Comberton Playgroup

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this setting which is at the heart of the community. Staff warmly welcome children as they arrive which helps them to separate well. Children independently hang their coats up and become quickly engaged with the stimulating activities set up by staff. For example, children explore scientific concepts through a sink-or-float activity. Staff encourage children's thinking by prompting discussions about boat construction. Children decide what materials they will need to make the mast and sail on their boats and develop problem-solving skills as they test the boats in tubs of water. The experienced staff team show an excellent understanding of children's learning needs. They provide a sequence and well-planned curriculum ensuring learning is purposeful and progressive.

Children display a strong sense of belonging within the setting. Personal touches, such as named drawers for storing artwork and a family photo wall, foster a welcoming and inclusive environment. Staff build strong bonds with children, ensuring they feel valued and secure, contributing positively to their confidence and well-being. Staff actively promote positive behaviour. During activities, they model and reinforce social skills, such as turn-taking and kindness, helping children to understand the impact of their actions. Staff provide clear expectations, contributing to children behaving well throughout the setting.

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

• Focused activities support children's next steps in their learning effectively. Staff provide engaging learning opportunities, such as 'dough disco' sessions and scissor-skill activities, helping children to develop their fine motor skills. Children show determination as they master using scissors successfully. This supports children to refine the skills they need for early writing later in their education.
• The setting actively engages with the local community, providing a rich range of experiences to enhance children's learning beyond the setting. Regular activities, such as forest school sessions, visits to the local library, and trips to allotments, contribute to children's understanding of the world. Unique cultural experiences, such as watching the Morris dancers, broaden children's cultural awareness. The setting also promotes intergenerational connections, inviting older members of the community to special events, such as the Jubilee celebration and Christmas visits.
• Staff help children to build on their communication and language. They use animated storytelling to captivate children's interest, encouraging discussion about characters emotions, helping to expand their vocabulary. Older children learn to sound out words, such as 'cat' and 'tap', helping them to develop early literacy skills. However, staff have yet to embed strategies to further support children who speak English as an additional language to develop their speech and understanding more effectively.
• Partnerships with parents are strong. Parents are kept well informed about their children's learning and development through regular updates and parent evenings. The setting also provides suggestions for home learning, supporting parents to continue their children's learning at home. Parents speak highly of the setting, acknowledging the setting's role in supporting school transitions and ensuring children's safety remains a top priority.
• Staff deploy themselves well and organise the day efficiently. Children understand routines and know to line up at the door ready to move to different rooms to access focused activities. Occasionally, transitions to and from the garden are not as smooth, which has an impact on the attention that staff can provide to children to fully support their needs.
• Children with special educational needs and/or disabilities make good progress from their starting points. Staff work closely with families and external agencies, such as speech and language therapists, to ensure that children receive bespoke support. Shared strategies are used to provide children with a good learning experience that helps them make the best possible progress.
• Leaders are proactive in monitoring staff practice through observations, and regular supervisions, enabling them to identify areas for improvement and training needs. Staff have access to a broad range of training opportunities aligned with their interests and professional development. The committee work closely alongside leaders and are actively involved in supporting the setting. They provide supervision and hold quarterly meetings, supporting the setting to run smoothly and ensure children receive high-quality care.

What the setting must and should do next

The provider should:

• embed consistent approaches to support children who speak English as an additional language to help build on their communication and understanding
• review the organisation of transition times to and from the garden to ensure children's needs are consistently met.