Brownhill Playgroup Ltd

What is it like to attend this early years setting?

Nurturing staff greet children and parents at the start of each session. Staff show a genuine interest in children's home lives, and they gather vital information, which they use to help children settle. For example, staff ask about breakfast time, last night's sleep routine and weekend activities. Staff support children's well-being effectively. Children seek out familiar adults if needed and staff are on hand to provide reassurance. These secure relationships help children feel safe. As a result, children separate from their parents quickly and happily.

Children confidently decide what activity they would like to do, demonstrating their independence. Staff support children to be independent from a young age. They encourage children to put on their coat and set out their lunch on a plate. Helpful staff encourage children to manage their own self-care needs, such as toileting and washing and drying their own hands. Younger children are given verbal prompts and staff model what to do when needed.

Staff support children to learn clear and consistent routines. A musical bell is used to signal a change in routine, along with a visual cue. Children know what is expected and staff are attentive and kind in their approach. Children behave well and demonstrate kindness.

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

• The setting has a sequenced curriculum, which focuses on children's interests and development. Staff observe and assess children's development frequently to plan the curriculum. Children enjoy what is on offer and enjoy coming to playgroup. Children make good progress from their starting points and are equipped for the next stage of learning.
• Staff ensure there are lots of opportunities for children to develop their physical skills. For instance, children can ride bicycles, scooters and play on push along toys while indoors. Children show great skill and navigate the courses carefully and competently. During outside play, children can climb, run, balance and jump. Children are supported to develop good coordination and strengthen their large muscles.
• The setting values communication and language development. Staff engage in conversations with all children. They demonstrate the ability to vary the level of detail and support they provide, and ask thought-provoking questions. During play, staff work hard to support children in widening their vocabulary. They introduce new words, such as chainsaw and spirit level. These opportunities support children in developing good language and communication skills for the future. Children are confident communicators.
• Group activities such as singing, and story time have clear learning goals. Staff read and sing enthusiastically. However, the organisation and staff deployment for group times does not always support the activity. For example, when in a larger group, younger children and those that need focused support become disengaged. Therefore, they are not always building further on what they know or can do.
• The support for children with special educational needs and/or disabilities (SEND) is effective. Staff identify gaps in children's learning very quickly through working thoughtfully with parents. Knowledgeable staff seek support from other professionals and swiftly implement learning plans. Children make good progress and receive excellent support from staff.
• Partnerships with parents are well established. Parents praise staff members for their support and guidance. Staff gather valuable information about children's interests and development. This is used to guide activities. Staff inform parents about their children's care and education through verbal discussions and an online app. They give ideas to encourage learning at home. This helps to support continuity in children's learning and development.
• Staff are good role models. They promote positive behaviour through clear and consistent routines. Staff encourage children to be polite and use good manners. They praise desirable behaviours. Children are developing behaviours that support building friendships. For example, children work collaboratively, sharing and taking turns to 'nurse' the toy cats and dogs at the vets. Children are learning that their actions have an impact on others.
• Leaders and managers are clear about how they want the setting to develop. They identify strengths and areas for development as a team. As a result, staff workload and well-being are not negatively affected. Staff feel supported and appreciated. Consequently, this supports staff to carry out their roles effectively.

What the setting must and should do next

The provider should:

• review the organisation and staff deployment during group times to support children to meet the learning intentions.