Duke of Gloucester Playgroup

Inclusion: Needs attention

Leaders and staff identify when children have barriers to their learning, including special educational needs and/or disabilities. Leaders work with parents and carers and professionals to put plans in place with targets to promote some children's learning. However, this practice is not consistently applied across the setting. As a result, not all children benefit from well-coordinated or targeted support. For example, some children who experience difficulties in communicating their needs do not benefit from clear or consistent strategies from staff. This limits children's ability to fully engage in their learning and close gaps in their development.

Leaders trust that staff provide appropriate support for children but do not ensure that this is being implemented. Furthermore, staff do not use information gathered from assessment reliably to inform timely discussions with parents. This reduces the effectiveness of early intervention.

Leaders show a positive commitment to recognising and valuing diversity within the setting. They actively seek information from parents about their cultural backgrounds and celebrations. Staff use this information to plan activities and events that reflect and celebrate children's unique identities. This helps to promote inclusion and a sense of belonging.

Curriculum and teaching: Needs attention

The curriculum is not well designed to consider what children need to learn and extend their learning further. Currently, the curriculum focuses on routines and activities rather than what leaders and staff want children to learn. In addition to this, staff's interactions and teaching are inconsistent throughout the setting. Some staff understand what they want children to learn and engage well with children, inspiring them to engage in learning. Whereas, other staff do not have an accurate understanding of what children need to learn next or how they will go about supporting that learning. Leaders do not monitor how well staff implement the curriculum effectively, and this impacts children's education and experiences.

Staff do not ensure that the curriculum is inclusive to all children. For instance, some children who face barriers to their learning do not have support or strategies to help them to make the progress of which they are capable. There has been a focus on promoting children's communication and language through a recent project leaders have taken part in. However, not all staff consistently implement these strategies. This means the support for children's language and communication development is variable.

Achievement: Needs attention

Weaknesses in how the curriculum is designed and the inconsistency in teaching mean that children's learning and progress are variable throughout the setting. Some children make progress in the learning and develop the skills they need for their next stage, including moving on to school. For instance, they confidently match numbers to quantities, displaying an understanding of mathematical concepts. However, this is not consistent. Some children, including those who face barriers to their learning, do not receive the support that they need. For instance, some children struggle with their communication and language skills. Although this is identified, children do not benefit from support put in place swiftly enough to reduce gaps in their learning. This impacts on children's engagement in learning.

Despite these inconsistencies, children are polite, confident and friendly. Older children demonstrate positive behaviours, such as listening attentively and following instructions. They willingly take responsibility for tasks, such as tidying away resources and sitting appropriately during group activities. Younger children form secure attachments with staff, which support their sense of safety and wellbeing. They are beginning to build relationships with their peers, developing their social skills.

Behaviour, attitudes and establishing routines: Needs attention

The expectations for children's behaviour are not consistently understood or reinforced by all staff across the setting. As a result, children receive mixed messages about what is expected of them. This impacts on their ability to understand and manage their own behaviour effectively. Staff do not understand how to support and redirect children when there are incidents of poor behaviour. For example, they do not remind children of the boundaries or explain why certain behaviours are not acceptable. Consequently, children, including those who face barriers to their learning, do not receive the necessary support to recognise and regulate their feelings and follow instructions. At times, this impacts on younger children's engagement in learning.

Children form secure and trusting relationships with their key person and the wider staff team. They demonstrate that they feel safe and emotionally supported in the setting. Younger children confidently seek help from staff with tasks, such as opening their drinks or using the bathroom. This shows that they rely on staff, who respond sensitively to their needs. Leaders work closely with parents and carers to offer flexibility where needed. This helps to ensure that children can access sessions consistently.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise the safety and welfare of all children. They implement procedures to ensure that the setting is safe and secure. Staff help children to learn to keep themselves safe as they go on outings. For instance, on their walks, they talk to children about road safety. Children generally demonstrate confidence in keeping themselves safe when they are out walking. They hold hands with their partners and show an awareness of any vehicles on their route. Children benefit from exploring their surroundings. For instance, they enjoy walks to their natural wooded area and to the pitch to take part in large-group physical games.

Typically leaders and staff work closely with parents and carers to gather information about their children before they start attending the setting. This helps them to understand children's routines and care needs. Staff follow children's routines. They recognise when children are becoming tired or when they need a snack. Leaders and staff promote healthy lifestyles through planned activities where they learn about oral health and healthy eating. Children enjoy being physically active and benefit from fresh air and exercise. Staff implement clear daily routines to help children to develop positive hygiene practices, such as washing their hands before meals. In addition, leaders work in partnership with parents to ensure that the food provided supports children's health and wellbeing.

Leadership and governance: Needs attention

There have been recent changes to the leadership team within the setting. Leaders have identified key areas for development, including developing their curriculum. However, as these changes have been very recent, they have not yet started to make the necessary improvements. As a result, there is inconsistency in the quality of education that children receive. Furthermore, leaders do not use supervision and support effectively to improve the quality of teaching or to ensure that all staff consistently understand and implement procedures. Particularly in relation to supporting children who have barriers to their learning and in managing children's behaviour. This leads to children receiving inconsistent messages about what is expected of them and some children not receiving the targeted support that they need to learn.

Staff say that they are well supported by leaders and have access to training. Although, this is not targeted to focus on making the improvements that are needed to raise the quality to be consistent throughout the setting. Children are happy and have secure relationships with the staff caring for them. Parents and carers report that they are happy with the care that their children receive. They feel that staff communicate with them well about their children's care and learning through regular meetings and daily updates. Parents say that the staff are caring and supportive to the needs of their families.