Kingswood Village Playgroup

What is it like to attend this early years setting?

Leaders and managers have made positive changes since the last inspection. Staff have been on training courses to improve their knowledge and skills to help keep children safe and teach them better. Recent courses on communication and language have supported children with their speaking and talking skills. In addition, the manager ensures that there is good support for children with special educational needs and/or disabilities (SEND). Staff identify when children need extra support and make sure they access help to close gaps in learning. Children with SEND are making better progress and receive appropriate interventions and support.

The manager and staff know the children well and what interests them. They set out activities that they know will interest the children and encourage them to play. However, they are still in the process of developing the curriculum to make sure that it is meeting the needs of the children.

Children can make choices about what they want to do and how they want to play. Staff provide different experiences for children. For example, they get to join in with music activities, visit the local park and grow food in the allotment that they can use to cook healthy dishes. Staff also take older children on visits to the local school to meet the teacher and see the school building. They help prepare children well for the move into school.

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

• The manager and staff are working on the curriculum they want to put in place for all children. Key persons plan for what they want children to learn next. However, this is more based on what staff see interests children rather than being based on what it is children may need to learn next in their sequence of development. Staff are receiving training and support to help them create and implement well-thought-out learning and development experiences for children. This will support staff build on what children know and can do to enhance children's development even further.
• Younger children settle well into the playgroup. Staff are on hand to help them. They sensitively intervene during group times to encourage them to join in with the singing, rather than disrupting other children's engagement in the activity. Older children show respect for others as they play together. They take turns placing magnetic blocks on the table as they build 'a house'. Outdoors, older children hold hands with younger ones and help them as they walk to the nearby allotment. Staff are good role models, helping children understand expectations for behaviour and supporting good attitudes for learning.
• Leaders and managers have worked well together to put in place effective systems for monitoring staff. Staff have regular meetings with the manager and the manager has regular meetings with the chair of the committee. At these meetings, they get the chance to discuss their work, children's learning and any personal issues that may impact on their roles and responsibilities. They agree plans for developing their own skills and knowledge, including seeking out different opportunities to continue their professional development. The chair and manager feedback to the full committee who can then help with things like fundraising for new equipment or arranging access to training courses.
• Staff encourage children's language and mathematical learning. They ask questions, pose challenges and encourage cooperation. For example, children decide to play with the pretend bricks. Staff encourage children to talk about what they are doing. Children say they are making a bridge. Staff encourage children to count the blocks and work out how many more they might need to finish the bridge. Children have fun and recall past experiences as they remember they need to stop when the line of bricks reaches the storage cupboard.
• Parents comment that they get plenty of information from staff about what their children are doing and learning. They like that staff provide different experiences for children. Staff organise outings for the children. They visit the nearby pond. They explore the plants and animals there. Children recall that the frogspawn in the pond will become tadpoles and then frogs. They play on the larger equipment at the local park. Children develop good physical skills, learn to manage risks and keep themselves safe. They are gaining skills and learning about the world around them.

What the setting must and should do next

The provider should:

• continue to develop the curriculum so that it builds on what children know and can do to extend their knowledge and skills.