Ross Preschool Playgroup

What is it like to attend this early years setting?

Children arrive at the playgroup happy and leave their parents or carers with ease. Nurturing staff effectively support children's emotional well-being. They greet them with a smile and offer a reassuring cuddle if needed. Children display a strong sense of belonging and are eager to begin their play. Older children know what is expected of them. They hang their personal belongings on their named coat pegs and place their lunchboxes in the appropriate area.

All children make good progress from their individual starting points. The well retained staff team know children and families well. They implement a sequenced and ambitious curriculum which is tailored to meet the individual needs and interests of all children. Staff encourage children to join in with group activities, such as painting or circle time and support them to make independent choices about their play. Children behave well. They listen attentively to stories read enthusiastically by staff. Children follow staffs' instructions and find their name to add to the registration board. Staff provide children with rich, hands-on learning experiences that deepen their understanding of the world around them. For example, through growing and observing butterflies, pre-school children gain a secure understanding of life cycles. They confidently explain that a caterpillar become a chrysalis before transforming into a butterfly. Staff skilfully introduce and embed key vocabulary. When asked to recall the word for this process, children proudly and accurately respond with 'metamorphosis', demonstrating their understanding of new vocabulary.

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

• The management team demonstrate strong, committed leadership and work collaboratively to ensure the effective day to day running of the playgroup. With clearly defined roles and responsibilities, they provide a well-organised and purposeful environment. Their long-standing partnership reflects a shared vision and drives continuous improvement at the playgroup.
• Children with special educational needs and/or disabilities (SEND) benefit from good levels of support. Knowledgeable staff work in close partnership with parents and external professionals to plan individualised support plans that are responsive to each child's unique needs. Any additional funding the playgroup receives is used purposefully to meet the individual needs of children, ensuring they have the support and resources necessary to thrive.
• Staff skilfully promote children's communication and language development. They engage them in thoughtful conversations throughout the day. Staff effectively support young children's emerging speech. They encourage them to use associative sounds and single words, such as 'moo' and 'cow' as they play with farm animals. However, staff do not always give children enough time to think and respond to the questions they ask. They sometimes answer the question themselves or swiftly move the play on. This limits opportunities for children to develop deeper thinking and language skills.
• Staff position themselves around the indoor and outdoor areas to promote children's safety and learning. They implement consistent daily routines, such as hand washing on arrival, and ensure outdoor play and mealtimes are at regular times each day. These routines help children to feel secure and understand what to expect next. However, young children are not always fully engaged in meaningful learning because transition times, such as returning from outdoor play or waiting for lunch, are not always effectively managed by staff.
• Children's health and well-being are effectively supported. They are independent and manage their personal care. Staff are respectful and maintain children's privacy and dignity during nappy changes. Children are developing positive habits that contribute to their long-term health. For example, they brush their teeth mid-morning, guided by a timer to reinforce the importance of brushing for two minutes.
• Staff build strong partnerships with parents through regular, open communication. They share information at drop-off and collection time, use digital platforms, and hold termly meetings to keep parents well informed and involved in their children's care and learning. This collaborative approach promotes consistency and supports children's ongoing development.
• Parents are very appreciative of the care and education their children receive. They speak positively about the nurturing staff team and comment on the good levels of progress their children make. Parents value the welcoming and community ethos of the playgroup. They state that is has a 'warm family feel' and staff are supportive of them as well as their children.

What the setting must and should do next

The provider should:

• strengthen staffs already good quality interactions to provide children with more time to think and respond to help children develop even better thinking and language skills
• support staff to manage transitions even more effectively, so young children remain consistently focused and actively engaged in purposeful play to fully promote their learning and development.