Play Place Riverside Pre School and Play Scheme

What is it like to attend this early years setting?

Children come into the pre-school confident and ready to play. There is a strong sense of community as staff talk to parents and carers while children greet their friends. Children learn to recognise their names as they hang up their coat. The children enjoy visits by people from different professions, such as the police and the dentist. They use the information that they have learned in their play. For example, children dress up as police officers and patrol the pre-school to make sure everyone is safe. Staff help children to learn about the community in which they live.

Staff provide children with a stimulating and interesting curriculum. They use observations and knowledge of children's interests effectively. This ensures that all children, including those who need more support, have experiences that meet their needs. For example, staff provide a climbing frame indoors. This helps children to develop their gross motor skills as they climb, hang and slide. Outdoors, staff challenge children to balance and use pedals on bicycles. Generally, children's behaviour is good. Staff are positive role models as they help children to understand the behaviour expected of them. For example, they explain that toys are not allowed at the lunch table.

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

• Staff encourage the children to make choices about what they would like to do, such as what song to sing next. Children vote for what book to have as their focus story the following week. They are learning about democracy and that their ideas are valued.
• Children are generally encouraged and supported to be independent. They wash their hands and use the bathroom on their own. However, at times, staff help children to complete tasks that they can do for themselves. For example, staff wipe the children's noses and put food on older children's plates for them rather than guiding them to develop their independence further.
• There is a strong focus on teaching children about equality and diversity. Some staff have attended cultural awareness training and have implemented new ideas as a result. For example, children explore the different types of homes they live in and discuss family structures. This helps children to value and respect each other's similarities and differences.
• A good balance of child-initiated play and adult-led activities is on offer for all children. For example, everyone takes part in sensory play with colourful dough. Children show high levels of concentration as they pinch, pull and squeeze the dough along to music. Staff are developing children's fine motor and manipulation skills.
• Children enjoy learning about numbers. For example, as they play with cars, staff encourage them to park them in numbered parking spaces. However, staff do not always recognise opportunities to promote early mathematical concepts during children's play to further develop their mathematical knowledge.
• At mealtimes, staff sit with the children. They talk about what they are eating so children can practise their communication skills. Conversations help develop children's language as they talk about farming and crops. They discuss the difference between fruits and vegetables, and children learn about healthy foods.
• Staff develop strong partnerships with children's families. They get to know them well, which helps children to settle quickly. However, staff have not yet developed relationships with other settings that children attend. This means that there is not a consistent approach to sharing information about learning and development between different settings that children attend.
• Partnerships with parents and carers are very good. They comment on how approachable the staff are and how settled the children feel. Parents and carers say this has a positive impact on their children's well-being. They talk about their time at pre-school at home with their families.
• Staff work well as a team and say they feel supported in their roles. They receive regular supervisions and explore areas for development. There is a culture of reflection that helps to improve the overall quality of teaching.

What the setting must and should do next

The provider should:

• support children to do more for themselves and promote their independence further
• strengthen staff practice to promote children's mathematical development further
• build effective relationships with other settings children attend, to help support continuity of care in their learning and development.