Condicote Playgroup

What is it like to attend this early years setting?

Children are inspired to learn and explore in this child-centred and stimulating playgroup. The nurturing staff put children's needs and interests at the heart of everything they do. Children enjoy choosing from the range of exciting experiences on offer each day. For example, staff help children to create flowers from art materials with their friends, and they encourage them to explore the various sizes of pasta shapes as they load toy tractors. They discuss with staff the names of various tractors as they relate these to home life while skilfully developing both their mathematical skills and hand-eye coordination as they play. These well-thought-out experiences build on what children already know and can do and help them to make progress towards their development goals.

Staff have created a playgroup rich in language. Children freely select books to share with their friends, staff and visitors. There is a buzz of energy and excitement at the playgroup, as staff enthusiastically take part in songs and rhymes using actions to well-known songs. Children learn to care for their dolls as they chat along to their friends. Other children compete with their friends as they race to complete puzzles. Children develop their imaginations as they use toys to create their own stories about castles and princesses.

Children are very positive about learning. The manager and staff support children to thrive in their development. They work highly effectively with professionals and parents to ensure children are well prepared for their next stage of learning.

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

• The knowledgeable manager works closely with staff and children. This ensures that she can provide excellent support for staff when planning for children's next steps in learning. Staff receive dedicated time to attend team meetings and opportunities for targeted professional development. The manager places a strong focus on team building and staff well-being. As a result, the playgroup has in place a highly effective team of staff, which provides exceptional support for children to achieve positive outcomes.
• Children's early communication and language skills are given the highest priority. Staff expertly listen to children as they talk and purposefully extend their vocabulary. Staff know that this repetition of key words supports children to learn and remember more. Where adults identify any areas for development, such as pronunciation, they quickly put strategies in place to overcome this.
• The manager has implemented a bespoke curriculum, which is weaved through the whole playgroup. The curriculum is clearly sequenced. Highly ambitious staff explain why children need to develop their fine motor skills to, for example, support their writing and support them to fasten their own coats. All staff understand the intention of the curriculum. It is consistent and securely embedded throughout the playgroup.
• Children are highly engaged in activities throughout the day, and their behaviour is exemplary. They are consistently focused on learning. During group times, even the youngest children concentrate for extended periods and listen attentively to staff as they join in with songs and rhymes. They wait their turn and encourage each other.
• Independence skills are very strong. Children demonstrate a strong understanding of routines at the playgroup. For example, they routinely tidy up, select a book and sit on the carpet without prompting. They put their own coats on and get their friends their wellingtons. Children know how to keep themselves safe by not running on the slippery patio. Staff reinforce the safety messages. Children know how to look after themselves. For instance, they learn about oral health and when it is important to wash their hands.
• Staff talk to children about how they can keep themselves healthy. For example, children learn about healthy foods through planting and cooking activities. Staff respond quickly with kindness and love to children's emotional needs. This ensures that staff build wonderfully caring relationships with children, which in turn helps children to feel emotionally secure. Children show exceptionally high levels of self-esteem.
• Children with special educational needs and/or disabilities (SEND) are fully supported. Systems are in place to ensure intervention is sought for children swiftly. Staff support children struggling with changes in the daily routine, such as lunchtime, when some children go home. Staff give children hugs, when needed, and help with their emotions, ensuring that children can return to their activities throughout the day.