London Road Playgroup And Pre-School

What is it like to attend this early years setting?

Children who attend this setting are extremely happy and relish taking part in the different activities that are available to them. They smile and laugh with their friends and staff, and are eager to involve them in their play. They work together harmoniously as they negotiate how and where to build a track and discuss what shape the track is. Children concentrate for prolonged periods of time at their chosen task. They persevere as they pile bricks into a wheelbarrow and manoeuvre it around obstacles. They pause to rearrange the bricks when they fall out and consider the best way to pile the bricks back into the wheelbarrow, so that they reach their destination.

Superb consideration is given to enable children to develop their own ideas and make choices for themselves. Staff have turned an outbuilding into a 'Room of Requirement' to further enhance children's imagination. Children decide what they would like the room to be every week and what resources they need. For example, it is currently a fairy tale castle, equipped with prince and princess dressing-up clothes and a role-play picnic area for the Queen's Jubilee.

Children's behaviour is exemplary, and they show empathy and kindness to their friends. They gently put their arms around them and lead them by the hand to involve them in activities. Staff are meticulous in teaching children to be polite and courteous to each other.

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

• The setting benefits from a well-established leadership team, who are highly motivated and have a wealth of experience. They are passionate about their role and are enthusiastic to share their knowledge and commitment with others. They lead a staff team who are highly qualified and totally committed to providing the children who attend with experiences that motivate them and prepare them for future learning.
• Staff attend copious amounts of training to further their knowledge and skills. They share what they have learned with each other, so that all staff continually develop their expertise. Managers and staff observe each other's practice as they work together. They share ideas and suggestions to enhance all aspects of their practice and ensure that the setting continues to evolve.
• The support for children with special educational needs and/or disabilities is superb. The special educational needs coordinator works tirelessly to involve other professionals and ensure children receive the support they need. Staff recognise children's individual needs and adapt the curriculum and routines. This ensures that all children can participate at their own level in an environment in which they feel confident and comfortable.
• All children develop a deep-rooted enjoyment of being outdoors. They participate in outdoor activities daily. Pre-school children delight as they take part in a forest school session. They enthusiastically jump and splash in a large muddy puddle, squealing with delight as they cover themselves and their friends in mud. They dig the mud and carry it carefully in buckets to the grassed area to fill in the holes and make the surface even in preparation for their sports day. Staff link activities to familiar books and stories, such as 'Room on the Broom' where the animals come out of a bog to rescue the witch.
• Staff plan a wide range of activities based on children's interest and what they need to learn next. This is a pack away setting so, due to the confines of the premises and the need for a structured routine, not all resources are readily available on each day. Therefore, staff have successfully introduced systems, such as a photo catalogue, to enable children to extend their own learning and make choices within the learning environment. In addition, staff innovatively introduce days where children arrive to find few, or no resources have been put out. Children use their negotiating skills as they discuss with each other and make decisions about what they want to play with.
• Children's physical skills are given high priority. They learn to move in a variety of different ways as they expertly balance on and jump over beams. They develop fine motor skills as they use tweezers with dexterity to pick up sequins and 'jewels' and place them carefully onto their crowns.
• Older children are exceptionally well prepared for the move on to school. They are extremely confident and self-assured. They proudly talk about items they bring in from home and show them to their friends during circle time. Children are independent in their self-help skills. They change their clothes and put on pumps in readiness for a physical education session. Staff work closely with schools that children will move on to. They share information and assessments to ensure that children settle quickly, and transitions are seamless.
• Parents are exceptionally pleased with the quality of care and learning that their children receive. Staff share information with parents and involve them fully in their child's learning.