Old Fallings Playgroup

What is it like to attend this early years setting?

On arrival, children receive a welcoming 'good morning'. They are eager to explore the environment and enjoy their play. Children develop good relationships with their peers and the staff. For example, they engage in back-and-forth conversations together. Children listen well to their peers' ideas for play. They confidently share their experiences with others to recall prior events. Staff give children time to talk and to respond to questions. Children practise their language skills as they serve pretend food through the window of their role-play shop. They benefit from an environment which ignites their imaginations. Children press invisible buttons to dispense pretend ice cream. They make 'swirling' noises to incorporate sounds into the experience. Children spontaneously use found objects to represent other things. For example, they use a bowl as a phone. They place the bowl to their ear and say 'hello'.

Children benefit from learning experiences indoors and outdoors. They dig in the sand and transport the collected sand into other areas of the garden to enhance their own learning. Children develop good gross motor skills as they stomp on a pile of sand. They are happy as they move their whole body. Children develop secure fine motor skills as they make pretend pizzas. They roll and press the dough and give explanations for their creations. Staff provide children with many choices within their environment. Children explore a variety of materials to create a desired effect. For example, they use the end of a wooden spoon to press the dough flat.

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

• The manager, in partnership with her team, has built a curriculum which enhances learning outcomes for all children, including those with special educational needs and/or disabilities. Staff constantly adapt the curriculum, based on the current needs of children in the group. For example, the manager identifies the negative impact that the COVID-19 pandemic has had on children's language development. As a result, the manager prioritises this area of improvement through staff training. Staff use a 'screening tool' to identify children who are at risk of falling behind. They reflect on historical targets shared by other professionals to enhance outcomes for speech and language.
• Children benefit from regularly taking storybooks home, which enhances their communication, language and literacy skills. Staff share online activities with parents to support children's education during the school holidays. This ensures that children continue to make progress. Parents say that communication with the playgroup is very good. They feel that they are kept well informed about plans for their children's future learning.
• All children benefit from a purposeful environment which is planned to enhance their interests and developmental needs, including those who speak English an additional language. For example, dens enhance children's interests in small spaces outdoors. Together, children sit inside the den playing and learning. They develop excellent friendships. Staff identify the benefits of using children's interests to encourage engagement and independent learning.
• Children benefit from key persons who have a rounded view of their characteristics and abilities. As a result, they make good progress from their starting points. Staff focus on what children need to learn next. They support children's next steps during play. The manager conducts regular staff meetings to ensure that staff practice benefits the needs and behaviours of all children. At times, staff do not consider the importance of giving children an explanation to why behaviours are not acceptable.
• Staff place high importance on children's personal, social and emotional development. They assess each child's level of need, in partnership with parents, to ensure that children settle well. Parents say that staff work well with other professionals to support their children's needs. They are overwhelmed with how well their children are supported to settle.
• Children learn about making healthy food choices. However, staff do not make full use of daily routines to consistently help children to learn about good hygiene practices.

What the setting must and should do next

The provider should:

• revisit self-care procedures to ensure that staff consistently promote good hygiene routines
• enhance teaching to help children to understand fully the consequences of their actions.