Little Beans Playgroup

Inclusion: Needs attention

Children with special educational needs and/or disabilities do not consistently receive the support they need. While leaders take action to seek additional support and guidance from other professionals, they do not follow this up swiftly or consistently. The delay to implement strategies that offer targeted support prevents children making the swift progress they are capable of. Additionally, the lack of aspiration in the planned curriculum and inconsistencies in the quality of teaching further compromise children's ability to build on what they can do and learn new things at a greater pace.

Staff complete assessments of children's progress from their observations of children and identify where children require further support. For example, they share these observations and assessments with parents. Leaders and staff encourage them to make use of additional support and guidance from other professionals, which benefits their children's care and welfare needs.

Curriculum and teaching: Needs attention

Leaders have not thought carefully enough about how their curriculum is implemented to support all children's learning and development, including those with special educational needs and/or disabilities. Additionally, across the playgroup, staff do not consistently provide high-quality interactions and engagement with all children. Staff do not consistently help children to remain focused in their learning and build on what they already know and can do. For example, during a sand activity, staff do not help children build on their knowledge of mathematical language. As children fill and empty buckets with sand, staff provide limited conversation. Consequently, not all children make good enough progress in their learning and development given their starting points.

Staff plan some enjoyable activities and experiences, such as play dough and spaghetti with leaves and twigs. Children participate in these activities but not with a purpose to support their learning. Some staff do not engage with children to help them remain focused during their learning.

Leaders and staff have a positive focus on ensuring children benefit from plenty of time outside to support their physical development and understanding of the world. Staff point out the aeroplanes in the sky to children, repeating the word 'aeroplane' for children to copy. Staff also encourage children to use watering cans to water the growing potatoes as children learn about what helps plants to grow.

Achievement: Needs attention

Some children generally make progress from their starting points and are beginning to develop the skills they need for their next stage of learning. Children's progress is not consistently supported by staff. Children commonly move from one activity to another as they broaden their experiences. However, due to the inconsistent teaching and engagement from staff, they do not focus or concentrate long enough to consolidate their learning at these activities.

Overall, some, but not all, children demonstrate their growing confidence as they select toys of their choice during both inside and outside play. At times, these children demonstrate growing curiosity, resilience and exploration during their play. For example, during a play-dough activity, children practise learning about parts of their face. They point out the eyes and place the dough on the picture face cards.

Some children are beginning to be more confident communicators. They say 'spider' and 'big' as they use magnifying glasses to explore insects.

Behaviour, attitudes and establishing routines: Needs attention

Staff do not consistently remind children of the playgroup's behavioural expectations. For example, staff remove resources from children, such as buckets, when they struggle to share. They do not help them to understand about sharing and taking turns. There are also inconsistencies in staff practice, for example helping children understand how to use slides safely. This means children are receiving mixed messages on how to use and share equipment appropriately.

Leaders and staff are kind and caring with the children. They ensure that most children are included in the activities and experiences that are on offer. Staff help children, including those with special educational needs and/or disabilities, feel involved. They are generally able to follow the routines consistently.

Leaders and staff understand the impact that poor attendance can have on children's outcomes. They follow up any non-attendance and encourage parents to build on the importance of their children's regular attendance.

All children are beginning to build trusting and respectful relationships with the staff. Children happily give and receive cuddles and, when upset, are reassured by staff. Staff make sure they provide a calm and harmonious environment for children to help them settle to sleep as part of the daily routines.

Children's welfare and wellbeing: Needs attention

Leaders and staff do not ensure children's safety fully. They do not carry out effective risk assessments of the environment to minimise hazards to children. This is with particular regard to outdoor play equipment that has been damaged and poses a hazard to children.

Leaders have not carefully planned or referred to nutritional guidance to help them provide appropriate meals and snacks. For example, children are provided with foods that are highly processed and high in salt, such as crisps.

Clear routines, such as regular handwashing at mealtimes, are well embedded in practice. Staff help children who require extra support to understand routines as they visually demonstrate what handwashing means. Children quickly follow these instructions.

Staff generally promote children's manners throughout daily routines and activities. For example, when children are provided with meals, staff encourage children to say 'please' and 'thank you'. Sometimes children are not supported by staff to help them understand the importance of remaining at the snack table. On occasion, some children leave the snack table to go and play and then return to the table to finish their food.

Children who require sleep are closely watched by staff, who carry out safer sleeping practices to support children's wellbeing and safety. When children wake, staff provide lots of cuddles, reassurance and time for them to decide if they are ready for play or require more sleep.

Staff work appropriately with parents to find out about all children's personal care routines and needs. These are respected and met appropriately by staff.

Leadership and governance: Needs attention

Leaders understand what they want children to learn and have a clear vision for the intent of their curriculum. They are reflective and do seek to make improvements, such as offering further training for key staff roles and overall support for staff. However, due to recent staff and management changes, these are still being embedded, which currently impacts on the overall quality of care and education. Supervision sessions for staff do not focus enough on improving the delivery of an ambitious curriculum, effective planning of play for all children or promoting consistency in the quality of teaching. Consequently, this limits the progress some children make, including those with special educational needs and/or disabilities.

Leaders actively check in on staff wellbeing and make sure their workload is manageable. Staff comment that they feel well supported by leaders. Positive partnerships with parents are established, as leaders and staff listen appropriately to parents and families. Leaders make referrals to local professionals when they have identified any emerging needs or support required for children and families.