Cullercoats Methodist Church Playgroup

What is it like to attend this early years setting?

Children and parents are greeted warmly by staff as they arrive at the setting. The staff ensure that all children form appropriate bonds and attachments with themselves and their peers. Staff work with parents to help new children to settle. Children come for short visits based on their individual needs before they start. Staff find out about children's development from the start through discussions with parents and their own observations. Staff then confidently plan for children's individual next steps in their learning and development.

All children are happy, calm and relaxed. Children are engaged in their learning. They independently access and explore the resources available. For example, children become engaged in a sticking activity, using glue and coloured sand. Staff encourage them to talk about the different textures using words, such as 'hard' and 'soft'. Children feel safe and secure. They behave well as they learn to follow routines and understand what staff expect of them. Any unwanted behaviour, such as running round the room, is quickly dealt with by staff. They remind children to use their 'walking feet' and explain that it is because they do not want them to fall over. When it is time to put the toys away staff encourage children to help.

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

• Since the last inspection the manager and staff have worked hard to address the weaknesses that were raised. They have reviewed how they plan for the progress of individual children. As a team, they meet every Friday to discuss how children are progressing and what they need to do next. They consider whether their expectations are too high for a child or too low, and they then plan accordingly for the next week. This means all staff understand the individual progress of children and the learning they want them to gain.
• Staff benefit from an effective programme of supervision. The manager observes staff and gives feedback on their performance. She also appreciates any feedback from staff on her performance. Staff have daily discussions about how the session has gone and what they can do to improve it. This all helps to improve practice and outcomes for all children.
• Children are strongly supported to develop a love of reading. They enjoy sitting and listening to stories being read to them. They are encouraged to remember what a story is about. Staff pause during storytelling to see if children know what will happen next. Children become fully involved in the story.
• Children's mathematical knowledge is supported well. They become familiar with numbers in everyday activities. For example, staff encourage them to count how many children are sat at the table for snack. They ask how many cups they need, and children are chosen to share the correct number out. Young children use shape sorters, where they work out which shape fits through the correct hole.
• Staff develop children's early literacy skills. Children learn to recognise their own name when they self-register with the help of their parent when they arrive. In group activities the manager asks children if they can see their name using the first letter. She adapts this for younger children by giving them small clues. This helps them to realise it is their name.
• There is a strong focus on developing children's communication and language skills. Staff talk to children during their play and repeat words and sentences that children say that have not been clear. This helps children to understand the correct pronunciation. Staff ask children lots of questions. However, they do not always pause to allow children the time they need to think and respond, before they answer for them.
• Children develop their independence as part of getting ready for school. For instance, they learn to look after their own self-care needs, such as informing staff when they need the toilet. However, there are times where their independence is not promoted as much. For example, foods for snack, such as apples are cut up for them. Their drinks are poured by staff, when children could be learning how to do these safely themselves.

What the setting must and should do next

The provider should:

• strengthen staff's interactions and questioning skills so that they understand the importance of giving children more time to think and respond, to help develop their speech and language skills further
• support staff to promote children's independence in everyday activities, such as snack time.