Bredon Playgroup

What is it like to attend this early years setting?

Children are happy and settled in the playgroup and are highly engaged in their play and learning. Staff plan the curriculum around the core skills and knowledge that children need to have to be prepared for the next stage of their learning, but there is also a strong focus on each child's individual next steps. All the staff know the children well and are consistent in their approach to each child's individual needs. This helps children to learn and retain knowledge and make progress. Children are well supported in preparing for their transition to school.

Children enjoy a range of stimulating activities, both adult-led and during free play. This includes a daily outing to the local school to use the outdoor facilities. Activities have a clear learning intent, derived from the curriculum. Some activities are organised for small groups or single children to meet particular learning or developmental needs. This enables children who need it to receive more focused support, especially those with special educational needs and/or disabilities (SEND).

Staff help children to understand and talk about their feelings and emotions. For example, they use emotion dolls and the 'Colour Monster' to engage the children in discussions about how they are feeling. When children are upset, staff help them to communicate why this is and find a solution or compromise. Children's behaviour is very good and they show a very positive attitude to learning and the expectations placed upon them, for example to tidy up or get ready to go outside.

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

• The provider's curriculum is based on what children in each age group need to learn to progress to the next stage, including transition to school. It focuses on core aims, such as building on children's communication and language, teaching them to understand and manage their emotions, and how to focus on learning and socialise with others. Children's individual needs and interests are also at the heart of the curriculum. The staff meet weekly to discuss individual children's needs, and then plan activities which will help meet those needs. As a result, all children are able to make progress and any specific gaps are addressed.
• Staff provide good-quality teaching and learning experiences. Their interactions with children are kind. They model language well and clap in time with the syllables to help children who need more support with learning new words. They encourage children to be involved in stories and communicate their ideas and feelings, and they adapt their approach to help children to be able to do this. On occasion, however, less confident children are not supported well enough to include them fully in activities.
• Children behave well, and this is particularly due to how the staff keep them engaged in activities, including at times of transition such as washing hands for snacks or preparing to go outside. Where behaviour is less good, staff patiently explain turn-taking and having regard to others. This helps to promote positive relationships. The children understand the playgroup routines and are keen to help out when asked. For example, they assemble into teams to tidy up different areas of the playroom.
• Support for children with SEND is excellent. The provider and staff are proactive in identifying where children have additional needs and putting plans in place to meet these. They engage with outside agencies were needed, help parents to apply for support, and are persistent in ensuring that support is put in place. This is particularly the case when a child is due to move to school and may need ongoing input from professionals.
• Parents speak very highly of the playgroup. They say that they are well informed about what their children are learning and receive lots of support from staff to continue learning at home and employ consistent strategies to meet particular needs, such as speech delay and behaviour.
• The provider works very well with schools and other providers children also attend. Staff provide information to other providers to help them ensure planning to meet children's individual needs is consistent. Support for children with the transition to school is a particular strength. The provider organises opportunities for children to meet their teachers and also mix with children who moved to school the previous year. This includes annual dance events and a teddy bears picnic and also joining playtimes at the school. The provider also uses feedback from teachers on how children settle at school to plan the programme for the following year.

What the setting must and should do next

The provider should:

• develop staff practice to ensure that all children, including those who are less confident, are able to fully engage with activities and learning and share their views and knowledge.