Moss Side Village Playgroup

What is it like to attend this early years setting?

Children receive a warm welcome from staff as they arrive with their parents and carers at pre-school. Staff make time to talk and exchange information about children and their day. Staff are kind and caring. They have a good vision of what they want children to learn and know how to teach them the skills they need in preparation for when they leave the setting. Staff build strong and trusting relationships with the children and their families. They gather information about children's behaviours and needs, as well as their current stage of development, when they start. This enables staff to identify areas of learning that need more support.

Staff provide children with a fun and interesting curriculum that meets their individual needs and supports the skills that they will need to be successful in their next stage of learning. Children learn about the importance of physical activity. Staff use the outdoor area extremely well to support children's physical development. Children learn to move their bodies in different ways, developing their coordination as they busily construct or have fun pouring water down pipes and guttering. Children make decisions and demonstrate their growing ability to problem solve as they try different ways to balance objects or collect water. This helps all children to embrace a positive attitude to learning.

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

• Staff provide a curriculum that centres around each child. All staff have a detailed knowledge of the children in their care and plan stimulating activities for them. For example, children enjoy creative activities. Some children enjoy the feel of fruit on their hands and learn new words such as 'seeds' and 'squeeze'. Other children work together to scoop out the flesh and seeds. They laugh as they guess whether the fruit will make juice. Children then test out their theories and smile when they guess correctly. This promotes children's creativity and curiosity.
• Children with special educational needs and/or disabilities (SEND) are well supported. Systems to identify where children may need support are robust, and staff access early help and support promptly. Staff work closely with parents and external professionals to monitor progress and develop clear targets. This helps children with SEND thrive during their time at the setting.
• Overall, staff support children's behaviour well. They teach children to be kind and helpful, such as by tidying up after themselves. Staff use effective explanations and distractions to help children learn to choose between right and wrong. For instance, they support children to understand why they need to share and take turns. However, some staff do not always support children to manage their emotions when they become frustrated or during daily transitions.
• This does not consistently help children to learn how to self-regulate their emotions.
• Staff support children's early mathematical development well and incorporate mathematics into activities. For example, staff count as children scoop up sand to cover their feet. Staff also talk to the children about size as they compare the size of an orange and melon that they explore. This helps children to understand mathematics in a fun and natural way.
• Parents speak highly of the 'supportive and warm' staff. They comment that their children settle quickly in the 'home-from-home' environment staff provide. Staff have built strong relationships with parents. Parents praise staff for the regular communication through regular contact and conversations with their children's key person.
• The manager provides staff with regular supervision sessions and support for their well-being. Staff have access to training opportunities to support their continued professional development. For instance, some staff have attended specific training to support children's speech and language development.
• Staff provide opportunities for children to develop their knowledge about the local community. They visit local shops and learn about people who help them. Staff create opportunities for children to celebrate some cultural events. However, the curriculum does not always support children to learn about and reflect on their differences and understand what makes them unique. This does not fully prepare children for the diverse world around them.

What the setting must and should do next

The provider should:

• support staff to consistently help children to manage their emotions and learn to self-regulate, particularly during daily routines to help enhance the learning experiences of all children
• enhance the curriculum to support children to learn about and reflect on their differences and understand what makes them unique to prepare them for the diverse world around them.