Rainbow Playgroup

What is it like to attend this early years setting?

Children arrive happily at this playgroup, where they are greeted warmly by staff who know them well. They are eager to explore the engaging environment and become engaged in their learning. Children quickly settle into circle time, where staff skilfully encourage all children to talk about how they are feeling. This gives children the confidence to acknowledge their emotions. They chat confidently and enjoy sharing their experiences.

Children use their small-muscle skills as they build models with construction resources and complete jigsaw puzzles. They further develop their skills as they paint and use scissors to cut shapes to make Christmas trees. Children practise their large-muscle skills in the inviting garden. They demonstrate a good understanding of how to take risks and keep themselves safe. For example, children choose to use the trikes on the flat area and point to the sloped area saying that it could be dangerous.

Staff have high expectations for children and provide activities that build on what they can already do. They use praise to encourage children to persevere with tricky tasks. This helps children to keep going and overcome problems. Staff play alongside children and are positive role models. They encourage children to consider the needs of others and resolve difficulties.

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

• The manager provides an ambitious programme of learning. Staff use their observations and assessments of children's progress to plan experiences for the next steps in their learning. They skilfully engage in playful interactions with children. However, staff do not consistently challenge and extend children's language and knowledge.
• Since the last inspection, staff take care to encourage children to be more independent within the daily routine. For example, children independently remove their coats, hats and scarves, and hang them on their peg. They also independently find their name for circle time and help themselves to snacks. Children's growing independence is supported well.
• Children's behaviour is generally good during their time at the playgroup. For example, they understand that they need to tidy up the toys and actively participate when given directions. Children benefit from a strong key-person system. This helps to secure strong bonds between staff, children and their families.
• Children with special educational needs and/or disabilities are supported very well. Staff use appropriate strategies, and engage with their families and outside agencies. They are proactive in seeking help for children when needed, to help children to make progress from their individual starting points in development.
• Parents speak very positively about the setting. They describe the friendliness of the staff and how happy their children are at the setting. There is a wealth of opportunity for parents to be involved in their children's learning, including face- to-face meetings, coffee mornings and outings.
• Staff are good role models. They help children to understand about taking turns and sharing resources. Staff recognise and praise children's efforts and achievements. As a result, children grow in their confidence.
• The manager is committed and passionate about providing high-quality care and support for the children and families that attend the playgroup. She works well with staff on a day-to-day basis. The manager provides staff with regular supervision sessions, which ensure that their training needs are quickly identified.
• Staff say that they are very happy and feel well supported by the manager. They have a wealth of knowledge and experience. The manager encourages staff to access training and development opportunities.
• Staff have a consistent approach to managing children's behaviour. This helps to ensure that children behave well and have good attitudes to their learning. Children behave beautifully. They enjoy pretend play in the imaginative shop area, taking turns and sharing resources freely.

What the setting must and should do next

The provider should:

• consider ways to extend children's language and learning, to further challenge them in all activities so that they make the best possible progress.