Kinlet Family Playgroup

What is it like to attend this early years setting?

Children arrive happy. They are welcomed by smiling staff who offer warm greetings. Children leave their parents with ease. They wave to them while making their way to one of the many activities on offer. The environment is bright and organised to allow children to follow their interests and curiosities. As a result, children are confident learners and show high levels of engagement. Children are developing their independence. Staff encourage them to take part in daily tasks and self-care routines. For example, children help prepare morning snack. They cut fruit and share it, ensuring there is enough for all their friends. Leaders have embedded a consistent key-person approach, and children benefit from warm and caring relationships. This ensures that children receive tailored care and learning that is unique to them. This enables them to make the best possible progress.

Leaders have created a stimulating curriculum that covers all areas of learning. Staff use good methods of teaching. They skilfully provide purposeful learning opportunities that support children's focus and attention. Children's behaviour is consistently good. Children enjoy listening to stories and joining in with singing. Staff sequence children's learning well, including those with special educational needs and/or disabilities (SEND). Children with SEND benefit from individualised one-to-one support from their key person. All children make good progress from their starting points that ensures they are ready for school.

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

• Leaders are clear about what they want children to learn. They are driven to provide a wide range of learning opportunities that allow children to develop skills and knowledge that are essential for future learning. For example, children wait patiently to begin planting seeds. They know that seeds must be planted in compost and that they require water to help them grow. However, children are not consistently given sufficient time to think and respond to questions asked of them. As a result, children do not always develop their critical thinking skills.
• Leaders are committed to raise children's communication and language skills. Staff share their commitment and provide varying opportunities to fully immerse children in a language-rich environment. For example, children role play shopping. They talk about the items they have in their basket. They involve staff in guessing how much each item will cost. Others manipulate the dough and use one-handed tools. Staff provide excellent commentary, emphasising key words such as squeeze and squidgy.
• Dedicated staff provide children with a wide range of purposeful learning opportunities. They encourage children to be active and engage in their chosen play. Their helpful teaching and guidance encourage children to have a go. This enables children to extend their curiosity and deepen their concentration.
• Leaders know the importance of promoting children's physical development. They provide an inviting outdoor area. The area offers varied opportunities for children to develop both their small and large muscles. For example, children are energetic as they run around with their friends, and they manoeuvre bikes around the tarmacked road. They share and take turns to fill, pour and stir their very own 'raspberry tea' concoctions.
• Leaders and staff have high expectations for children's behaviour. Staff model respectful behaviours and boundaries. Children are listened to, and staff respond in a natural and in a respectful manner. Staff consistently praise children for their achievements, no matter how small. Children follow simple rules of the setting, and, therefore, children confidently regulate their behaviours.
• Leaders have developed a solid planning and assessment system. Staff confidently deliver planned learning that reflects individual needs. They make accurate assessments of children's progress. Staff's practice is monitored by way of ad hoc and planned observation. Staff have termly supervision opportunities that allow one-to-one time with leaders.
• Parent partnerships are strong. Parents speak highly of the setting and staff. They are confident their children are cared for. They comment on how friendly the staff are and appreciate the information that is shared about their children's day. Parents talk positively of the support they received when starting at the setting and the kindness that staff showed. They also speak of the progress their children have made in a short time.

What the setting must and should do next

The provider should:

• support staff to give children sufficient time to think and respond when questions are asked to help them develop their critical thinking skills even further.