Christ Church School Playgroup

What is it like to attend this early years setting?

Children happily enter this home-from-home setting, eager to start their day and explore the resources. They are warmly greeted by staff who meet them at the door. Staff talk to children and encourage them to share any news they may have with their friends. This helps children to settle and feel secure. The curriculum is well thought out and helps children to develop new skills and build on their overall development. Staff adapt activities to support the needs of younger and older children. The curriculum is ambitious for all children. It supports children to revisit concepts and have positive attitudes to learning. All children make good progress in preparation for school.

Staff are positive role models for children. They are deployed well throughout the setting and join in with children's play. They guide, support and encourage children as they play. For example, they talk with children about the different shapes they can see as they use moulds in the dough. Children's behaviour is supported well. Staff give consistent messages so that children understand expectations. For example, staff play a special song which is a sign for children to work together and to tidy things away. Children's achievements are celebrated. For example, staff take photos of children's models and give lots of praise. This promotes children's confidence and levels of self-esteem.

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

• The well-planned curriculum gives children different opportunities to lead their own play and learn new things. For example, children work together and use construction blocks to build tall towers and large structures. Staff talk with children about what they are making. However, staff do not always ask children questions which help them to think about problems and find solutions. As a result, children's critical thinking skills are not consistently promoted.
• Staff plan a range of activities which help children to think about the world. For example, children visit the local park and experience the changing seasons. Children enjoy exploring special days throughout the year, such as Chinese New Year, Eid and Easter. This helps children to understand that there may be people different from themselves and helps them to prepare for life in modern Britain.
• Communication and language are supported well throughout all times of the day. Children enjoy story times, singing and talking with others as they play. For example, children talk with one another as they play in the role-play shop. They pretend they are buying pizza, talk about the toppings they would like and pretend to exchange money. These opportunities help children to communicate their needs and build their confidence when speaking to others.
• Children with special educational needs and/or disabilities are supported well. Staff identify if children need support through consistent observations and assessments. Staff are quick to seek guidance and make referrals to other professionals. Children who are in receipt of funding are supported well. For example, funding is spent on resources which support children's natural interests. This helps children to be engaged and interested in play and learning.
• Children are beginning to explore the importance of healthy lifestyles. For example, they enjoy riding bikes outdoors, play with a dentist kit to help them understand about good oral health and enjoy a range of healthy snacks. Children are encouraged to build their independence. For example, they go to the bathroom by themselves and wash their hands before they eat. These opportunities help children to develop good levels of self-care and build their independence.
• Parent partnerships are good. Staff invite parents to contribute to processes of assessment and consistently share information about children's needs. Parents share that staff are 'lovely' and children enjoy 'a wide range of activities'. However, staff do not consistently share ideas for home learning. This means that parents are not always aware of how they can support and extend children's learning at home.
• Links with local schools are established. Teachers are invited into the setting so that staff can share information about children and discuss children's individual needs. These partnerships help children to settle as they move on to school.
• The staff team is led by an experienced and knowledgeable manager. She supports staff through inductions, supervisions and staff meetings. Staff share that they feel supported by the manager and enjoy working as a close-knit team. This has a positive impact for children, as staff share the same vision for the children in their care.

What the setting must and should do next

The provider should:

• provide children with more time to explore and solve problems, in order to help develop their critical thinking skills
• enhance partnerships with parents further and consistently support home learning, so that parents can complement children's learning at home.