Clutton Playgroup

What is it like to attend this early years setting?

Children settle very quickly on arrival and explore the activities available. Staff reassure those who are new to the setting and encourage them to be excited by the activities, so they soon feel secure and get involved. Staff support children successfully in being active learners, extending their knowledge through their natural curiosity. For example, older children notice that the flag of India has the same colours as that of Ireland. Young children use magnifying glasses to observe how different bugs move, and they notice the different marks they make as they play with toy vehicles in tea leaves.

The curriculum has a positive impact on children's development. For example, staff make good use of routines, such as snack time, as a learning opportunity. Children gain lots of independence, washing their hands, peeling fruit, buttering crackers, pouring drinks and clearing their place. They help each other and join in with good conversations. Children enthusiastically take part in circle time. They sing and sign their welcome song, count backwards and forwards, discuss the weather and learn the days of the week, through repetition. It is just the right length of time, so even the youngest children concentrate, behave and engage well.

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

• The leaders have planned an effective curriculum. They meet with teachers and together they focus on the skills children need for school. Staff plan activities that children are eager to take part in and willing to keep trying to develop their skills. For example, they persevere with cutting. Staff demonstrate and provide just the right amount of support to help them achieve. They then give children enough time to practise independently, telling them 'That's amazing' when they improve, so children are confident to try new things.
• Staff understand what children can already do and what they need to be learning next. They know how to sequence their planning, so children make good progress step by step. Good monitoring enables staff to quickly identify any gaps in children's development and provide additional support, working well in partnership with parents and outside agencies. Parents comment on how well staff communicate with them, enabling them to support their children's learning at home. Parents confirm how the inclusive setting meets the individual needs of their children successfully.
• Overall, children are confident communicators. Staff role model the correct use of language, such as 'bunk bed', and encourage children to express themselves. For example, children describe the weather as 'chilly' and 'cloudy' and staff help them to recall previous suggestions, such as 'nippy'. Children enjoy books, and staff engage them well in asking and answering questions, recasting children's mispronounced words. On occasions, however, staff do not extend older children's mathematical language as well.
• Children behave well and have a good understanding of the adults' high expectations. For example, children raise their hand to talk in a group and listen to others, preparing them well for school. They stay at the table while eating, use 'please' and 'thank you', are kind and share. Children have good opportunities to learn about and value other people's differences. They build lovely relationships with the staff and each other.
• Leaders continually evaluate their practice, involving staff, parents and children. They have improved the planning of the outdoor area so that children who prefer outdoor learning have full access to the curriculum. There are plans to develop this even further. Leaders observe the quality of teaching to provide feedback and help ensure children have consistently good experiences. However, staff do not always extend children's critical thinking by encouraging them to make predications and test their ideas.
• Leaders deploy staff effectively so that children have good supervision and can benefit from using all areas of the provision. Children learn the importance of a healthy lifestyle. They develop good hygienic practices and have daily opportunities to use their large muscles indoors and outdoors. Children enjoy the healthy snacks and help themselves to their labelled bottles of water. They engage in good activities to extend their knowledge of caring for their teeth.

What the setting must and should do next

The provider should:

• support staff in helping children to make predictions and test their ideas to develop their critical thinking further
• develop staff awareness of extending older children's mathematical language to express themselves even better.