Gislingham Playgroup And Pre School

What is it like to attend this early years setting?

Children arrive with a 'spring in their step' and are welcomed by friendly staff. They immediately join in with their friends and explore a well-resourced and fun environment. Staff carefully choose resources and activities, taking into account children's individual interests. Children are confident and invite visitors to join in their play. They feel safe and secure as they learn by trial and error. For example, children build a tall tower from wooden bricks, which eventually falls down. They giggle as it tumbles, and then together they start to build it back up again.

Overall, children benefit from meaningful teaching. They are motivated and eager to learn. Children learn about the world they live in. As part of a recycling topic, they are given the opportunity to sort everyday objects, working out if they are paper, plastic or metal. Additionally, staff prompt discussions around the importance of taking care of our planet. Children develop good speaking and listening skills. They know what is expected of them. Children enjoy a cuddle while sharing a story with staff or with their friends. They use animal puppets to retell their favourite stories. Children independently sing nursery rhymes to themselves as they engage in self-chosen activities.

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

• Children develop secure relationships with key staff. They respond positively to setbacks and take pride in their achievements. Children motivate each other and build friendships with each other. They understand the consistent rules and demonstrate good manners. Staff support children to manage their own feelings and to understand how these impact on others.
• Staff meet children's individual needs. Children who prefer to learn outside can do so. Children make good progress in all areas of learning. Staff plan and provide activities to extend and build on what children already know and can do. However, they do not make best use of the available resources, to fully support children's awareness of numbers and counting as they play.
• Staff extend and deepen children's learning, using real life experiences and resources. For example, children have recently been using binoculars, to watch birds using the bird house in the garden. Children independently use the binoculars to explore how objects look closer or further away. Children and their families are encouraged to make sense of their physical world and their community. For instance, they have participated in a sponsored nature walk.
• Children show positive attitudes to their play and learning. However, staff do not give them opportunity to complete activities of their choice before moving on with the routines of the day. This sometimes leaves children frustrated and upset. Despite this, children enjoy routine times, such as mealtimes. Staff encourage children to talk about foods they like and dislike, supporting their awareness of what makes them unique. Children learn about the importance of good hygiene and attention is given to meeting children's specific dietary needs.
• Staff build friendly and trusting relationships with parents. The key-person system is effective, helping to support the emotional well-being of children and their families. Parents report that they are very happy with the communication they have with staff. Parents of children with special educational needs and/or disabilities feel valued and listened to. They are actively involved in decision making about their child's learning and development.
• The manager is aware of the strengths of the provision and has a good attitude towards continuous improvement. Staff feel that they are valued and listened to by management. Their well-being is given high priority. Staff have regular supervision meetings to monitor their practice and training needs. Staff attend regular training to improve their practice further.
• The manager has regular communication and close involvement with the neighbouring school. The manager is focused on providing high-quality support to children and families, to ensure a smooth move to the next stage of children's learning. For example, children have been invited to visit the school for an upcoming event, as part of the Queen's Jubilee celebrations.

What the setting must and should do next

The provider should:

• focus more closely on promoting children's developing awareness of numbers and counting
• support children in completing self-chosen activities, giving them timely reminders of when the routines need to change.