Cricklade Preschool Playgroup

What is it like to attend this early years setting?

Children are happy and relaxed in this welcoming playgroup. They develop strong bonds with the caring staff. Children who are new to the playgroup settle quickly, as they are supported well by caring key persons. Children behave well. They like to do things for themselves and demonstrate a can-do attitude. They self-register, recognising their names and photos, learn to dress themselves and hang their coat on their peg. Children use jugs skilfully as they pour water, and they serve their food at lunchtime.

Children demonstrate positive attitudes towards learning. They learn about the benefits of a healthy lifestyle. Children enjoy playing with their friends. They have opportunities to be physically active. For example, outdoors, children use wheeled toys, jump and balance and pretend to repair the shed using their imaginations to become builders.

Staff build strong relationships with the local school and outside professionals to support children's learning. Older children who are preparing for their next stage of learning regularly share experiences at the local school, where they familiarise themselves with the building and teachers. This helps them to feel safe and secure and supports their eventual move on to school.

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

• The manager is very ambitious and passionate about the children she cares for. She has high expectations for the staff and the children. She is able to recognise the importance of ongoing training and the impact this has to promote positive outcomes for children. She is able to support and motivate staff in their own professional development. Staff are also supported through supervision, appraisals and the manager's positive engagement with her team. Their well-being is considered, and they feel valued. There is a good team spirit, and staff create a valued community setting.
• Children benefit from a broad and varied curriculum. Staff follow the children's interests when planning activities. They use initial assessments well to ensure they know what the children need to learn next. Children initiate their own learning, and staff ensure that a range of resources are easily accessible to enable children to make choices and select what they need.
• Parents speak extremely positively of the care and education their children receive. They comment that the staff are 'incredible'. They feel assured their children are well cared for, make good progress and have fun. Parents comment that the manager and her team are supportive of the whole family and take time to get to know them and the children. Parents discuss how easily their children settle. They comment that communication is excellent, and they fully appreciate the support and reassurance they receive.
• Staff teach children how to keep themselves healthy and the importance of a good diet. For example, they explain about good dental hygiene, and children learn to brush their teeth through play. Staff teach children how plants grow and why it is important to look after the environment. For example, children learn to plant vegetables, cook healthy snacks, and explore how food is recycled.
• Overall, staff promote children's language and communication well. Staff introduce new words to widen children's vocabulary. They constantly speak to children, narrate what is going on, read stories and sing familiar songs. However, on occasion, staff do not fully enhance children's thinking and language skills or use the correct pronunciation for common words. For example, they do not always give them enough time to think when responding to questions.
• Children are excited to take part in outdoor play and really enjoy exploring this well-developed area. They use their imaginations to invent their own games and take part in a wide selection of physical play to support their development. However, children are not able to freely access this area, which sometimes restricts learning for those children who prefer to be outdoors.

What the setting must and should do next

The provider should:

• encourage children to use the correct pronunciation of words and allow children more time to think and respond during interactions, to extend their communication skills
• develop the organisation of the day to provide more opportunities for children to freely access the outdoor area, especially for children who prefer to learn outside.