Over Kellet Playgroup

What is it like to attend this early years setting?

Friendly and attentive staff create a warm welcome. Children skip in happily to greet their friends. They hang up their coats and wash their hands as part of their familiar morning routines. Children understand the high expectations that staff have of them. They are supported to settle quickly and are ready to learn. Staff offer an ambitious and carefully sequenced curriculum. They are always on hand to guide and talk to children, offering support and encouragement as children build on what they know and can already do. Children engage well in the experiences provided and demonstrate positive attitudes towards their learning. All children behave well.

When staff identify that some children require additional support, leaders work effectively with the highly skilled special educational needs coordinator (SENDCo). They implement plans to ensure that children receive the help they need to make continued good progress. Each day, staff use a range of thoughtfully planned activities that help the children learn the knowledge and skills they need for their next steps. There are lots of opportunities to practise these skills in independent play. For example, the children problem-solve and practise their fine motor skills as their build brick enclosures for toy animals.

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

• Leaders are proud that the playgroup provides an important service in the local community. Leaders share their vision with friendly, qualified and experienced staff. Staff are offered a wide range of supervision and professional development opportunities. They are encouraged to share their good practice to help enhance their skills. The staff are happy and are dedicated to the families they support.
• Staff know children well and use their observations effectively to plan activities that are well matched to children's current stages of development. Overall, staff ask questions and offer their guidance to support children as they play. However, some adults are more skilled at extending children's learning as opportunities arise than others. This does not support children to make the very best progress possible.
• Since the last inspection, staff have successfully embedded the teaching of mathematics through daily routines and activities. Additional training and an effective buddy system have helped to ensure a consistent approach to the teaching of mathematical skills. Children have plenty of opportunities to practise their skills throughout the day. They count confidently, talk about sizes and shapes in their drawings and explore volume in their water play. Opportunities such as these ensure that children have a secure understanding of mathematical concepts.
• Overall, children's physical abilities are developed well. Children practise their fine motor skills when they draw and cut. They have some opportunities to develop larger physical skills when painting and balancing. However, opportunities for children to practise more challenging physical play, such as climbing, running and ball play, are more limited. This means children are less skilled in their ability to identify and manage their own risks during physical play.
• Communication and language skills are developed effectively. Staff listen attentively and model asking relevant questions. Children have many opportunities to build on their existing vocabulary and practise speaking and listening. For example, at the daily 'show and tell', children wait their turn to talk eloquently about what they have brought. They listen well to each other and ask pertinent questions. As a result, children develop effective communication skills.
• Positive relationships are fostered. Staff treat children with warmth and courtesy. The skills of how to be a good friend are taught. Children have lots of opportunities to practise turn-taking, sharing and working collaboratively. For example, children play well together in their 'quarry' construction area. Children feel valued and make positive friendships.
• Staff use a variety of ways to inform and consult parents. Parents say that staff are friendly and helpful. They feel well informed about what their children are learning. Staff provide a range of ideas that help parents to contribute to their child's learning at home. This helps to provide a consistent approach to children's care and learning.

What the setting must and should do next

The provider should:

• support staff to consistently recognise when to enhance and extend children's learning during their chosen play
• provide further opportunities for children to engage in large-scale physical play and develop their confidence in managing their own appropriate risk.