Ladybirds Preschool Playgroup

What is it like to attend this early years setting?

Children make very good progress in this caring, nurturing setting. Particularly good provision is in place for children who need extra help with their learning. Staff work closely with parents to identify children's unique qualities and learning preferences swiftly. Every child and family are welcomed. Parents say staff go 'above and beyond' to accommodate their needs.

Children show how happy, safe and secure they feel. They form close attachments to the familiar staff who look after them. Leaders build a strong, supportive and professional team. Staff are relentless in their efforts to meet every child's needs continually. Children behave well. They show care, respect and concern for others. For example, older children quickly recognise when one of their friends is upset and spontaneously offer comfort and support. Babies and younger children form positive relationships with their peers. Staff sensitively help them learn to play alongside friends and learn to share and take turns in their play.

Leaders have high expectations of all children. They work tirelessly to provide high-quality play experiences that support children's development. Any gaps in children's learning close quickly. Specialist teachers work alongside staff to support individual children. Parents praise the level of support children with special educational needs and/or disabilities receive. They fully appreciate the rapid progress their children make at the setting.

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

• Leaders have developed a play-based curriculum, which is fully embedded across the setting. Staff are clear about what they want children to learn and focus carefully on each child's priority learning needs. They work closely and effectively with parents to address any gaps in children's learning. The expertise of staff means that children benefit from high-quality learning experiences.
• Across the setting, teaching is good. Staff are particularly well qualified and have access to ongoing professional development opportunities. Some staff have completed additional training to enrich the programmes for literacy and mathematics. This has resulted in a significant improvement in the development of children's skills in these curriculum areas. Links with the host school are good, and leaders work closely together to understand what children need before they start school.
• Children make good progress through the age groups and build on what they have already learned. Staff use well-planned play opportunities to support children's learning. For example, children show interest in using sensory materials in creative play. Children use these opportunities well to recreate their favourite stories, such as 'The Tiger Who Came to Tea', and to practise using spoons to feed their dolls.
• Children's safety is given high priority. Staff are vigilant in making sure the premises are continually safe and secure. They supervise children closely, and staff deployment is good. There is a positive safeguarding culture within the setting. Staff are confident in knowing how to identify and report any concerns they may have.
• There is a strong focus across the setting on building children's language skills. Staff use creative strategies to help improve children's abilities to communicate clearly. For example, babies use 'choice cards' to convey their wishes. This helps to reduce their levels of frustration in communicating what they need. Older children recognise rhyming words and sound patterns. For example, they excitedly 'wait at the gate' as part of daily routines and understand that these words sound the same. This gives children a good foundation for future reading.
• Parents are very happy with the level of care their children receive. They praise the staff highly and say how well their children's individual needs are met. One parent summarised the view of many by saying, 'My child was given the very best start he could have been given from Ladybirds, and we are forever grateful.'
• Younger children are independent in most aspects of the routine and manage this well. However, sometimes, such as at lunchtime, children aged two and three years do not always have the opportunity to manage tasks they can do by themselves. This does not give children the opportunity to practise the skills of which they are capable.

What the setting must and should do next

The provider should:

• improve the routine for children aged two and three years to ensure they are always given opportunities to practise becoming independent and managing tasks themselves.