Christ The King Playgroup

What is it like to attend this early years setting?

Children are wonderfully happy and well settled at the playgroup. They separate from parents easily and are eager to engage in play and learning. Staff get to know children very well and are alert to their individual needs. They form strong bonds with children, which in turn helps children to feel safe and promotes their emotional well-being. The manager focuses strongly on promoting children's mental health and teaching them to identify and regulate their emotions. Children confidently talk about what makes them happy or sad and can communicate their feelings to one another. Staff are good role models. They teach children about the importance of sharing, turn taking and being considerate. Children are very kind to their friends and behave well.

Communication and language development is a strength at the playgroup. Staff support children to engage in back-and-forth conversations and ask thought-provoking questions. Children learn British Sign Language, follow a visual timetable and use now and next boards. This is particularly helpful for those children who speak English as an additional language and those who need additional support when communicating verbally. Staff teach children prepositions and adjectives to further enhance their wide vocabulary. Children are making good progress and are confident communicators.

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

• The manager is very knowledgeable and has a good understanding of the different ways that children learn. She plans a well-sequenced and flexible curriculum that builds on children's existing skills. Staff consider what children already know when planning what they need to learn next. This helps to ensure that all children are well prepared for the next stage in their development.
• Support for children with special educational needs and/or disabilities (SEND) is well embedded. The special educational needs and disability coordinator (SENDCo) is very experienced. She uses her knowledge and skills to swiftly implement targeted support for children who are at risk of falling behind. The SENDCo makes timely referrals and works closely with outside agencies to ensure children receive the support they need. Children with SEND make good progress from their individual starting points.
• Literacy development is promoted well at the playgroup. Children have access to a wealth of books, print and mark-making equipment. Staff read to children throughout the day and encourage them to discuss the stories they hear. However, some large group story times are not always organised well enough. They are too long for some children and the group size is too large. Consequently, some children lose interest and become distracted, hindering their attitude to learning.
• Children enjoy exploring the exciting outdoor area. They show a great deal of perseverance and determination when using the climbing wall and monkey bars. Children demonstrate good balance and control when using the scooters and bicycles, carefully navigating the obstacles in their path. The daily exercise helps to strengthen children's large muscles and improves their overall physical development.
• Staff teach children about similarities and differences between themselves and others. They read stories about different family dynamics and celebrate festivals that are unique to children. Children collect food for the local food bank, which promotes discussion about people who are less fortunate than themselves. This helps to broaden children's understanding of the world and prepare them for life in modern Britain.
• Parents are included in children's learning from the beginning. Staff collect information when children first start about what they already know and can do. This helps them to plan appropriate learning experiences from the start. Parents are updated about children's development each week and receive ideas of how they can extend learning at home. This holistic approach contributes to the good progress children make.
• The manager is truly dedicated to the playgroup. She ensures staff feel happy and supported in their roles. Staff have supervision meetings each term and access professional development opportunities, such as training. The manager provides some general feedback on their practice. However, it is not always specific enough to help staff improve their skills and knowledge even further and raise the quality of education to the highest level.

What the setting must and should do next

The provider should:

• review the organisation of large story times to help all children remain engaged in purposeful learning
• provide staff with more specific feedback on their practice to improve their knowledge and skills further.