Invicta Park Playgroup

What is it like to attend this early years setting?

Children enjoy playing and learning in the carefully planned environment. Staff greet children warmly with a smile at this unique setting that offers a strong community feel. Children are excited to arrive and quickly engage in the stimulating activities available to them. Children are confident to explore the environment and are able to access resources placed at their level. Children have built strong relationships with staff and enjoy sharing experiences with them. For example, children model to staff how to do a Nepalese dance, while dressed in saris. This gives children a strong sense of belonging and shows an inclusive approach to practice.

Children behave well and staff act as positive role models. They show high levels of independence. For example, they wash their hands when prompted by staff and collect water from the sink to take into the garden to extend their play. Children show determination to do things for themselves. For instance, they persevere to build a bridge using crates, which they then use to walk over. Children are given meaningful opportunities to learn about the cultures, faiths and religions of their peers. For example, they recently took part in activities to learn about Tihar.

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

• The provider is very passionate and has developed an ambitious curriculum that is understood by all staff. Children show high levels of engagement with the meaningful and well-planned activities provided. Staff are effective in developing children's skills further, particularly their communication and language. For example, staff have learned key words in other languages to support children. This allows children to feel included and have a sense of belonging. Staff are skilled in adapting their language and interactions based on children's stages of development. For instance, they use visual aids and props during group times to include those children who require additional support with their early language skills.
• Children are familiar with the well-embedded routine. However, on occasion, staff follow routines more rigidly, particularly regarding outdoor play. At these times, children who prefer to play indoors become less engaged, which has an impact on their enjoyment and learning.
• All staff have a clear understanding of how to support children with special educational needs and/or disabilities (SEND). They work closely with outside agencies, using relevant interventions to further the support offered to children. This allows those children requiring extra support to further their skills and knowledge. Staff regularly review children's targets and share this information with parents. All children are making good levels of progress from their starting points. The provider uses additional funding well to enhance the environment and experiences offered to children. For example, they have purchased resources to help children regulate their emotions.
• Partnerships with parents are strong. Staff regularly share information with parents verbally and through written communication. The settling-in procedures are robust. For example, before children start, home visits take place. This ensures that all information regarding children's individual needs are shared. Parents are provided with ongoing support from the setting to work on children's next steps in learning.
• The provider is very supportive to staff on both a personal and professional level. Staff are given lots of opportunities to continue their professional development through new training. For example, some staff have recently attended training to further their knowledge in enhancing children's mathematical skills. This has allowed children to explore mathematics in a more engaging way.
• Staff promote children's physical development well. For example, they have recognised the need for and worked hard to provide writing materials throughout the setting that children can freely access. This allows children to practise and further develop their fine motor skills.

What the setting must and should do next

The provider should:

• strengthen daily routines to support children effectively to make choices about where they would like to play.