Ridgeway Playgroup Limited

What is it like to attend this early years setting?

Staff warmly welcome children and parents when they arrive. Children settle quickly, showing they feel safe and secure. They are happy and confident, choosing where to play with friends. Older children play in the home area, chatting away to each other and developing their imagination skills. Younger children sit in the cosy reading area, having cuddles from staff listening to stories.

There is a wide range of learning opportunities inside and outside. Staff use children's interests to carefully plan themes to include all areas of learning. For instance, children bring in their favourite books and dress up in their much-loved characters for World Book Day. The staff extend the theme for children to learn about traditional fairy tales, such as 'The Three Little Pigs'. Children develop their hand muscles ready for early writing, using play dough and small bricks to create homes. They have fun exploring their senses using foam and blocks to build towers. Staff help children test how high they can get them before they fall. They encourage children to count and introduce vocabulary, such as wobbly and straight. Outdoors, children push tyres, developing their core strength muscles. Others play on trikes. They have beaming smiles as they ride down the hill, developing their coordination and carefully controlling their speed.

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

• Leaders ensure that staff know all the children well. They continuously reflect and evaluate practice so that staff support children's next steps in learning. Children make good progress across the areas of learning. Leaders ensure that staff access advice from the local authority and attend training, such as supporting children's behaviour. Staff use the knowledge they have gained to help children manage their emotions. They model speaking kindly and offer alternatives to resolve conflicts.
• At snack time, staff talk to the children about the fruit they are eating, such as kiwis and oranges. Children are learning about growing their own food and healthy eating. Staff suggest new ideas, such as planting fruit seeds in their new outdoor planters to grow. This helps children to learn about the world around them and links to their ideas.
• Staff carry out risk assessments to promote a safe environment for children. Children have lots of opportunities to take part in risky play, indoors and outdoors. This helps to develop their confidence and physical skills. Children climb up ladders and use crash mats outdoors to practise their running and jumping skills. However, staff do not provide children with the guidance and support to help them understand some of the risks in their play. For example, younger children forget to put their shoes on after playing on the soft play, meaning they slip on the floor.
• Staff support children to develop good hygiene practices and to understand the importance of daily toothbrushing. To embed this further, children go home with toothbrushing packs. Parents comment on how the packs have helped with toothbrushing at home.
• Relationships with parents are very strong. Parents are delighted with the progress their children make. They notice how their children's use of language has improved as they are using more words. Parents value the comprehensive learning journals that show their child's progress. They also access the online application. This helps parents talk to their children about their day.
• Staff prepare children well to help them understand when an activity is finishing. They use sand timers, giving children time to complete what they are doing. At key times such as tidy-up time, staff sing songs, they model what to do, praising children for helping. This engages children to remember and follow routines.
• There is a strong focus to develop children's independence. Children access resources for themselves. Younger children are encouraged to put their coat and shoes on to begin to do things for themselves. All children wash their hands after using the toilet. Practising these skills helps children to be ready for their next phase of learning.
• Staff support children with special educational needs and/or disabilities well. They are passionate about children developing the skills they need to reach their full potential. Staff develop support plans and set targets to meet children's individual needs. They work closely with parents and refer to external professionals, to help address gaps in learning.

What the setting must and should do next

The provider should:

• help children to understand the need for safety in their play, to enable them to consider and manage some risks for themselves.