Burton on the Wolds Playgroup

What is it like to attend this early years setting?

Children are welcomed warmly by enthusiastic staff at the safe and nurturing playgroup. They quickly settle with an activity of their choosing. Children are supported by staff to explore play dough. They exclaim, 'I'm making a person,' as they manipulate the dough. Staff encourage children to estimate as they compare the size and length of pipe cleaners they are using for the person's legs. Asking questions such as 'I wonder what we could use to make it shorter?' Children fetch scissors and are supported to use their small-muscle skills to cut the pipe cleaners to size.

Staff help children to develop their balance and large muscles as they scramble up climbing apparatus outdoors. Children are given praise and encouragement as they develop their skills. Children work in harmony as they carefully balance on stepping stones. Staff encourage children as they say, 'Good jumping!' Children exclaim, 'I can run along them,' as they confidently balance and run along the apparatus.

Staff enthusiastically encourage children to join in with familiar songs. Children are helped to recall the words and actions of each song. They joyfully sing and use their bodies to move in time to the songs. Children are encouraged to use shakers they have made to make rhythmical sounds as they sing.

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

• The manager and her staff ensure that the programme of learning they have created builds on children's existing knowledge. Staff have a good understanding of each child's learning needs. They use what they know about each child to help them flourish in their learning.
• Parents are highly complimentary about the playgroup. They comment that the 'energetic and supportive' staff team go above and beyond to help children settle and blossom. Regular open days encourage parents to be part of playgroup life. At the time of the inspection, the playgroup was hosting an open morning for parents and carers. They joined in with activities and singing during group time.
• The manager and her staff have implemented routines into the playgroup day that help children to understand the transitions from one activity to another. A 'rolling' snack time has been introduced to allow children to engage in snack when they are ready. Visual timetables are also used to help all children to understand what is happening 'now and next'. However, at times, children are interrupted as they are called over by staff to engage in snack time. This disrupts their learning as children lose attention and become less engaged in their play.
• The manager is highly passionate and constantly reflects on the provision, using action plans to help to improve children's and parents' experiences of playgroup life. Staff have regular supervisions and speak positively about the support they get. They feel valued and appreciated. Staff undertake regular training and newer staff members receive mentoring to help them to settle into their role and deepen their early years knowledge
• The manager and her staff have identified gaps in children's learning following the COVID-19 pandemic. They ensure that children receive extra support in the development of their communication and language. However, during routine daily activities, such as lunchtimes, staff often stand over children rather than sitting with them. This means that communication and language is not fully supported during these times.
• The dedicated and passionate special educational needs and disabilities coordinator (SENDCo,) works closely with parents and other professionals to ensure swift and effective support to meet children's needs. This means that all children can access the curriculum and make good progress in their development.
• Children are encouraged to be independent at playgroup. They select their own activities and resources during the day. Children are encouraged to serve their own snack, pour drinks, wipe their own nose and sanitise their hands afterwards. This builds some of the skills required for the next stage in their learning.
• The staff team are effective in helping to build children's emotional resilience. They are warm and attentive to the children's needs. Children are warmly praised when they display positive behaviour, such as sharing and learning to take turns during group times.

What the setting must and should do next

The provider should:

• improve how staff manage routines, to minimise disruption to children's engagement in their learning and play
• enhance staff interactions with children during routine activities so that children's communication and language development is continually promoted.