Mayflower Playgroup

What is it like to attend this early years setting?

Children display secure and strong bonds with the staff team and their key person. They excitedly arrive for their fun-filled day ahead. Children are building on their own independence and self-care. For example, they persevere as they try to put on their waterproof clothing and wellingtons to play in the garden. Children have opportunities to learn about making healthy choices in the foods they eat. They explore and taste a wide range of nutritious fruits at snack time and staff expand further on their understanding by asking questions. Children are engaged learners who are building skills they require for the next stage of their learning. For instance, children are able to identify their own photographs and names on their pegs or their individual trays to take their art creations home.

Children delight in being able to play outdoors in all weathers to support their learning. They investigate and learn new information such as collecting and measuring rainwater and estimating how fast items fall down a drain pipe. Children show a growing awareness of the wider world around them and the differences and similarities in themselves and others. They become engrossed as they study snails they have collected in a bucket. Children giggle as the snails try to escape and are able to confidently recall that they have shells for protection.

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

• Staff feel very supported and valued. There is a high level of staff retention within the team and they share the same passion and ethos for the setting. Staff have regular supervision meetings to support their own practice. The manager precisely plans for professional development opportunities to help staff to continuously raise their knowledge and understanding. For example, a recent training course has helped to contribute additional ways to support the emotional and mental well-being of children and staff.
• Children explore with early mathematics in their learning as they build tall structures using different shapes. They are able to find their own solutions to problems they may encounter. For instance, placing bigger shapes on the bottom to make it steadier. Younger children count candles on the birthday cake and are starting to identify and experiment with colours as they paint.
• The manager is reflective in how to identify areas for improvement. She seeks the views of her staff team, the children and the parents to help inform areas for change. Partnerships with parents remain a high priority to ensure that they feel very supported and a large part of the next steps planned for children's learning.
• Overall, children behave well. Staff help them to learn to identify and deal with their own emotions and recognise those of their peers. However, occasionally, unwanted behaviour is not dealt with swiftly due to the organisation of staff. This can lead to an increase in noise levels indoors and children not being able to fully concentrate on tasks in their play and learning.
• Parents speak very highly of the staff team and of the care their children receive. They enjoy accessing their child's online profiles and the resources they are able to take home to support their children's changing interests. Parents recognise the amount of time and effort the setting places on preparing children for their move on to school.
• Children make good progress. The staff carefully watch their development and plan challenging next steps for children's learning. Children who are funded or those with special education needs and/or disabilities are provided with targeted support to help them to succeed to the best of their ability. Staff work closely with other professionals to provide children with a joined-up approach towards their progress.
• Staff place an importance on supporting and encouraging children's communication and language. Children are curious and excited learners who happily take part in the planned activities staff provide for them. For example, children use various ingredients to make exploding volcanos. They are able to tell the staff that the volcano is 'erupting'. Children who speak English as an additional language are given time to develop and use new words they learn. Staff are very sensitive towards children by giving them time to respond, to encourage them further.

What the setting must and should do next

The provider should:

• review staff organisation to further support children's behaviour and reduce noise levels in the indoor learning environment.