Playhouse Preschool

What is it like to attend this early years setting?

Children are happy and confident as they arrive at the setting. They separate from parents extremely well and are greeted by the friendly manager who uses signs to say good morning. Staff act as positive role models as they have developed warm, friendly relationships with children and know them know very well. This helps children to feel secure and settled.

Children benefit from reassurance from staff if they become upset. For example, they look at photographs of themselves and their families. This helps them to settle, and also promotes discussion about different types of families, particularly children with English as an additional language. Children begin to learn about how they are different and similar to each other.

Children are learning to share and take turns. Staff have high expectations for all children, using praise and encouragement regularly to promote positive behaviour. On the rare occasion when children display unwanted behaviours, staff respond quickly, provide clear explanations and remind them of the rules, such as 'kind hands'. This helps children to develop their understanding of what is expected of them.

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

• Staff promote children's communication and language skills very well. Staff morale is high. They create a positive atmosphere, which engages children in dialogue through asking them questions and encouraging them to think for themselves. Staff also use strategies, such as sign language and picture cards, to ensure that children with limited speech can effectively communicate their needs. For example, staff use a visual timetable to support children with English as an additional language to understand what is coming next. This helps build on children's self-esteem and confidence.
• Staff actively encourage children to develop their independence. For example, children wash their hands and put on their coats by themselves. Resources are easily accessible to children, allowing them to make their own choices during play. This gives children a sense of responsibility and encourages them to develop positive attitudes towards their learning.
• Staff know the children very well. Through regular discussions, they talk about children's interests and how to create new learning experiences for them. The manager supports staff in developing their practice by identifying any specific areas for training. Staff supervise children closely during lunchtime, however, they do not use these times as effectively as possible to promote opportunities to develop relevant knowledge and skills.
• Staff support children to develop their understanding of the world. For example, children re-enact a shopping experience, as they use baskets and make marks to write shopping lists. Staff question children about different types of food and extend this by talking about types of food animals like to eat. They introduce new ideas to children's conversation; however, they are not fully effective at helping children to extend their thoughts and ideas.
• Staff provide opportunities for children to develop healthy lifestyles. Children enjoy a variety of healthy snacks, such as apples and cheese. They have regular access to fresh air and exercise. Children build on their physical strength and coordination as they run and go for walks. Staff teach children about how to keep themselves safe. For example, they talk about road safety and rules for approaching other walkers.
• Parents have very good relationships with the manager and staff. They make comments about the level of support they receive from the 'caring, attentive staff' and about the the 'excellent communication'. Parents love how happy their children are and the level of progress they have made since attending.
• The manager is the designated special educational needs and/or disabilities coordinator. She works closely with the staff team and external agencies, such as specialist teachers, to ensure children who may have special educational needs and/or disabilities (SEND) receive the support they need. Children with SEND are making good progress in their development.

What the setting must and should do next

The provider should:

• deploy staff more effectively during routine times, such as lunchtime, to enable them to develop children's knowledge and skills
• strengthen staff understanding of how to use opportunities, such as during conversation, to help children extend their thoughts and ideas.