First Steps Community Playgroup

What is it like to attend this early years setting?

From the moment the children enter the playgroup, staff greet them warmly. Staff share relevant information with parents about their children's well-being at the start of the day. Strong bonds between children and their key person help children to feel safe, happy and settled. Staff model respectful and caring behaviour. Children behave well and play cooperatively with one another. Staff encourage them to share toys and take turns.

The curriculum is designed well to incorporate children's interests and what they need to learn next to prepare them for school. Staff plan the provision carefully and consider the skills and knowledge they are developing with the children.

Staff regularly review and adapt the curriculum themes to maintain children's interest and motivation. The curriculum provides rich learning experiences, inside and outdoors, that promote sustained engagement and skill development. For example, children develop fine motor skills over time through a range of purposeful activities.

The curriculum supports children's communication and language development across all ages and backgrounds. Staff introduce new vocabulary and encourage children to express their feelings and ideas. Older children confidently talk to staff about their upcoming move to school.

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

• The manager has an ambitious vision for the curriculum. She is clear on the strengths and development areas and has the support of staff and the committee to make positive changes that will benefit the children. For example, she is reviewing the outside provision to further create opportunities for a broad and balanced curriculum.
• Staff know the children well. Children show positive attitudes towards learning and develop curiosity, concentration and enjoyment. Staff identify what children already know and can do, and ensure disadvantaged children and those with special educational needs and/or disabilities have full access to the curriculum.
• Communication and language are at the heart of curriculum. Staff engage children in conversation as they play, introducing new vocabulary and encouraging discussion. However, questioning is not always used precisely enough to extend children's thinking or to identify misconceptions quickly.
• Staff build positive partnerships with parents and communicate with them regularly. They share daily information about children's experiences, helping parents to support learning at home. Parents value the support offered when children start at the setting and are pleased with their progress. They describe the setting as 'a home from home'.
• Staff support children to be physically active throughout the day. Children enjoy exploring the school playground on bikes, developing balance, coordination and an awareness of road safety. They show control in both fine and gross motor movements. For example, staff use the 'Big Brush Club' to help children develop independence in brushing their teeth and support their understanding of oral hygiene.
• Children listen attentively to familiar stories, rhymes and songs that are matched to their age and stage of development. This supports their early phonics knowledge and helps to develop a love of reading.

What the setting must and should do next

The provider should:

• improve the precision of staff questioning to identify misconceptions and provide clear explanations that strengthen children's learning.