Parkwood 'Poppets' Playgroup

What is it like to attend this early years setting?

Children smile as they enter this warm and welcoming playgroup, where they choose from the wide range of experiences on offer. Children build strong relationships with staff who know their individual needs and characters well. This helps children to feel safe and secure. Children benefit from a range of different learning activities, both inside and outside. For example, they have use of the various facilities at the local community centre and visit the nearby shops and post office. Children become absorbed in their learning as they are encouraged to explore the world around them.

Staff know the children as unique individuals and enhance the resources and play equipment on a regular basis. Children enjoy a rich and varied curriculum that is tailored to their individual needs. For example, staff create opportunities for children to explore various items in the water tray. Children enjoy the exploration of the sparkling pom-poms and small floating tubs. They practise pouring and scooping the water into the tubs and enjoy the sensory experience. Children learn new vocabulary and describe what makes the items float and sink. Skilled staff adapt the activity to suit all abilities and ensure that children make the best possible progress.

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

• Managers and staff have taken significant action to bring about improvement. They have addressed the actions from the last inspection. For example, they have sought support from external professionals and implemented ongoing opportunities for professional development. Staff feel well supported and more collaborative in their approach to the planning and delivery of well-tailored learning. For example, they provide a good balance of both child-led and adult-directed activities. Staff discuss the interests of individual children and ensure that they vary the choices on offer. Children are focused and enjoy the curriculum offered.
• Staff ensure that they support children to be skilful communicators. For example, children have various opportunities to share their experiences from home. They eagerly share their Christmas trees and decorations. Children discuss the similarities and differences and what makes theirs unique. Staff ensure that they provide a running commentary as children play. This helps to ensure that children hear a rich variety of vocabulary to strengthen their communication and language skills.
• Managers ensure that there are clear rules and boundaries in place and, overall, children show positive behaviour. These include displays and reminders for children to remember things like not to run inside. However, not all staff reinforce these consistently. This is not fully effective in helping children to understand what is expected of them.
• Support for children with special educational needs and/or disabilities (SEND) is effective. The special educational needs coordinator communicates well with parents and has good arrangements to work with other relevant professionals. Children with SEND benefit from very positive interactions from all staff and form strong bonds with their key person. The support for children learning English as an additional language is also very strong and children are well supported to communicate their needs effectively.
• Children's health and well-being are given high priority. Staff ensure that hygiene procedures are strictly adhered to, and children understand their own responsibility to keep themselves healthy. Staff encourage parents to monitor the nutritional value and portion sizes of their child's meals, including the consideration of looking after children's oral health. Children learn to live active and healthy lifestyles.
• Children take part in regular singing and story sessions with staff. Older children enjoy responding to questions about the pictures and characters in the book. However, some group activities are not pitched correctly for all children taking part. This results in some children losing interest and becoming distracted.
• Parents speak highly of the staff and the care they provide. They appreciate their personalised and accommodating approach and comment that staff are good at communicating information regarding their child's progress and development.

What the setting must and should do next

The provider should:

• improve the organisation of group activities to ensure that they meet each child's needs and maintain their interest
• support all staff to be consistent in reinforcing rules and boundaries so that children understand what is expected.