden and have access to a wide range of resources and equipment, which help them to develop their physical skills and coordination. Children ride on bikes, build dens and use wooden bricks to make a path. They carefully walk along the path, using their arms to help them balance.
• The setting is community-based and children learn about different people, cultures and beliefs through books, activities and discussions. Children frequently go for walks to the local shops, library and post office. Before the COVID-19 pandemic, children visited the local care home where they did craft activities and singing with the residents. Leaders and staff are keen to start this again once they are able.
• Parents are happy with the care and education their children receive at the setting and praise leaders and staff. They say that they are kept well informed about what their children are learning through an online application and verbal discussions. Staff give parents advice about how they can further support children's learning at home. Children regularly take home a 'homework bag' with activities for them to do at home.
• The leadership team is strong. Leaders support staff well to develop their skills and knowledge. Staff undertake regular training opportunities which help them to develop their practice. There are robust performance management procedures in place for staff, including appraisals, supervisions and peer observations.

What the setting must and should do next

The provider should:

• help all staff to gain a better understanding of how to fully support children's mathematics skills
• extend opportunities for children to engage in self-chosen activities, to help them to play independently and direct their own learning.