Dosthill Park Pre-School Playgroup

What is it like to attend this early years setting?

Children thoroughly enjoy their time at the setting. They walk in with big smiles, eager to start their day. They show that they are happy and confident. Children are friendly. They speak to visitors, hold them by their hands and invite them to play with them. They talk passionately about their play and light up with excitement upon seeing different-sized pumpkins to explore. Children show secure attachments with staff members. They seek out staff members for cuddles and reassurance when they need to. Staff are extremely loving and attentive to children's needs.

Staff support children to flourish in the outdoor provision. There are many opportunities that staff offer to support children in their physical challenges and exploration. Children confidently use wheeled toys, such as tricycles and bikes, to race around the vast outdoor area. They carefully consider their surroundings and use their navigational skills to avoid the hazards in their way. Children enjoy exploring the setting's woodlands. They use their imaginations to go on a 'bear hunt' with staff and peers. Children show their delight as they pretend to experience different terrains as they embark on their journey. These experiences help children to develop their imaginative and physical skills.

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

• Leaders plan a curriculum that promotes learning across all areas of the early years foundation stage. Staff set up various activities to challenge the children through play and exploration. However, at times, the learning intent for the activity is not always clear and staff do not always adapt their teaching style to cater for children's individual needs. This results in some of the learning being lost. Consequently, children lose interest quickly and disrupt others.
• Children enjoy listening to stories. They sit comfortably on the sofa and snuggle up to a member of staff while enjoying the book. Staff ask questions about the story, which helps to further deepen the children's understanding. For example, when a creature leaves the cave with no coat on in the snow, the member of staff asks the children if that was a good idea. This helps children to think and encourages them to talk about the pictures in the book.
• Children have opportunities to engage in role play with their peers. They enjoy manipulating play dough and cutting fresh herbs to mix into it to make 'pizza'. These opportunities help children to develop their fine motor skills, which helps them develop skills for later in life, such as writing. However, children struggle to share and take turns with others. They often snatch resources from one another, resulting in children becoming tearful. Staff do not always support children consistently enough to help them to recognise the impact of their behaviour on others.
• Staff help children to become independent. Children help themselves to snack.
• They enjoy a selection of fresh fruit. Children know to wash their hands before eating. They place their fruit in a bowl and take a seat at the table. When they have finished, children know to put their used bowls into the washing up bowl. Staff also encourage children to put their own coats on and tidy up toys at various intervals during the day. These opportunities help to prepare children for their next stage in education.
• Children with special educational needs and/or disabilities are well supported. Staff are quick at identifying when children need additional help. They work well with external agencies to aid children's progress. Parents comment that they are always well informed about targets set for their children and feel able to continue to help children with their learning at home. They also comment on how friendly and helpful the staff are with regards to potty training.
• Leaders are able to identify when staff need support and guidance. They offer regular opportunities for staff to reflect on practice and improve. Support is given when staff express particular interests with their professional development. For example, further training is given to teach staff how to help children with communication and language needs. Leaders are mindful of staff's well-being and mental health. They offer an open-door policy so that staff can talk freely and confidentially, to get help and support.

What the setting must and should do next

The provider should:

• plan the learning intent behind the activities more precisely so it meets the children's individual needs
• support staff to help children learn the behavioural expectations and gain a wider understanding of the feelings of others.