Bolton Children's Opportunity Group Playgroup

What is it like to attend this early years setting?

The setting has developed an exemplary approach to supporting children with special educational needs and/or disabilities (SEND). Staff are very skilled at supporting children who have a range of highly complex needs. As a result of this specialised support, children who attend this setting are thriving and making significant progress. All staff in the setting ensure that children feel valued, safe and secure. They are dedicated to getting to know children exceptionally well to ensure that they understand their cues and are responsive. For example, staff recognise when children are feeling over stimulated and provide deep pressure to help them regulate. All staff are dedicated to making sure that all children achieve the best possible outcomes.

The curriculum is ambitious for all children and consistently builds on what children know and can do. For example, children using alternative methods of communication are encouraged to make choices and requests. Staff consistently use visuals to give nonverbal children a way of communicating. This ensures that all children in the setting have a voice. Staff use children's interests to further their understanding of mathematical concepts, such as preposition. Children are learning mathematical language in an exciting way. All staff have children's emotional well-being at the forefront of everything they do. Children are supported by staff to learn about emotions. Staff provide various forms of sensory input to help children with SEND regulate their emotions and feel safe.

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

• Staff are proactive in identifying children who excel in particular areas of the curriculum. They provide targeted opportunities for these children to deepen their knowledge and further develop their abilities. For example, children with a keen interest in letters are given additional challenges and activities to foster their curiosity and encourage further exploration. This tailored approach nurtures children's talents and ensures they remain motivated in their learning. As a result, children continue to thrive, developing both their confidence and expertise. This fosters a love of learning and encourages children to pursue their individual interests with enthusiasm and dedication.
• Leaders and managers demonstrate a thoughtful and strategic approach to grouping children, ensuring that those developing typically are provided with a curriculum that is both challenging and tailored to their needs. This careful planning ensures that all children, regardless of their starting point, are consistently supported and provided with opportunities to achieve excellent outcomes.
• Staff with specific expertise are assigned to children with more complex needs, allowing for personalised, one-to-one support. This targeted approach ensures that these children receive the focused attention and resources they require to make progress. As a result, every child is provided with a learning experience that is adapted to their individual needs, promoting an inclusive environment where all children can flourish.
• All staff teach children to be kind and considerate. When children display unkind actions to their peers, staff support children in a kind and developmentally appropriate way. They demonstrate 'kind hands', which helps children to learn the correct way to interact with each other. Children are learning a sense of right and wrong.
• Parent partnerships are truly fostered in this setting. The designated parents' lounge has been developed to offer parents a space to come in and seek support from the staff. Parents describe the setting as 'supportive' and 'understanding'. Staff hold regular parents' meetings to discuss and plan children's next steps in their development. Parents are well informed about how they can support their children at home.
• Staff work excellently with outside agencies to support children with SEND. The setting has a link speech and language therapist who delivers training to staff. This helps staff learn targeted strategies to support interventions for children. For example, staff have introduced communication books for some children to be able to communicate. Staff use this strategy with confidence and, as a result, children are making great progress with their understanding and communication.
• Leaders and managers have high ambitions for the setting, staff and children. They ensure that all staff have focused and effective professional development. They offer regular training opportunities for staff in a range of ways. For example, staff receive specific training from professionals that is precisely targeted to their key children's needs. This ensures that staff gain a wealth of knowledge on how they can support children with highly complex needs.
• Staff well-being is supported extremely well in the setting. All staff express how happy they are working here. The setting has appointed a well-being lead who checks in regularly with staff. This allows staff the opportunity to share the challenges they face, both personal and professional.
• Children are taught about what makes them different and unique. Staff explain to children about their peers' medical needs and how they help to keep them healthy. Children show an interest in supporting their peers with their needs. As a result, children are learning to be compassionate and delight in difference.
• Staff are excellent role models to children. They treat each other with respect and always offer a helping hand. For example, in the outdoor space, staff constantly check in with each other to see if they need help. This creates a positive atmosphere in the setting, which supports high levels of well-being.