Eaton Elephants Playgroup

What is it like to attend this early years setting?

Children arrive at the playgroup excited to start their day. They are welcomed by friendly staff and quickly separate from their parents. Children hang up their belongings and settle down for group time. They display good behaviour and follow the daily routines. Children are becoming increasingly independent as they tend to their own self-care needs. They are motivated and make choices as they access a variety of activities indoors and in the outdoor area. For example, children concentrate on making 'potions' with water and foliage. They recognise and mix colours as they fill and empty a variety of containers and show excitement as the colours change. Children lead their own play. They play with toy dinosaurs and collect resources to make a dinosaur habitat.

The children have developed close relationships with their key person and enjoy playing alongside them. Staff know their key children well and adapt activities to set appropriate challenge for individual children. Children have a wide range of opportunities to engage in their local community and the wider world around them. For example, children learn about people who help us through visits from the community police officer. They walk to the local supermarket, where they learn about the origin of fruit and vegetables and make healthy choices about snack items.

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 made positive changes. The manager has a plan in place to continue making improvements to the playgroup environment and the care and education provided. Staff feel well supported and their workload is manageable. They access a variety of training to enhance their teaching skills.
• The manager and staff are knowledgeable about the community and families who access the playgroup. As a result, they create a curriculum which emphasises teaching children about the wider community. They plan motivating activities, based on the children's interests, across the seven areas of learning. Staff identify targeted next steps to support children to make good progress.
• Staff create an inclusive environment. The special educational needs and/or disabilities coordinator works closely with parents and other professionals and seeks additional training to fulfil her role. Gaps in learning are identified swiftly and inventions are implemented. As a result, children with special educational needs and/or disabilities make good progress from their starting points. Additional funding is spent to achieve the greatest impact on children's learning and development.
• Children demonstrate positive behaviour. They are motivated to learn and show a can-do attitude. Staff are effective role models. They encourage children to follow the playgroup rules and demonstrate good manners. For example, staff provide reminders to children during snack time to say 'please' and 'thank you'.
• Staff encourage independence from an early age. For example, children wash their hands, serve themselves at mealtimes and help to tidy up. Staff work closely with parents to support toilet training.
• Children access a language-rich environment. Staff introduce new language, such as 'petal' and 'stem', as children create potions with flowers and foliage. Children chant 'walk the plank' as they play with toy pirates in the water tray. Children who speak English as additional language are supported well and are making good progress from their starting points.
• Staff promote a love of books. Children independently access the well-stocked book area. They sit and turn the pages of books independently and look at the pictures intently. Staff share stories with individuals and groups. They read with excitement and expression. Children recite familiar phases and actions with enjoyment.
• The manager and staff have developed close working relationships with staff at the primary school which shares the same grounds. They join in with school events, such as sports day. They plan visits and activities to support a smooth transition to school.
• Parents talk fondly of staff and the variety of activities offered. However, they do not feel fully informed about how to support their children's learning at home swiftly enough.

What the setting must and should do next

The provider should:

• strengthen partnerships with parents to ensure that they receive more frequent information about how to support their children's learning at home.