Marsden Pre-School Playgroup

What is it like to attend this early years setting?

Children arrive at this friendly playgroup and are happy, confident and settled. On arrival, they hang up their coats and are eager to join their friends in activities in this well-resourced setting. Staff know the children well as they work well in partnership with parents. Parents feel involved in their children's learning as they are provided with home-learning bags. Staff adapt their teaching to ensure that children are building on their current knowledge. Children are engaged and eager to share their knowledge and opinions with visitors.

Children display a good sense of community at this setting. This is wonderfully modelled by the staff. Children display high levels of consideration for their friends as they take turns in sharing activities. They are confident in voicing their own thoughts and ideas. Children feel safe and secure as they understand the established routines. This results in a calm and safe environment. They enjoy selecting healthy snacks for themselves as they learn independence skills and how to make healthy choices in life.

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

• Children behave well in this setting. Staff are consistent and effective in modelling good behaviour. This results in children showing good levels of consideration for others as they are seen to take turns and share their toys.
• The setting is inclusive as children are able to recognise the differences between themselves and their friends. Children stand back as their friend has some time in his dark den. 'That's my friend's tent,' a child tells the inspector as he stands back patiently. Children are being well prepared to accept the uniqueness of others.
• The staff team has acted on previous recommendations regarding the support given to staff. Staff are well supported by the committee and have regular meetings to identify training needs. Support is also provided by officers from the local authority, who visit on a regular basis. They discuss staff development and any available training targeted to meet the needs of the children. Staff say that they feel well supported to develop their teaching skills.
• There is positive feedback from parents, who receive information about their children's learning. There are regular questionnaires to collect parents' views and suggestions. Therefore, parents feel included in their children's learning journeys. A learning bag is shared with parents. This currently contains shapes and helps parents to understand and support what their child is currently learning.
• Staff encourage children to develop great independence. For example, children wash their hands before pouring their own drinks and selecting a healthy snack. Children can also move freely between the indoors and outdoors, selecting the activities that they like.
• There are lots of opportunities for children to extend their mathematical skills. The current focus is on shapes, which are available throughout the activities, both indoors and outdoors. Staff deliver effective teaching to meet the learning needs of each child. They model mathematical language well and children share their learning. 'It's a hexagon!' says a child, and he is provided with lots of praise. Children are making good progress in their mathematical development.
• Staff recognise that some children need additional support to develop their language. They adapt language to support the individual needs of each child and give opportunities for children to share their ideas and feelings. Staff know the importance of rhythm to promote language. They use music and instruments to promote language during circle time and interactions. Children are becoming confident communicators.
• The manager and staff are committed to developing practice and improving the learning outcomes for children. They have an informative induction process which enables staff to identify what the child already knows and to plan their learning journey. There are regular weekly meetings where staff discuss children's learning and their next steps. These also provide the opportunity for staff to reflect on the week and to develop practice. The setting is child-led as staff respond well to children's requests. 'Can we have a disco?' asks a child, as he flashes his torch on the ceiling. Staff are quick to respond and all the children dance. Children's learning needs are clearly identified, resulting in good levels of engagement.
• Children enjoy looking at books and select what they want to read in the book area. Staff interact to offer support at an appropriate level. The focus book at the moment is 'The Three Little Pigs', and children have been dressing up to role play. Staff recognise the importance of books, however, access to books is limited to the book area.

What the setting must and should do next

The provider should:

• enhance the opportunities for children to access letters and literacy in the outdoor area to help them to become fluent readers
• ensure that children have access to books throughout the setting to encourage their love of books.