Orsett Playgroup

What is it like to attend this early years setting?

Children enjoy the free-flow system, choosing and extending their play ideas from indoors to the outdoor area. They enjoy the fresh air and take part in lots of active play, confidently riding bicycles and cars and playing games. Children take risks in their play as they climb the frame and jump off it, landing safely on the floor. They take turns using the hula hoop and walk carefully across the balancing beams. Children learn about capacity and number, filling and emptying containers with water. They explore the mud kitchen and other natural materials.

Children demonstrate a good attitude. They say 'please' and 'thank you' to each other and to staff. Staff are positive role models. They join in children's play and engage in activities and discussions with them. Children eagerly complete small tasks, such as tidying up and putting toys away.

Children settle quickly and they are familiar with the daily routines. Staff support children's independence and encourage them to take responsibility for small tasks. Children put their lunch boxes in the box and their belongings away. They readily choose the activities they want to play with and enjoy using a variety of empty packaging to make their own modelling box.

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

• Staff sensitively support children's emotional development and encourage them to talk about how they feel and work through the solution together. For example, staff use gentle and kind words to comfort and reassure children when they become upset. This contributes to children's sense of security.
• Children are curious and show motivation to learn. They express their thoughts and use new words to speculate and retell familiar stories in their own way. For example, during free play, children retell 'The Three Little Pigs' story by using building blocks to build the pigs' houses. They repeat 'I'll huff and puff and blow your house down', before knocking the houses of straw and wood down. Children comment that the house of brick is 'very strong'.
• Children enjoy a rich and varied selection of well-organised activities across the curriculum. This helps to successfully engage children's interest and maintain their focus. Children persevere at tasks. For example, they finish the puzzle by using the pictures and colours on the pieces. They relish the challenge and celebrate their success.
• Children enjoy a range of interesting activities, such as exploring the natural world and construction resources that challenge them to think and work through the process to achieve their desired result. However, staff do not always encourage younger children to maintain concentration in group activities.
• The manager and staff regularly reflect on their practice and assess the quality of the provision. Staff say they are well supported by the manager and have good training opportunities to develop their practice. Staff say they are confident in approaching the management team. They enjoy working at the setting and feel their well-being is valued.
• The special educational needs coordinator works well in partnership with parents, other agencies and staff to reduce any gaps in children's development. She makes sure that any developmental concerns are responded to quickly. Children with special educational needs and/or disabilities are fully included in all activities. This helps them to make the progress they are capable of.
• Staff promote and support children's understanding of good health and making healthy choices. Staff and children consistently follow good hygiene practices, such as handwashing after using the toilet or after eating. However, the provider has not found successful ways to ensure that children's lunch boxes contain more healthy items.
• Partnerships with parents are strong. Staff inform parents of what their child does during the time at the setting when they collect their child. They engage parents in various ways, such as having regular meetings and sending newsletters to discuss their children's latest achievements. Staff work with parents to ensure each child has a smooth transition to school.

What the setting must and should do next

The provider should:

• improve the planning of group activities so that staff can help younger children join in and maintain concentration
• find ways to share information with parents about including even more healthy options for children's lunch boxes.