Busy Bees Playgroup

What is it like to attend this early years setting?

Children demonstrate that they have positive and strong bonds with staff. Staff greet them warmly and children show that they are excited to arrive at the playgroup. Staff provide opportunities for children to develop their physical skills. Children climb steps, ride bicycles and skilfully stack bricks on a pretend construction site. Staff plan well-thought-out activities to enable all children, particularly those who are disadvantaged or who have special educational needs and/or disabilities (SEND), to take part. Children engage enthusiastically in activities. Staff support children of mixed ages to work together to complete tasks such as collecting and carrying water to a particular activity. Children are told that they must walk 'carefully' and 'slowly' when moving heavy buckets. This helps them to understand how to keep themselves safe.

Children build good levels of concentration and persist at their chosen activities. For example, they carefully use hooks to pick up large, numbered shells. 'I did it!' they exclaim, which demonstrates a clear sense of achievement. The manager encourages staff to make an effective plan for children's next learning steps. Staff have a clear plan for children's learning, which enables children to gain skills that they will need for future learning.

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

• Staff effectively promote positive behaviour. For example, children are taught how to share resources and take turns. They know that they must tidy away toys that they have been playing with and to always use 'kind hands'. As a result, children demonstrate that they understand the rules. They behave well, are polite and show affection for each other.
• Staff understand the safeguarding policies and the procedures necessary in order to safeguard children. They receive regular training to update their knowledge. Staff know what to do if they have concerns about a colleague's behaviour towards children. They are aware of the signs and symptoms of abuse. Staff ensure that children receive care in a safe and secure environment.
• Children demonstrate an understanding of the routines. They quickly learn to be independent and manage their own care needs. For example, they open their own lunch packages and proudly show adults how they put on their coats using the 'coat flip' technique. Children access the bathroom independently and wash hands without being prompted to do so.
• Partnership with parents is strong. Parents comment that communication is good and that staff are attentive and kind to their children. They say that their children cannot wait to arrive at the playgroup and are reluctant to leave. Parents enjoy the daily feedback given about their child's achievements.
• Children with SEND, and those who are at risk of falling behind, are well supported by the manager and the staff. Working with parents and other professionals helps staff to tailor the care and learning that is provided for children to meet their individual need. Effective use of additional funding enables children to access high-quality care and learning opportunities throughout their time at the playgroup.
• Overall, staff plan activities that are challenging and stimulating for children. However, the organisation of large-group teaching does not always allow for younger or quieter children to contribute their thoughts and ideas. Consequently, during these sessions, learning for these children is not as effective compared to those who are more confident or older.
• Children develop a love of books and storytelling. Staff support the literacy curriculum very well. Children delight as skilled staff make stories fully interactive. They wiggle their 'magic finger wands' to cast a spell and squeal with excitement in anticipation of the next page. Children access books both inside and outside. They sit in small groups, 'reading' them to each other. As a result, children hear and understand new vocabulary and use this in their self-directed play.
• Children's physical development is well supported. Staff consider what learning opportunities would be best to help children to develop the physical skills they will need for future learning. However, staff do not fully support children's understanding of healthy food choices. Consequently, there are some children who do not know that foods high in sugar and salt are detrimental to their health.

What the setting must and should do next

The provider should:

• organise group activities more effectively to ensure all children, particularly younger or quieter children, are able to contribute and benefit more fully from the learning opportunities
• develop further the arrangements to promote healthy eating and to support children to learn to make healthy choices in relation to food.