Laurel Way Playgroup

What is it like to attend this early years setting?

Children are happy and secure at this welcoming pre-school. They form close relationship with the staff and other children. Children who are new to the setting receive consistent levels of support and reassurance from the warm and caring staff team. Staff work with parents to support children to manage their feelings. Children behave well and are willing to follow rules of the pre-school, such as being kind.

Managers develop the curriculum based on children's interests. For instance, when children showed interest in the nursery rhyme 'London Bridge Is Falling Down', staff effectively extended their learning. They used a range of materials, including sticks, stones, wood and clay to build bridges. In addition, staff spoke with children about other famous bridges, such as the Tower of London. Children display positive attitudes towards their learning as they make decisions about what they would like to do. For example, staff ask children where they would like to play at the beginning of each session. Children are developing confidence and self-esteem and their views are valued. Staff give good consideration to promoting children's well-being.

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

• The manager and staff are a diligent team determined to provide the best quality care and education for children. They work well with parents to help all children make good progress in relation to their individual starting points.
• Staff provide plenty of opportunities to enhance children's communication and language skills. Children are encouraged to use their home language as they play. Furthermore, staff learn phrases and key words in different languages to interact well with children. All children, including those who speak English as an additional language, are becoming confident talkers.
• Children develop a strong interest in books. Staff engage children as they read familiar stories, such as 'The Gruffalo'. Children use props to re-enact the story and extend their learning by using wooden blocks to build a house for the main character.
• Staff provide opportunities for children to practise their small physical and mark-making skills. Older children develop good pencil control. Some children create highly detailed drawings. This effectively prepares children for the next stages in their early writing development.
• Children learn to manage their self-care needs on their own. For instance, they use the toilet themselves and learn to put their coat on for outdoor play. Children help with small tasks, such as preparing the table for mealtimes. This helps them to gain a sense of responsibility.
• Children's physical health is a high priority for staff. Staff communicate with parents to ensure that children's packed lunches contain healthy food. Children thoroughly enjoy practising a wide range of physical skills in the well-organised outdoor area. They run, slide, balance, swing and jump on a variety of outdoor resources available.
• Staff help children to understand how to keep themselves safe. For example, they remind them of the safety rules of using a slide. Children share space and resources well and any minor disagreements are handled well by staff. Staff act as positive role models for the behaviour expected in the pre-school.
• Staff feel they receive good support and training. Leaders model high-quality teaching and interactions. However, there is scope for further support for staff to ensure that a higher level of teaching is consistent throughout the pre-school.
• Leaders evaluate the pre-school to identify ways they can improve further. However, the organisation of some parts of the day is not fully effective. Staff have not fully considered how they can sustain children's engagement at less structured times of the day, such as between the morning and afternoon sessions.
• Parents speak highly of the learning experiences offered to their children. They comment that their children form close friendships within the pre-school.

What the setting must and should do next

The provider should:

• support staff to provide higher levels of teaching and interactions to further extend children's learning experiences
• review the organisation of the pre-school day, to ensure children remain fully engaged and their learning is maximised.