Chapel Lane Playgroup

Inclusion: Needs attention

Inclusion is not yet underpinned by sufficiently effective leadership. Leaders do not identify and access additional funding, such as early years pupil premium, that eligible children are entitled to. As a result, disadvantaged children and their families do not always receive the full support they need. This does not help to reduce barriers to children's learning or to make the progress they are capable of.

Children are welcomed into the setting and develop positive relationships with their peers. Staff demonstrate a positive commitment to inclusive practice, particularly in their support for children with special educational needs and/or disabilities. They have developed a positive culture of early identification, which ensures children's emerging developmental needs are targeted. Staff use robust assessment and tracking systems to understand children's starting points and monitor this over time.

Some quieter children, including children who speak English as an additional language, do not typically receive as many purposeful interactions to extend their communication and engagement in learning to the highest level. Consequently, these children do not always build as quickly on their learning as their peers.

Staff adapt routines and practice to support children who need additional help. This includes providing strategies to support children to regulate their emotions, such as a designated calming cushion. Children also benefit from clear visual cues, including visual timetables, which help them to understand routines and feel secure.

Curriculum and teaching: Expected standard

The setting provides a broad and engaging curriculum that supports children's learning across all areas of development. Staff plan activities that build on children's interests and encourage curiosity and exploration. For example, children learn about the life cycle of caterpillars through stories, role play and first-hand experiences observing live caterpillars with magnifying glasses. Staff introduce new vocabulary, such as 'chrysalis' and 'cocoon'. They encourage children to talk about what caterpillars need to grow into butterflies. Staff adapt the curriculum to support children with special educational needs and/or disabilities.

Children receive support to develop early mathematical understanding through daily routines and play. For example, children count together during register time. They use their fingers to support this counting and also count objects independently during their own play.

Staff support children's physical development through activities, such as sewing, using scissors and turning screws with tools. Children enjoy outdoor activities that help to develop balance and coordination, including obstacle courses and balancing on logs.

However, some staff's interactions during child-initiated play are not always consistent. During busy times, some quieter children spend longer periods of time playing independently, while staff focus on supervising activities with individual children. As a result, quieter children, including children who speak English as an additional language, do not always receive sustained interactions. This does not help them to extend their communication and engagement in learning.

Achievement: Expected standard

Children generally make positive progress from their starting points and develop the knowledge and skills they need for the next stage of learning. They develop knowledge over time. For example, children talk confidently about insects and explain the difference between moths and butterflies. Children recall familiar stories and join in with repeated phrases. They join in enthusiastically as staff retell a story about a troll who lives under a bridge.

Children with special educational needs and/or disabilities make progress from their starting points. Their confidence grows during their time at the setting. They develop an increasing ability to interact positively with other children and staff. Children are typically prepared for school and enjoy visits to their future primary schools with their familiar staff members. While most children achieve well from their starting points, some quieter children do not consistently receive the opportunity to build on their communication and language skills further.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and demonstrate positive attitudes towards their learning and play. They arrive happily, settle quickly and confidently follow the setting's routines. For example, children independently put away their bags and lunchboxes when they arrive. They respond immediately to the tambourine that signals tidy-up time. Children understand these expectations and work together to tidy resources away. During large group activities, such as story time, staff remind children to use 'open ears' and 'closed lips.' However, on occasion, staff do not consistently reinforce these expectations for children's listening and participation. As a result, some children occasionally become distracted or disengage during these times.

Children develop positive relationships with staff and their peers. They learn to share resources, take turns and resolve minor disagreements with support from adults. Staff support children sensitively to manage their emotions and behaviour. For example, children wait patiently for their turn during group activities after staff clearly explain that everyone will have an opportunity to join in.

Children enjoy learning and engage positively in activities. Many children show curiosity and concentration during activities, such as sewing and construction play. Staff monitor attendance appropriately and follow up absences when necessary. They recognise when irregular attendance may indicate wider concerns for children.

Children's welfare and wellbeing: Expected standard

Staff support children's welfare and wellbeing effectively. Children are generally happy, settled and emotionally secure. They form positive attachments with staff. Staff respond sensitively to children's emotional needs by offering reassurance, cuddles and calming strategies when required. For example, children take part in calming activities, such as balancing poses and yoga. This helps to support children to regulate their emotions and readiness for the next part of the day.

Staff promote children's health and safety effectively. Staff remind children how to handle living creatures carefully. They supervise children closely when using tools, such as needles and scissors. Children learn about sun safety and the importance of wearing a hat to protect their head in the garden. All children, including those with special educational needs and/or disabilities, receive support to develop independence as they manage their belongings, put on their shoes and make choices in their play.

Staff typically ensure that daily routines are calm, predictable and well-established. Leaders recognise the importance of consistency for children who may experience instability outside the setting. Children benefit from opportunities to develop healthy lifestyles and physical wellbeing. They take part in outdoor physical play and participate in discussions about healthy foods during snack times.

Leadership and governance: Needs attention

Leadership systems are not yet sufficiently robust to ensure full compliance with statutory responsibilities. For example, leaders do not consistently ensure that all adults working within the setting, including students and volunteers, complete the required suitability checks before working with children. This is a breach of requirements. Leaders minimise potential risks by ensuring that these adults are always supervised and are not left alone with children, which ensures children's immediate safety. Leaders do not yet use funding arrangements effectively to ensure that eligible children receive the additional support available to help disadvantaged children make the best possible progress.

Leaders have established positive relationships with staff. Staff report that they feel supported in their roles. They say that leaders consider their wellbeing and workload. Supervision arrangements help staff to reflect on their practice and identify areas for improvement. Less-experienced staff receive appropriate guidance and support to access further training opportunities.

Leaders have developed positive relationships with families. Parents and carers value the information they receive about their children's development during regular meetings. Leaders also establish positive relationships with local schools in preparation for children moving on to their next stage of learning. They demonstrate an appropriate understanding of the setting's strengths and areas for development. Leaders have started to identify priorities for improvement. Although systems for monitoring and leadership are not yet effective enough to secure consistent improvement and the best possible outcomes for children.