Fiveways Playcentre

What is it like to attend this early years setting?

Children settle quickly as they are warmly greeted by the staff. They run towards a wide range of stimulating activities that staff have provided for them. For example, children engage with a wellington boot painting activity as soon as they arrive. They squeal with excitement as they examine the marks the dripping paint has made. Staff have high expectations for children's learning and children are highly motivated in their play.

Children behave very well. They show respect to each other, share resources, and tell the inspector that 'hands are for helping'. Children respond in a positive way to the staff, who they have developed very close relationships with. Children persevere during activities. For instance, they attempt to cross a balance beam and do not give up until they are successful. They beam with delight and punch the air, celebrating their own achievements.

Children of different ages play well together. They sit on a wooden train and pretend that they are going on a journey. Older children drive and younger children give out 'tickets'. 'All aboard!' they call as children excitedly run towards their game. Staff play alongside the children and ensure that the role of the train driver is shared, helping children learn how to wait their turn.

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

• Partnership with parents is strong. Parents comment positively on the care and quality of education that their children receive. They say that communication is strong and that they enjoy finding out about their child's day when they come to collect them. Parents write about how the staff team has successfully helped their children settle in and they feel that staff are friendly and approachable.
• The leadership is strong. The reflective manager strives for improvement in the setting. She ensures that the staff team are well supported in their training and regularly checks with them on issues, such as workload and mental health. The established staff team report that they feel listened to and valued and 'wouldn't want to work anywhere else'.
• Staff support children to learn about healthy practices. For example, they encourage children to wash their hands independently before eating and after going to the toilet. Staff make use of the outdoor area and encourage children to run, climb, balance and cycle. Children enjoy healthy snacks and meals.
• Children with special educational needs and/or disabilities (SEND) do very well at the setting. The special educational needs coordinators have identified areas in which children need support. They liaise with families and outside agencies to ensure that children receive the best possible start to their education. As a result of this targeted approach, children with SEND make excellent progress.
• Overall, staff provide educational programmes built on children's existing knowledge. They use a variety of methods to develop children's literacy and language skills. There are a range of books available, and children enjoy saying rhymes and singing songs. Children enjoy recalling to the inspector events from their favourite story. However, staff do not organise some group activities fully effectively to support and extend children's learning. For example, children who are listening to a story cannot fully concentrate as others are taking part in a singing activity behind them.
• Staff provide children with opportunities for problem-solving through daily routines to develop children's mathematical skills. For example, older children enjoy throwing beanbags onto numbers that are familiar to them. Staff explain that when the numbers one and three are added together they make four, but when placed side by side they make the numeral 13. Children continue to independently experiment with numbers as they play with their friends.
• Children's communication and vocabulary is good. Staff plan a good range of activities to support children in developing new language. Children who speak English as an additional language are supported well. Staff find out key words in children's home language, use visual cues and seek help from specialist services to make sure all children make good progress from their starting points.

What the setting must and should do next

The provider should:

• consider more closely how to adapt group activities to ensure all children fully engage and benefit from the learning opportunities.