Christ Church Playgroup

What is it like to attend this early years setting?

Children are curious and arrive eager and ready to engage with their friends. They are happy, settle quickly and establish positive relationships with adults at the playgroup. Staff provide an ambitious curriculum, where children feel safe. This enables children to benefit from the range of activities, which captures their interests. For example, children work together to build tall towers in the outside area. Older children successfully work out that they can build the tower even taller if they have something safe to stand on. Children are developing their early mathematical skills. They show high levels of determination as they become absorbed in their play. Staff give children lots of positive praise for their efforts. Children enjoy exploring music and songs during group times and free play. They practise hearing loud and soft tones. Children develop their vocabulary when they learn words, such as 'xylophone'. All children, including those who receive additional funding, make good progress from their starting points.

Children are learning to manage their emotions. The manager understands the impact the COVID-19 pandemic has had on some children. As a result, she creates a cosy space for children to sit in. Children read books and use a range of resources to help them feel calm and relaxed. Children behave well.

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

• Staff observe children and work together to plan activities. They know what they want the children to learn next. However, occasionally, some activities do not have a clear focus on intended learning for children. For example, during a water play activity, staff do not make the most of what they want the children to learn next. Consequently, staff do not support some children to learn as much as possible during the activity.
• Staff provide a broad range of healthy drinks, fruit and vegetables during snack time. Children learn how to keep themselves healthy. Children confidently wash their hands. They know they need to do this before they eat. From a young age, children develop their independence skills as they pour from a jug and scrape their bowls. However, although water is available throughout the session, it is not easily accessible. This would help children understand the importance of keeping hydrated.
• The manager has high expectations for all children. This includes the support for children with special educational needs and/or disabilities (SEND). The manager works closely with parents. They work in partnership with the local authority and the playgroup special educational needs coordinator to ensure that children receive swift interventions. For instance, staff introduce small-group time sessions to support children's speech and language development.
• Parents are very positive about the care their children receive. Children are prepared well for school. For instance, children dress up in a school uniform to help develop their small-muscle skills. All children, including children with SEND and those who receive additional funding, are developing skills for future learning.
• The manager works closely with the staff to evaluate the setting. Staff comment that they feel well supported. For instance, they meet as a team outside of the setting to discuss further plans and provide support to the team. This provides a good support for staff well-being and develops opportunities to continually improve the provision.
• Support for children's physical development is strong. Young children develop strength and balance as they climb and stretch on beams, using the indoor equipment. Older children work together, they delight in building cars to pull each other around in during outdoor play. Children's behaviour is good.
• The curriculum promotes children's confidence and resilience. Staff are good role models and support children to manage their behaviour. Children are kind and considerate. For example, children find different 'feelings' cards, which they share with their friends. They compare their cards to posters and discuss how they feel. Children are developing a good understanding about their similarities and differences.
• Children's literacy is supported effectively. During messy play, older children delight in finding the first letter of their name. They are eager to tell adults it is the letter 's'. Young children are encouraged to make marks writing their name on their finished art work.

What the setting must and should do next

The provider should:

• support staff to have a clearer focus on the intended learning for children, so that they are clear regarding their aim and objective during activities
• ensure fresh water is easily accessible.