Rosemary Gardens Playgroup

What is it like to attend this early years setting?

The long-standing staff team warmly greets children as they arrive. Children happily run up the path, excited to begin their day and see their friends. They shout 'hello' to each other and hug as they hang up their coats and bags. Once inside, staff encourage children to quickly choose the activities on offer. These activities help children focus and remain engaged with their play.

The setting has high expectations of children. Robust routines and effective organisation of the setting encourage children to be independent in selecting their own resources, putting on their own coats and washing their hands. Staff skilfully create ways for children to take care of the environment. For instance, children use small dustpans and brushes to tidy up sand when it spills on the floor.

Staff have high expectations of children's behaviour. They encourage children to be kind and considerate to each other, take turns and share their resources willingly. Staff model positive behaviours, which help children to show empathy for their friends. For example, when children see each other struggling, they quickly step in to help.

Staff are quick to identify gaps in children's learning and ensure timely referrals are put in place to offer children the best support. This ensures that children with special educational needs and/or disabilities are well supported.

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

• Staff know children well. They talk confidently about where children are in their learning, the progress they have made since they started and what they need to learn next. Children are well prepared for the next stage of their learning journey.
• Overall, the curriculum for communication and language is well implemented. Staff support children to develop their language skills using repetition and labelling new objects. Staff build children's vocabulary, adding contextual language as they play. For example, as they make their dough pizzas, staff introduce the word 'jalapenos' to children, giving them information on what they are and what they taste like. However, for older children, questioning can be closed, and children do not always have opportunities to reflect and share their knowledge.
• Children develop a love of reading and books. Throughout the day, children share stories as a large group but also in smaller groups and one to one. Together, children enthusiastically retell the story of 'The Three Little Pigs'. They join in with familiar phrases and actions without the need to have a book for prompts. As children share one-to-one stories with staff, they snuggle up cosily on the beanbags, and laughter can be heard ringing throughout the setting.
• The setting is a community where all children can see themselves positively represented. Children are respectful of each other and listen carefully to the views and opinions of others. Children learn about different cultures by reading stories, taking part in arts and crafts, and listening to music from around the world. Children are confident and show pride in their achievements. They call staff to show them what they have done or to watch them twirl like a princess in a dressing-up costume. Others stand up and do a little happy dance once they have completed a task.
• Healthy eating is promoted in the setting. As children make their own snacks of rice cakes with cream cheese and blueberries, they discuss what foods make their teeth happy or sad. During lunch, children get out their packed lunches and sit together. Staff work with parents to ensure lunches are healthy and contain items from different food groups.
• Partnership with parents is good. Parents speak highly of the caring nature of staff. Communication with parents is good. Parents understand what next steps are in place for children and have opportunities to share children's home learning experiences.
• The manager is reflective. She regularly asks for parent feedback and uses this to enhance what the setting is offering. The manager works closely with the local authority and undertakes the training offered. Staff feel well supported with regular meetings and supervision sessions in place. They are encouraged to regularly attend training to continue their own professional development.

What the setting must and should do next

The provider should:

• consider how questions are asked to allow children more time and opportunity to use their expanding vocabulary to recall past experiences.