Castle Playgroup

What is it like to attend this early years setting?

Staff support children emotionally during settling sessions working alongside parents well. Key person relationships are strong, and children form close attachments with the staff who care for them. Children feel confident to seek help and comfort. Children are beginning to manage their emotions. Staff help all children, including those with special educational needs and/or disabilities (SEND). They adapt their language and interactions to support children's needs well. Children make good progress especially those with SEND.

Staff plan activities to reflect the children's interests. Staff give clear instructions for children to follow. For example, children enjoy following a recipe to make playdough. Staff also have high expectations for children's behaviour. For example, children freeze when they hear bells. They recognise this as the signal to stop playing and proceed to tidy up. Children have a positive attitude to learning. They enthusiastically join in using actions and words during story time and singing. Staff help children to become more resilient by encouraging them to have a go or try again. Children play an active role in the community. For example, children performed a song at a Christmas event and made remembrance poppies for a community display. This helps build children's confidence and understanding of the world.

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

• Leaders and staff plan an ambitious curriculum. They regularly assess their provision to reflect the interests and needs of the children. Staff know the children well and what they what children to learn. They assess children's learning and use this information to implement appropriate next steps in learning. Children are well supported in their development.
• Leaders and staff identify children's starting points when they first attend the setting. This helps to inform their planning and develop good relationships. However, the information they gather for children who speak English as additional language is not always effective in supporting all children to make good progress.
• Staff engage effectively with children during planned activities and routines. Staff comment, expand and question children to support their communication and language skills. Staff introduce new vocabulary and extend children's learning. For example, children name different scents to add to playdough. However, staff, on occasion, do not extend children's learning in spontaneous play to ensure best possible progress.
• Staff plan purposeful activities to support independence. Children follow expectations modelled by staff. For example, children follow instructions to use safety knives to cut their own banana during snack time. Staff support children to make their own decisions, such as choosing how to make their own obstacle course. Children show good levels of independence and develop key skills they will need for the future.
• Leaders and staff put in place effective support for all children especially those with SEND. They work effectively with outside agencies and parents to ensure consistency in information sharing. Staff skilfully adapt their teaching to reflect the needs of the children. Children with SEND thrive.
• Children enjoy being physically active within the setting's outdoor space. They also access a variety of activities indoors to develop their larger muscles. For example, children access soft play equipment where they jump, climb and balance. Children also develop their smaller muscles well, to help with early writing skills. For example, children enjoy pegging wet doll clothes on a washing line.
• Children learn self-care skills. For example, children visit the toilet and wash their hands before eating. Staff sensitively assist children who need some additional help managing their own self-care needs. For example, toilet training. Staff discuss the importance of being healthy during daily meals. As a result, children are developing their knowledge about healthy lifestyles. Staff also promote the importance of regular tooth brushing. Children develop their understanding of good oral hygiene.
• Staff share information about children's learning well. Parents understand how their children are progressing and how to support their learning at home. This collaborative approach supports children's development well. Staff also share up to date information about children transitioning to schools to ensure consistency in children's care and learning.

What the setting must and should do next

The provider should:

• strengthen information gathered about children with EAL when they first start to help enable them to make good progress
• enhance support for children in spontaneous play to make the best possible progress.