Minster Playgroup

What is it like to attend this early years setting?

The well-established staff team members work exceptionally well together. They have implemented a secure settling-in process to ensure that all children have a positive start at the setting. For example, staff recognise the importance of gathering initial information from parents about their children's interests and needs. This is instrumental in supporting staff to plan a strong curriculum that closely follows children's choices and changing fascinations. Children display strong bonds with staff, who are quick to offer the children a cuddle when needed. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, appear to feel secure and have formed a great sense of belonging in the setting.

Children's behaviour is good and appropriate to their stage of development. They are kind to their friends. For instance, during story time, staff encourage the children to share props so that everyone has a turn to hold a character from the story being read. Staff use animated storytelling to captivate children's interest and help them develop a love of books.

Children are inquisitive and eager to engage with the rich learning environment and abundance of activities provided for them. Children manage simple risks in their play as they climb and balance along beams. Staff understand the importance of providing children with numerous opportunities to explore outdoors to enhance their physical skills and abilities.

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

• Communication and language development is a high priority at the setting. For example, while making play dough, staff engage the children in conversations about the texture of the dough. They introduce descriptive words, such as sticky, and encourage the children to think about what they can do to make the dough less sticky. The children understand that adding more flour will reduce the stickiness. Staff are skilled at supporting children to extend their vocabulary and develop their problem-solving skills.
• Staff have created a nurturing environment. They know the children very well and implement plans to support children to deal with their emotions and interact with their peers. For example, staff encourage the children to use the sand timer so that they know when it is their turn to play with the big truck. Children watch intently as the sand falls through the timer before they remind their friends that it is their turn. This helps children to gain the confidence to make their needs known to their peers. Staff are highly effective in helping children to have good relationships with one another as they learn to socialise.
• Staff plan experiences based on children's interests and stage of development.
• They offer a good range of adult-led and child-focused activities to engage and spark children's curiosity. For instance, children are fascinated by the guinea pigs that have been brought in for a visit. There is great excitement as the children hold the carrots for the guinea pigs to munch on. However, during some adult-led activities, staff are not always sufficiently organised to ensure there is a clear focus on children's learning. As a result, children do not always make the progress they are capable of achieving.
• Children are keen to initiate their games. For example, they skilfully balance wooden beams on a frame and roll cars down to see how fast they travel. Children are learning to follow rules as they interact with their peers. Although staff offer the children a variety of games and resources to engage with, they do not always make strong use of some activities to fully extend children's mathematical knowledge and skills.
• Staff have high expectations for children's learning. They work with parents and other professionals to help support children with SEND and those children who speak English as an additional language. The provider has made good use of extra funding. For instance, they have purchased games and gardening equipment to support children's independence and well-being.
• Families and children are at the heart of this setting. The provider has established excellent partnerships with parents and carers. For example, staff share information through children's online learning records as well as speaking with parents and carers at drop-off and collection times. This helps to ensure there is a good two-way flow of information. Parents are extremely complimentary about the support they receive from the staff at the setting.
• The provider understands the importance of having a well-trained staff team. For instance, they provide staff with a variety of training opportunities, such as online courses and face-to-face training events, with other settings they operate. There is a strong emphasis on staff well-being, and staff comment on how supported they feel in their roles.

What the setting must and should do next

The provider should:

• develop further the use of adult-led activities to more effectively engage all children taking part
• improve opportunities for children to develop their mathematical knowledge.