Glaisdale Playgroup

What is it like to attend this early years setting?

Staff create a warm friendly environment where children, staff and parents feel welcome. Some talk fondly about feeling part of the playgroup family. Many parents use the stay and play option before their children are old enough to attend alone. Families sometimes attend together. This provides a high level of continuity and stability for children. Children arrive happily, they are confident in their environment and in their relationships with their friends and with staff.

There is a clear focus on outdoor play and learning at this rural setting. Many parents feel this is a huge strength. Staff use children's keen interest in their environment to engage them effectively in the curriculum. This means that children immerse themselves in the activities and concentrate well on tasks. Children enjoy their learning.

Staff acknowledge the differing experiences of children, many of whom were born in periods of lockdown during the COVID-19 pandemic. They have sensibly prioritised children's personal, social and emotional development. Children are successfully supported to develop caring and thoughtful relationships.

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

• After a period of change, the current staff structure has created an increasingly confident and effective management team. They have prioritised continuity for children and families. Staff know the children and their families very well. They embrace good links with the on-site school and other settings that children attend. They have kept important training, such as paediatric first aid and safeguarding, up to date. They are now beginning to reflect in more detail about what would improve learning outcomes for children even further.
• Children make good progress from their starting points, particularly those who need extra support. They make good links in their learning and demonstrate what they have learnt as they play. For example, staff teach children to use safety goggles and work gloves when using the tools at the woodwork bench. More able children do this with the minimum of prompting. Later they automatically put the goggles on, when playing with the pretend tools.
• Staff confidently weave mathematical language into children's play. This means that children confidently count how many playdough cakes they have made. They work out how many bricks they need for their constructions. They talk about size, shape and pattern as they organise their blocks.
• Staff provide a well-planned play environment that promotes children's good physical skills. They climb and balance with increasing confidence and ability. They learn to keep themselves and their friends safe as they play. For example, children manoeuvre the wheeled toys carefully. They manipulate tools safely and with increasing control at the playdough and at the woodwork bench.
• Staff use praise effectively to guide children's behaviour. For example, they praise children for 'excellent sharing,' 'fantastic building' or 'lovely painting'. This means that children know exactly what is expected of them and they are proud of their achievements. On the whole they behave very well. However, very occasionally some children become a little unsettled.
• Children are supported to enjoy a healthy lifestyle. They love being active in the outdoors. Older children automatically go to wash their hands after playing outdoors and before eating. Staff are vigilant in reminding younger children if they forget. Children learn to wipe their own noses and to use the toilet independently.
• Staff support children's language well. Children enjoy stories and rhymes. They learn to use Makaton sign language to help them express themselves. Staff encourage children to learn and use a rich vocabulary to talk about their play. For example, children talk about the smell, aroma or scent of the flowers and herbs. They learn to describe the different textures. On the whole, staff have good links with other agencies that support children's developing language. However, they have not fully explored what further external help could be available, for example, via the local children and family hub.

What the setting must and should do next

The provider should:

• be even more reflective about what could be affecting children's behaviour to minimise the slightly unsettled periods
• be more proactive in seeking out external support for children's development and in working with parents where appropriate.