Kingskerswell Playgroup and Nursery

What is it like to attend this early years setting?

Children are warmly greeted as they enter the setting. Staff talk to parents and carers to discuss the child's well-being and progress frequently. There is a positive and respectful atmosphere among staff and children. Staff know the children well and children feel safe and secure with their key person, enabling them to settle at the setting quickly. Staff identify if a child may have additional needs from the outset and carefully work in partnership with families and external agencies to support the child to reach their full potential. All children make good progress in their learning and development.

The curriculum focuses on teaching children to develop their speech and language and personal, social and emotional skills. Staff skilfully model communication and language to help children to speak. Staff support children to learn to share and take turns as they make choices about the activities and resources they play with. For example, children take it in turns to name the animals while singing nursery rhymes.

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

• Leaders and staff have a clear curriculum that focuses on children's language, social skills and interests. They use children's next steps in learning to provide targeted support that prepares children well for moving on to school. For example, older children learn to recognise and write their name and they develop their physical skills, such as balancing.
• Parents speak very positively about the setting. They say they are well informed about their child's day and their overall progress via daily handovers and parent consultations. Parents comment that the staff are very supportive and flexible. Parents say that the setting is 'brilliant', and they would recommend it.
• Staff use stories and songs effectively throughout the setting. Children delight in singing rhymes and enthusiastically join in with the actions. Staff converse with children well during stories and engage in meaningful back-and-forth interactions. For example, children talk about their own pets and discuss the emotions of the characters in the story. However, some children lose focus and concentration, particularly if the session is too long. This does not enable children to develop their listening and attention as well as they could.
• Children benefit from a curriculum that encourages them to be physically active and to learn about the importance of a healthy lifestyle. Children grow fruit and vegetables with staff at the allotment and develop their physical capabilities while using the tools. Children develop their balance, coordination and control through whole-class exercise sessions such as yoga and accessing the climbing equipment.
• Generally, staff engage well with children. Children remain engrossed in their learning for extended periods of time when it is a self-chosen activity. However, at times, staff do not always support the less confident children who need encouragement to join in with whole-group sessions. This does not enable them to develop their confidence and engagement as well as they could.
• The manager has a clear vision for high-quality and inclusive care. She is passionate about improving the setting and supporting staff to develop their skills and knowledge while ensuring their workload is manageable. The manager holds weekly planning meetings with the team and provides staff with frequent training to develop their subject knowledge. Staff report high levels of well-being and enjoyment in their role.
• Staff skilfully teach children how to count and learn mathematical concepts. For example, during interactions, staff discuss shapes, size and model counting. The manager and staff work in partnership with the local school to help children practise their mathematical knowledge. For example, they use the same resources to help children become familiar with them and develop their understanding of numbers.

What the setting must and should do next

The provider should:

• promptly support less confident children to join in with activities to further their engagement and confidence
• support children to further develop their listening and attention during whole-group sessions.