Playfit St Marys

What is it like to attend this early years setting?

Staff greet parents, carers and children warmly at the door as they arrive. They take the time to chat to parents and welcome children. Children carefully place their bags and coats away before eagerly joining in with the activities set out to engage them in learning. Children are supported by staff as they play. Staff sit with them and talk to them about what they are doing. Children develop their language skills, as staff introduce new vocabulary. They behave well. Staff are positive role models and have high expectations of children. Children receive lots of encouragement and often beam with pride as staff praise their achievements.

Children learn to take turns and share toys. Their views are valued as they are encouraged to vote for their favourite story. Children come together at story time and select a token that they place next to their book of choice. They are excited to find out which story has the most votes and graciously accept the outcome. Children become highly engaged as they listen to staff read in an aminated voice. They confidently ask questions and listen carefully to staff's thoughtful answers. Children's differences are valued. They enjoy food-tasting activities to experience what other children might eat at home. Staff teach children about a variety of religious festivals, particularly those celebrated by children who attend the setting.

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

• New children are supported to settle quickly when they first start at the setting. Each child has their own key person, who they build a close relationship with. Staff get to know children's individual needs before they complete their initial assessment of children's learning. This helps them to plan activities that accurately support children's next steps in learning.
• Overall, staff plan a wide range of activities to support children's learning and development. However, staff are not always clear about what they want individual children to learn from activities they plan. Consequently, children do not consistently benefit from teaching that focuses on their specific learning needs.
• The manager provides targeted training to help staff further support gaps in children's learning. Staff have recently taken part in a workshop with a speech and language therapist. This session helped them to identify new ways to support children's early communication and language. Staff say this has had a positive impact on the support they offer to children, especially children who speak English as an additional language and those with special educational needs and/or disabilities (SEND).
• Children with SEND are supported very well. Staff work closely with a range of different agencies to promote continuity of care and children's ongoing progress. They use additional funding to purchase resources specific to their needs, which are shared with home. This enhances children's experiences and promotes their well-being.
• Children demonstrate increasing independence and awareness. They show staff their messy hands and say, 'I need to wash my hands.' Children use low-level sinks independently, turning on the tap and helping themselves to soap. They willingly help staff to tidy up before snack time. Children pick up toys and put them away diligently. They politely ask staff, 'Can you help me?', when they need additional support.
• Staff help to build on children's individual experiences outside of the setting and help them learn to keep safe. They ensure children benefit from lots of time playing and exploring outdoors. Children find mushrooms growing at the bottom of a tree as they explore the forest area with staff. They run over excitedly to staff and say, 'Come and see what I found, mushrooms!', as they proudly point them out. Staff talk to children about different plants and remind them of the possible dangers. Children enjoy collecting twigs, feathers, leaves and flowers, and learning about the natural world around them.
• Parents speak highly of the setting. They comment that staff are 'more like friends than caregivers' and feel that communication is excellent. Staff share children's progress with parents through an online journal and ongoing conversations. They regularly publish a newsletter containing good-news stories, upcoming events and useful information for parents.

What the setting must and should do next

The provider should:

• support staff to develop skills to clearly identify what they want individual children to learn from activities.