Boscastle Playschool

What is it like to attend this early years setting?

When parents and children arrive, they are warmly welcomed by the staff, who engage the children in conversation, making them feel valued. Parents are encouraged to spend time in the setting with their children before leaving, helping the children settle in quickly. Staff build strong, positive relationships with the children, and as a result, the children behave well. They follow the setting's routine, taking turns at tasks such as ringing the bell for circle time.

The provider plans a curriculum that builds and enhances children's skills and abilities ready for school. Staff find out about children's interests and take them into consideration when planning experiences for the children to help to keep them engaged. Staff know the children well and plan next steps around their individual needs. They create a dynamic and stimulating learning environment that encourages children to explore new activities, fostering both their curiosity and development. The staff motivate children to try new things and build their knowledge and skills. For example, children show enthusiasm for role playing as firefighters. They eagerly take part in imaginative play, using spray bottles and tossing 'water bombs' to put out a pretend fire. This hands-on experience nurtures their creativity and enhances their coordination and teamwork skills.

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

• Children are supported in learning important self-care habits, such as blowing their noses, covering their mouths when coughing, washing their hands and brushing their teeth. Staff guide them gently, helping them understand the importance of hygiene and staying healthy. This helps children become more confident and independent in taking care of themselves. These routines are part of their daily activities, ensuring they develop these skills through everyday learning.
• Staff interact with children during play, supporting them in developing their stories and narratives. However, the consistency of these interactions varies. Some staff members focus on supervising the children and use simple language, rather than encouraging vocabulary development or helping children think through challenges independently.
• Lunchtime is a social occasion where children enjoy a hot, nutritious meal or bring a packed lunch. While eating, they chat about the vegetables they are eating and those they grow at home. Staff actively promote healthy eating and encourage the children to make good food choices.
• The children clearly enjoy role play, using props such as shoes and bags to pretend they are going to the shop. They also express their emotions, particularly when role playing situations such as pretending to be upset that the shop is closed. Even the younger children are able to articulate their feelings, and they can talk about the 'angry stone' they learned about from a story they read the week before.
• Children have plenty of opportunities to develop their small hand muscles. They collaborate to make play dough, choosing their own colours. As they knead and roll the dough, they strengthen the muscles in their hands. They then create creatures, adding eyes and sparking fun conversations with one another.
• There is strong collaboration between staff and families. Parents appreciate the support they receive, especially with guidance on topics such as toilet training. Regular updates keep parents informed about their children's progress, fostering trust and transparency. As a result, parents feel confident that their children are thriving and making great progress, while also being actively involved in their learning journey.
• Leaders continue to develop the setting. They have a clear understanding of the setting's strengths and weaknesses. They review the provision and gather feedback from parents, staff and children to help make improvements. Staff at the setting feel well supported in their roles. Regular staff meetings allow for the sharing of information and collaborative thinking. Individual supervision sessions consider staff's well-being as well as their professional development. Staff are encouraged to engage in further training opportunities, for example a course on 'sensory integration' to support children in the setting. This helps staff understand children's behaviour to enable them to stay regulated.
• The setting works closely with the local school to ensure a smooth transition for children. Staff and children spend time at the school, and school staff visit the setting, helping children become familiar with the new environment. This partnership ensures children feel confident and prepared for the move to school.

What the setting must and should do next

The provider should:

• develop consistent interactions with children to extend their language skills and to help them solve problems independently.