Chislet & District Playgroup

What is it like to attend this early years setting?

Children show high levels of enjoyment during their time at the setting. They are consistently engaged in meaningful learning and have many experiences to develop their imagination. For example, children have opportunities to engage in art and craft activities. They show high levels of concentration as they use a variety of different resources to create their own ideas. Children have fun as they role play, pretending to be superheroes. This opportunity encourages children to express themselves in different ways.

Children have opportunities to engage in physical activities in the outdoor space. For example, they confidently ride on bicycles and play hopscotch, hopping and jumping. This helps children develop their core strength and coordination. Children are supported in learning how to resolve conflicts and share their wants and interests with their friends. This is shown through staff's high expectations. For example, staff provide support for children by encouraging them to find a solution to taking turns on the bicycle. This opportunity inspires children to build on their confidence in social interactions and helps to develop their communication skills.

Toddlers are happy and confident as they freely explore their surroundings. Staff provide opportunities for toddlers to develop their fine motor skills. For example, toddlers show good control in using a paintbrush to make different marks. This helps them to develop strength in their hand muscles in preparation for early writing. Staff are sensitive and responsive to toddlers. They repeat words back to them and provide simple explanations during play. This helps toddlers to develop their communication and language skills and make good progress in their learning.

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

• Staff have a good understanding of how children learn and develop. They monitor their progress regularly, helping them to identify any potential areas that children may require some additional support. For example, the focus for this term was on mathematics. This helps staff to ensure children make good progress in all seven areas of learning.
• Staff act as good role models, reminding children of the rules and expectations for behaviour. Staff use effective questioning techniques to find out what children already know. For example, staff ask children why it is important to use 'walking feet' when indoors. Children demonstrate a secure understanding of the rules and talk confidently about how to keep themselves safe.
• Staff support children to develop their awareness of equality and diversity. For example, children enjoy playing with small-world figures, including those that show people with disabilities. However, staff are not yet providing opportunities for children to celebrate their individual heritage. Therefore, this does not support children to fully understand what makes them unique.
• Staff regularly encourage children's independence. Children can put on their own coats and hats before going into the garden. Children also enjoy being helpful. For example, they are eager to set the table for their friends in preparation for snack time. This gives children a sense of responsibility.
• Staff provide opportunities for children to develop a healthy lifestyle. Children have access to a variety of fruits at snack time and learn how to keep their bodies hydrated. This teaches children how to keep themselves healthy. However, the way staff organised snack time resulted in children spending too long waiting for food. This means learning opportunities are not maximised as they arise.
• Children with special educational needs and/or disabilities (SEND) are well-supported by staff through the use of targeted plans. Children with SEND also receive additional support from external professionals. As a result of this support, they are making good progress in their development.
• Staff support all children in developing good hygiene practices. For example, toddlers individual care routines are followed during nappy changes. Staff are also supporting toddlers to wash their hands independently. Pre-school children know to wash their hands before mealtimes and attend to their own toileting needs.
• Parents comment on the 'friendly' and 'welcoming' staff team. They feel well informed about children's progress and the daily activities they engage in. Parents also comment on the friendships their children have made since attending the setting. Staff meet with parents regularly to share information and provide support where needed. This shows how staff work closely with parents to support children's learning at home.
• The manager is passionate about her role. She is in the process of putting into place new plans to further enhance the opportunities available to children. For example, she would like to introduce hot meals for children to further promote healthy eating. The manager feels well supported by the committee members.

What the setting must and should do next

The provider should:

• incorporate more culture and diversity into the setting, supporting children to make connections between their own and others' heritage
• improve the organisation of snack time so that children do not spend too long waiting.