Elgin Estate Playgroup

What is it like to attend this early years setting?

Children are greeted warmly when they enter the setting by staff who are attentive to their needs. Parents speak highly of the setting and the staff, and value the open communication between them. Children gain from this as it makes them feel safe and secure.

The setting focuses on developing positive community links. Children are made to feel part of the Elgin Pre-School 'family'. This gives them a strong sense of belonging, which then makes them more able to learn.

Children's communication and language development is a priority, with books available in every room. Staff read books to children throughout the day, singing songs while doing so as well as talking to them about what they are doing. Staff encourage children to join in with singing even while involved in activities. For instance, when a child was making play dough, they sang a song about mixing up the different ingredients. Children are confident to express their needs and say what they would like to do next or what they need help with. This language-rich environment gives them the vocabulary necessary to progress.

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

• Children benefit from a well-established and confident staff team. Staff take time to get to know their key children and share their children's interests with other staff each morning. This way everyone can support children's development.
• Partnership with parents is a strength at this setting. Parents are delighted with the communication from the setting and appreciate the daily updates about their child. This makes them confident to send their child to the setting.
• The manager prioritises building lasting community links between families and the setting. Consequently, the setting is an integral part of the community and children feel like they belong, which means they are more comfortable and able to learn.
• Staff are well supported by the manager and clearly enjoy the work that they do. They speak of it being a privilege to work there. The children are the focus of this positive learning environment.
• Staff talk to the children about what they are doing, using appropriate language when, for instance, they are exploring the construction tools. Staff name the items children are using, such as 'hammer', 'spanner' and 'nails', and describe what they are doing as they 'bang' and 'push'. This means that children are given the vocabulary they need to aid their understanding further.
• Children are happy within the setting. They spend time focused on activities and show enjoyment in what they are doing, for instance when playing in the home corner.
• Staff are always on hand to model correct behaviour and encourage children to play together appropriately. This helps the children develop positive relationships with others.
• Social media is used productively to keep in touch with parents, and for the parents to also form relationships with other parents. This helped when the setting was closed due to the COVID-19 pandemic, as well as when the children first returned.
• The setting has an open-door policy which makes parents feel welcomed at any time. Parental views are valued and taken into consideration.
• Staff attend regular training courses and then discuss what they have learned with the rest of the staff team. They are always looking for ways to improve the learning experience for the children in their care, but would benefit from a more organised system of staff observations.
• The manager has a good relationship with the local authority so that if she had concerns about a child's development, she would be able to get the appropriate support.
• The manager uses additional funding to make sure that all children can go on trips away from the setting. Parents also usually come on these trips, which helps to build links between the home and setting, and makes the children feel like the setting is part of their family.

What the setting must and should do next

The provider should:

• strengthen the management systems to monitor staff teaching practice.