Longhorsley Explorers Community Interest Company

What is it like to attend this early years setting?

Children are very happy in the playgroup, which is at the heart of the village community. Parents comment that their children 'love coming'. They feel that staff are nurturing and know children as individuals. Children learn how to keep themselves safe. For example, they know that they must hold hands as they walk back from the allotment. Younger children hold an adult's hand and learn how to use steps safely. Older children learn to use knives to chop their fruit or make sandwiches.

Staff, generally, have high expectations of what children can achieve. For example, they seize opportunities to develop children's counting skills. Three-year-old children count confidently beyond 10, and staff sensitively help children to count to 20. They correct misconceptions. For example, when children say 'twenteen', staff model how to say 20 correctly. Children develop good attitudes to their learning. Younger children persevere as they learn to turn the tap on the water butt. Older children concentrate well as they listen to stories. They comment on what is happening and share their own ideas with enthusiasm.

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

• Staff know what they want children to learn. Overall, they provide activities to support children's interests and extend their learning. For example, children enjoy pretending to cook. Staff put out knives in the play kitchen to develop their physical skills further. However, occasionally, staff plan group activities which do not support the age or stage of development of younger children. For example, staff prepare bug hunt sheets for children to complete when they have finished in the allotment. This is too difficult for many children and they lose interest as a result of this.
• There is a very strong relationship with parents. Parents comment that staff are approachable and feel that the communication is excellent. They know what their children are doing and how they can help them at home. Parents comment that they find the playgroup amazing. Others comment they do not know where they would be without the after-school club.
• Children have a strong relationship with staff. Older children talk to staff about the worms in the compost bin. They laugh as staff talk and joke about having worms on toast for lunch. Children are clearly very happy in the setting.
• The manager usually observes staff and gives them feedback on how they can improve. She provides support and coaching through regular supervision sessions. However, the monitoring of staff's practice is not yet sufficiently precise to identify all minor weaknesses in the quality of education.
• Staff support older children's language extremely well. They listen carefully and respond to what children are saying. Children have a range of opportunities to express their thoughts and ideas. However, sometimes, staff do not adjust their language effectively when talking to younger children. For example, they speak in longer sentences and, occasionally, there are fewer opportunities for these children to express their thoughts and ideas. This means that, sometimes, younger children do not make the same rapid progress in this area.
• Children learn how to keep themselves healthy. They wash their hands regularly and develop an understanding of food that is healthy. For example, children explain that beetroot keeps their body healthy. They learn how to brush their teeth properly. Children have plenty of opportunities for fresh air and exercise, for example, as they dig in the allotment or play in the park. Children in the after-school club ask to go to the park or play in the hard court.
• Children behave well. They have a good understanding of what staff expect of them. For example, children help to tidy up when requested. They share and take turns as they fill their watering cans in the allotment. Staff consistently remind children of their expectations. For example, children respond quickly when staff remind them that they need to get off the balancing beam when they are getting ready to go out.
• Children have a good relationship with each other. They are kind and polite. Children in the playgroup help each other to fill their watering cans. Children in the out-of-school club share fruit with their friends and talk to each other about their day.

What the setting must and should do next

The provider should:

• ensure that group activities support the age and stage of development of all children
• strengthen the monitoring of staff's practice to identify and address all minor inconsistencies in teaching
• adapt language when talking to younger children to ensure they make the best possible progress.