East Horley Playgroup Ltd

What is it like to attend this early years setting?

Staff provide children with a welcome that is full of enthusiasm and warmth. Children settle quickly and demonstrate a high level of engagement. They run towards a range of stimulating activities that staff have provided for them. Staff are attentive and approachable. They gather information from parents about children who are new and settling in. This information helps staff to positively support children who are attending for the first time. For example, staff take time to discuss children's interests and daily routines. This provides them with the necessary information to support children who become unsettled so they recover swiftly. As a result, children feel safe, secure and have their individual needs met.

Staff provide children with positive learning experiences to support children's independence. Children are encouraged to regularly attempt new skills, which supports their physical development, such as cutting up fruit for snack time. They demonstrate a sense of achievement and share their successes. Children beam and say, 'Look! I did it all on my own!' They show confidence as they readily engage with imaginative play opportunities. They pretend to make food in their home-corner kitchen. Staff skilfully extend this type of play for younger children. They introduce new vocabulary and repeat simple concepts, such as 'heavy' and 'full'. Children use this new language in their own play, which helps them to make connections in their learning.

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

• A key strength of the setting is the targeted support given to children who are at risk of falling behind in their education. Leaders work hard to foster a strong inclusive attitude to all children, including children with special educational needs and/or disabilities (SEND). Leaders ensure that children with SEND receive timely support from external agencies. Additional funding is used to train staff to meet children's needs effectively. Consequently, all children make good progress from their starting points.
• Staff use their knowledge of each child, their development level and interests to plan what children need to learn next. A range of well-sequenced experiences introduce children to new ideas and build on their existing knowledge. This supports children's learning effectively. However, not all staff plan precisely enough to accommodate children's specific needs or interests. As a result, learning can sometimes be more incidental than purposeful.
• Staff model kindness and gentleness. They have high expectations for children's behaviour. Boundaries are in place to support children's routines. Children learn that they have to use 'kind hands' and 'walking feet' inside. They share toys and help to tidy away the activities they have been playing with. Children embrace the opportunity to help staff in small tasks, such as setting up tables for lunch.
• They are polite and say, 'Can I help you with anything else?'
• Leaders provide staff with a range of opportunities to develop their skills. Training needs are identified, and staff demonstrate a keenness to increase their skills to have a positive impact on children. For example, staff complete training on how to support children with autism. They adapt strategies on how to communicate effectively. However, occasionally, some staff do not always give children the time to respond to questions or process what is being asked. Consequently, some children, particularly those with language or communication needs, do not receive the same learning experiences as others.
• Staff recognise the importance of exposing children to books. Children are attentive during stories and demonstrate a high level of engagement. They excitedly participate in well-known phrases and contribute ideas about what may happen next. Staff provide children with rich-language opportunities and give a narrative as children play. This gives children a range of experiences that promote early literacy skills.
• Children are capable and confident movers. Staff provide outside experiences for children to run around in the fresh air. They are committed to exposing children to experiences that they otherwise might not have. Children demonstrate a high level of awe and wonder as they hunt for bugs in the garden and dig for worms in the soil. They delight in sharing what they know and tell adults that 'insects have six legs'.
• Staff support children's emotional health very well. They use effective strategies to work alongside children who become upset. For example, staff recognise when children are becoming tired and emotional. They provide calm responses and cuddles if needed. Children's emotions are named and validated. This response helps children to feel valued and listened to. They learn to put a name to their feelings, which strongly supports their well-being.

What the setting must and should do next

The provider should:

• develop staff's knowledge on how to plan a more precise curriculum to meet the individual learning needs of each child
• support staff to build on ways to ask children more purposeful questions, giving them time to process and respond, to enhance children's thinking and communication skills.