Play Giggle and Grow

What is it like to attend this early years setting?

Children are greeted by friendly staff when they arrive at this pre-school. They are confident to leave their parents at the door and happily join their friends and adults to quickly engage in a range of activities. They are able to access all areas of learning through the well-organised spaces, both indoors and outdoors.

Staff plan an ambitious curriculum for the children who attend. They make sure they incorporate early mathematics and literacy skills into everyday routines with children. Staff promote progress for children with special educational needs and/or disabilities (SEND) by carefully adapting their expectations of them and the support they have in place. They provide extension activities for children who are getting ready to move on to school.

Children's personal, social and emotional skills are well supported by staff. They are thoughtful towards each other, and their independence skills are encouraged, being given a tissue to wipes their own noses if they need wiping. They take turns to serve themselves fruit at snack time and tidy up their bowls and cups when they have finished.

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

• Since the last inspection, the manager and staff have worked hard to address the actions, and they have a clear understanding of the learning from the activities and opportunities they provide for the children. For example, when children are completing an assault course, staff explain the physical development for all children, including children who have SEND. They also used this activity to support children with their counting and colour recognition where they have been finding this difficult.
• Children's diversity is celebrated. Staff use words in children's home language to support children who are at an early stage of learning English. Children who have been celebrating Eid are excited to share information with their friends about this celebration.
• During the morning circle time, staff take the opportunity to make sure all children are welcomed by singing a 'hello song' and using each child's name in the song. They then use songs and games to teach early mathematics skills. They sing number rhymes and play a game where children practise their use of positional language by saying where a toy spider is in relation to a cup.
• Children behave well, overall. They are encouraging of their friends and like to be helpful, particularly at tidy-up time. However, on occasion, children can get a little over-excited and staff do not consistently remind them how they should behave. Staff use praise effectively, and children show they are proud of their achievements.
• Parents praise staff for their kindness. They report communication is good, and they are kept informed of how their child is getting on. Parents value the ideas for how they can support their child's learning at home. Staff are excited to share achievements with parents when they pick their children up at the end of a session. Staff involve parents in children's progress checks at age two to ensure they capture an understanding of where the child is at home as well as in the pre-school.
• Children enjoy playing in the outside area, and they are encouraged to be physically active. Staff help them to consolidate their counting, supporting them to say one number at a time for each bounce. Children are encouraged to practise mark making by using chalks on the floor and painting on the boards provided. Children take care of nature. They enjoy planting in the raised beds provided, and when they notice a spider crawling up the inspector's arm, they find a safe place to gently put it so it does not get hurt when they are playing.
• Staff report they have regular supervision meetings and feel the manager is supportive and cares about their well-being. They receive a range of training and meet as a team to plan for children's learning and further develop their practice.

What the setting must and should do next

The provider should:

• further support children to manage their own behaviour by deepening their understanding of why they need to follow rules.