Parkend Playgroup

What is it like to attend this early years setting?

At the heart of this setting is a small team of professional, welcoming and friendly staff. They are led by an experienced and reflective manager, who strives to offer exceptional opportunities for children. They ensure children learn to value and broaden their awareness of others through enriching first-hand experiences. Children have excellent opportunities to learn about their community, each other and develop a strong sense of identity. For example, the manager invites parents, families and carers to weekend gatherings in the local area. Staff bring their own families to meet the children. Children are provided with a rich set of experiences that explore similarities and differences between others and themselves. This helps them learn to value themselves as a unique individual and to be tolerant of others around them.

Staff are good role models and are very responsive to the needs of each child. Children demonstrate that they feel safe and secure by seeking comfort when tired or upset. Staff are successful in teaching children how to keep themselves safe. For example, children listen well and follow the rules when they go onto the playground to complete their 'daily mile'. They line up and remember to hold onto the handrail as they go down the steps. Children behave well at this setting.

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

• Children develop an excellent understanding of healthy lifestyles and good oral health. For example, the manager organises visits from a local dentist. She uses these opportunities to support families to sign children up for dental checks. Children recall what they know and make links using resources that are on offer. For example, a child notices a set of plastic teeth on display. The child says, 'That tooth is sad because it's made wrong choices. That one is happy because it's clean and it has water not squash.'
• Children develop good literacy skills through their love of books. Staff use a book sharing scheme with parents. Children take home a book that ignites their interest. Parents and carers share this at bedtime every night for a week. Parents comment how much this has supported the bedtime routine and developed children's love of stories. Children enjoy a wide range of books. For example, they use recipe books in the home corner while they pretend to cook food.
• The manager employs additional staff to support the more vulnerable children, to help to ensure they reach their learning potential. She does so through appropriate use of any additional funding the setting may receive. Children with special educational needs and/or disabilities (SEND) make good progress from their starting points. The manager works very well with external agencies and professionals.
• Younger children make good progress with their vocabulary. The setting employs an intervention lead. She models ways to support children's emerging language skills. However, on occasions, not all staff do this consistently. Some younger children with newly emerging language skills are introduced to concepts beyond their understanding.
• The manager has developed a broad and balanced curriculum that builds on what children know and what they can do. She evaluates the setting very well. She can identify and take precise and swift action to rectify and address areas for further development.
• Staff prepare a wide variety of activities for children to engage in. Children follow the routine and structure of the day well. However, on occasions, staff focus too heavily on adult-led activities. This means children do not always have uninterrupted time to play, explore and discover as they learn and further develop their collaborative skills.
• Parents and carers are united in their extensive praise for this setting. All comment that they feel that the setting goes 'above and beyond', especially when enhancing learning opportunities for children and developing their emotional selves. Families and carers feel extremely well supported. Communication from the setting is shared efficiently and regularly. Parents and carers know what children are learning and what staff want to teach them next.

What the setting must and should do next

The provider should:

• support all staff further to build consistently on what children know, making sure that the introduction of new concepts is appropriate for the age and stage of development
• review daily routines to allow children more time to become deeply engaged in their play and learning.