Parkside Playgroup

What is it like to attend this early years setting?

Children are happy in this inclusive playgroup environment. Staff greet them warmly when they arrive, and children enjoy finding their photographs as they sit together in the circle and say 'hello' to their friends. The strong relationships that staff have built with children allows them to have a real sense of belonging and feel safe and secure.

Children behave well and enjoy the structure of the day. They follow staff's instructions for turn taking and enjoy the praise and rewards they receive from staff when they have helped to tidy up. Children show respect for each other. They share resources and clap and cheer their friends on, during the morning running race. They offer their friends praise and encouragement for their individual achievements.

Children enjoy the many opportunities on offer to support them in developing their large-muscle skills. For example, they navigate the mapped-out road in the garden on bikes, dance to a range of familiar songs and mix and stir oats and water to prepare porridge for 'Goldilocks and the Three Bears'.

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

• Staff promote a love for reading and engage children well during story time sessions. Children enjoy using props and joining in with repeated phrases as staff enthusiastically share the story of 'We're Going on a Bear Hunt'. They enjoy self-selecting books of their choosing to share with staff in the cosy reading area and have opportunities to share their 'All About Me' books with their friends.
• Staff in the playgroup have clear routines in place that support children in understanding their high expectations for behaviour at different times in the day. Staff remind children and use visual cue cards and children generally respond well and follow staff's instructions. However, there are times when not all staff are consistent in reinforcing their expectations of safe and suitable ways to behave to children. For example, when reminding children to use their 'walking feet' inside and of the importance of keeping the role-play pasta in the tray.
• Leaders show passion for ensuring staff have a wide range of opportunities to develop professionally. The regular supervision meetings give staff opportunities to discuss their training needs. Staff talk enthusiastically about how these training opportunities have impacted positively on their practice and how they share any new learning with their colleagues.
• The extensive partnership working with staff, the local authority and external agencies ensure that all children, including those with special educational needs and/or disabilities achieve the best possible outcomes.
• Staff plan a curriculum that is child centred and children are very much involved in choosing the activities that they enjoy. Staff respond to what children are telling them and quickly adapt group time sessions to meet children's individual needs. The daily playgroup set up offers children a range of stimulating activities to choose from. Overall, staff support them well during these times. However, some staff do not fully understand the learning opportunities behind these planned activities, so they can ensure children achieve the best possible outcomes.
• Parents say their children love coming to nursery and they are fully informed of what they are learning. They are particularly pleased with how the kind, motivated staff have supported their children's confidence and language development. Staff give them ideas to help at home and advice on how best to support their children in meeting their milestones.
• Staff teach children about the importance of being independent. Children take turns to be the helper of the day and prepare a range of fruits for snack time. Children use spoons to serve themselves snack, pour their own drinks and tidy up after they have finished eating. Children are supported well by staff to organise their belongings, select their pictures for self-registration and in washing and drying their hands after mealtimes and messy play.

What the setting must and should do next

The provider should:

• ensure all staff are consistent when reminding children of their high expectations for behaviour
• support some staff further in fully understanding the learning opportunities of the planned activities to ensure children achieve the best possible outcomes.