Chafford Hundred Preschool Playgroup

What is it like to attend this early years setting?

Overall, leaders ensure that the setting's curriculum is broad, interactive and tailored to children's interests. Activities are both structured, for example circle time and number songs, but also child-led, allowing children to express themselves and make choices. The blend of singing, props and physical objects during learning makes the experiences engaging and multisensory, supporting various learning styles. As a result, children are extremely eager to get involved and maintain high levels of focus throughout activities and experiences.

Behaviour across the setting is exemplary. Children are remarkably polite, cooperative and kind. Staff use consistent reinforcement through praise and modelling, so children know what is expected of them. Children cheer on their friends during sports activities, highlighting a positive culture where encouragement is valued and competitive situations are approached in a way that prioritises kindness and community. Therefore, children form meaningful attachments with each other and demonstrate high levels of confidence and self-esteem. Children demonstrate a thorough understanding of acceptable behaviours, resulting in a culture of respect and responsibility.

Children are articulate and self-assured, showing that they are emotionally secure and eager to express themselves. Interactions with staff build strong relationships with the children, providing a secure base. This results in children feeling comfortable while engaging with unfamiliar adults. Staff use opportunities to embed equality and inclusion effectively, such as different family structures. Discussions around these subjects are sensitive and age-appropriate, helping children to understand and accept diversity in a natural and respectful way. As a result, children are aware of similarities and differences between people in their local community.

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

• Leaders offer experiences that broaden children's understanding of some aspects of the world around them, particularly for children who may lack opportunities. Visits to local care homes, the forest and food banks, as well as city farm visits, create an exciting and stimulating environment. These experiences support children's social development and appreciation for community life. Children learn to care for living things, for instance by growing plants and giving bees sugar water in the garden. However, staff do not always extend children's knowledge about the natural world, what the children are seeing or what they already know. This results in some missed opportunities to further develop children's knowledge and understanding of this aspect of the curriculum.
• Activities such as the 'attention bin' support vocabulary, turn-taking, listening and curiosity. Staff extend children's language by introducing new words, such as 'woodpecker' or 'zoom', and facilitate group discussions that involve everyone. Children are given the opportunity to express personal preferences, resulting in confidence around communication and using language for thinking.
• The setting provides effective inclusive practice for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Children's individual needs are clearly understood and met through one-to-one support during group times, the use of visual cues, Makaton and access to quiet spaces such as the 'pod'. Staff adjust interaction styles to meet children's sensory and emotional needs. As a result, children happily remain engaged in the daily routine and make strong progress across the curriculum.
• Staff encourage healthy habits by prompting children to drink water and remove jumpers in hot weather. Children show excellent independence in accessing water and managing hygiene routines. These habits are deeply embedded and result in effective self-care and physical well-being in children across the provision.
• Transitions are managed well, with strong partnership working between the setting, families and receiving schools. Staff attend transition meetings and support parents by helping them understand the process and advocate for their children's needs. This builds parental confidence and helps ensure consistency of support across settings, helping the children feel positive about moving to school.
• Parents show high regard for the continuity of care and long-standing staff team, contributing to strong relationships and a sense of community. Parents speak highly about staff consistency and personal history with the setting, such as attending themselves as children. Positive relationships between staff and families build trust. Staff act as secure role models for children, who separate from parents at drop off with ease.
• There is a strong culture of professional development by supporting staff thoroughly to complete relevant qualifications and reflect on their own training needs. Leaders assess staff engagement with training sessions and follow up well. Staff progression has widely supported their confidence and motivation to progress further. This results in a high-quality, enthusiastic workforce.
• Leaders use additional funding they receive for children effectively. The purchase of specific resources, such as wooden bridges and trampolines, supports physical development and emotional regulation for children, resulting in a calm and engaging environment. Targeted use of funding creates an accessible curriculum and ensures experiences are maximised for all children.

What the setting must and should do next

The provider should:

• develop further the staff's implementation of the curriculum for knowledge and understanding of the world to fully build on what children already know and can do.