George's Playgroup

What is it like to attend this early years setting?

The newly appointed manager has developed a well-balanced curriculum of child-initiated and adult-led learning. This supports all children in all areas of their development, with the aim to be well prepared for school.

Children are developing very well in their independence skills. For example, children organise their own snack times by taking turns to hand out plates to their peers. Children select their own snack and pour their own drinks. After snack, they help to clear away their plates and wipe down tables. Older children are very independent in their own self-care, such as using the toilet and washing their hands. This positively impacts their overall sense of belonging, happiness and well-being.

Children are developing well in their language skills as they demonstrate clear communication with adults and peers. Staff model language, particularly for the younger children, during detailed activities such as story times, to support children to be confident to share their ideas, learn new words and develop language further. Children listen well to what each other have to say and allow time for each other to speak.

Staff promote opportunities for children to practise their physical skills. Staff provide table-top activities, such as mark making and puzzles, to strengthen the younger children's small hand muscles and to develop handwriting skills for the older children. These activities are proving effective as some children are beginning to write their names. Children feel confident and safe to develop their large body muscles when climbing on large play equipment. Children also experience physical movement during activities such as dance and yoga.

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

• Children demonstrate a good level of kindness towards one other. They are very considerate of each other and understand how children might feel in different situations. For example, children gather around a child who has fallen in the garden. As the adult approaches, children are very attentive and offer to get the child a tissue. Children demonstrate respect towards one another, particularly during group activities where they allow each other to take turns.
• Staff provide children with good opportunities to engage in a variety of child-led experiences. These have supported them to develop well in their learning. For example, children are progressing well in their mathematical skills. They self-select the tape measures to compare the length of their peers and adults. However, when planning structured activities, staff do not always extend learning opportunities to challenge the most able children to reach their full potential.
• Staff provide parents with good opportunities to understand the setting's curriculum through parent meetings and regular updates on their child's development. Staff provide parents with the information they need to further support their child's progress outside of the setting. Parents feel very well supported by staff as they provide advice and support regarding developmental changes such as toileting and sleep routines.
• Staff are very nurturing towards the children. They are considerate and respectful of children's views by allowing them to follow their own thoughts. This supports children to become independent and ambitious learners. For example, staff allow children to show their peers the items they have brought in from home that begin with the letter 'D', as they have been focusing on this during their letters and sounds sessions.
• The manager strives to ensure that all children feel accepted and included. Staff provide opportunities for children to celebrate their own cultures within the setting. Children who speak English as an additional language are well supported by staff as they build close connections with the family. Staff provide visual timetables to support children to understand what comes next in the daily routine. They also provide flash cards to support children in expressing their needs.
• The manager recognises areas for improvement and is making a good effort to promote positive changes. She evaluates all children's learning and development to ensure that children are assessed accurately by their key person, and she supports staff with each child's learning. The manager requires all staff to attend necessary training to suit their training needs and personal goals. She promotes a positive team who communicate well together through regular staff meetings to share knowledge, ideas and concerns.

What the setting must and should do next

The provider should:

• strengthen planning to create more detailed next steps for the most able children to provide extra challenge to test their abilities and extend their learning to the highest possible level.