Fowlmere Playgroup

What is it like to attend this early years setting?

Staff's quality of teaching is effective. Children make good progress. Staff enhance children's learning. For example, as children explore the playgroup 'café', staff interact and join in with their imaginative play. They pretend to be customers, and children respond positively to this. Staff use spontaneous opportunities to extend children's learning. They talk to children about food that is good for them, linking this to the food that is 'ordered' from the playgroup café. Children are kind to each other and have built firm friendships. They demonstrate that they feel safe. Children have close bonds with staff. This is seen through the spontaneous cuddles children give, such as when they listen to a story with a member of staff.

Staff are good role models. They are consistent in their approach to helping children behave appropriately. Staff encourage children to work things out for themselves. They ask questions, such as 'How can we make this better?'. This helps children to share their thoughts and ideas, which they do with confidence. Staff help all children to develop their independence. For example, when children arrive at playgroup, they confidently self-register. Older children happily model to younger children how to do this. They are quick to remind their peers if they forget to do this. Children dress and undress in preparation for outdoor play. They are keen to demonstrate how they put on their own coats and boots. Staff encourage children to try to fasten their own zip, before giving support where needed. This helps children to be ready and prepared for their next stage of learning, such as moving on to school.

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

• Since the last inspection, the provider has taken appropriate steps to ensure that suitability checks have been completed for those who require them. The provider has developed their understanding of their role and responsibility. This provides effective leadership and management of the provision.
• Partnerships with parents are strong. Effective techniques, such as communication books and daily conversations, enhance the two-way flow of information shared between staff and parents. Parents speak highly of the staff team. They comment positively on the progress their children make. Staff are positive about the help parents give their children with 'home learning' activities.
• This helps to extend children's learning.
• Staff help children to develop good speech. For example, they introduce new words and language during story times. Additionally, staff provide regular opportunities for children to sing and learn new songs. This has a positive impact on children's communication and language development. However, sometimes, when all children are together, staff do not always adjust their teaching to differentiate learning for children of varied ages and abilities.
• Staff teaching is good. They build on what children know already. Staff regularly observe and assess children's progress. The method used by staff enables them to identify gaps, patterns, and trends in children's learning. This helps staff to identify potential gaps and plan effectively for children's next steps. Staff incorporate activities and experiences into themes. For example, children learn about 'keeping healthy'. They learn about the importance of eating well and engaging in physical exercise.
• Children have good opportunities for outdoor experiences. They explore a good range of interesting activities, such as obstacle courses. Staff support children to develop their skills and learn about road safety. For example, when the outdoor area is set up with a zebra crossing and cones, children, whether playing on bikes or walking, are helped to learn about staying safe.
• Children eat together with their peers. They select their chosen plate and cup and they pour their drinks. Mealtimes are sociable. Staff communicate with children, and together they talk about what they have been doing at playgroup, or what they plan to do. However, sometimes, staff do not provide children with consistent messages to support their understanding of appropriate mealtime routines and behaviours. For example, not all children are reminded about the importance of sitting down when they are eating their food.
• Staff work well together. The manager ensures that they have regular supervision. Staff are helped to look at their training needs and continuous professional development. The manager undertakes research of her own to help support the staff, and together they review and evaluate what they do. This helps to ensure that they can continually improve.

What the setting must and should do next

The provider should:

• help staff to consistently differentiate their teaching during activities with children of varied ages and abilities
• consider the organisation of mealtimes to help children develop a good understanding of appropriate routines and behaviours.