Sandlings Playgroup & Wrap Around Provision

What is it like to attend this early years setting?

Children settle well when they come into this friendly and welcoming playgroup. Staff support children's independence through the low-level storage of resources. This allows children to think about what they want to do and access the resources they want for themselves. Babies develop their listening and attention skills as they enjoy music time. They delight in moving their bodies up and down to the songs staff sing. They join in by enthusiastically shaking their musical instruments and trying to copy the sounds they hear.

Children are learning how to be respectful of others and their environment. For example, when children empty sand onto the carpet, staff remind them why they need to keep the space tidy. With support from staff, they use a dustpan and brush to sweep up the sand. Staff boost children's self-esteem when they praise them for their efforts.

Children develop secure attachments with the staffing team. Staff gather detailed information from parents such as routines, likes and dislikes. They discuss what children know and can do to help staff build bonds and plan their next steps.

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

• Leaders and managers have worked hard to create a sense of community at the playgroup. Staff report that they feel well supported. Regular supervisions alongside day-to-day observations enable the manager to support the staffing team. Parents praise the playgroup. They say it is an important part of the local community and part of their extended family. Parents enjoy special events and celebrations that the whole family can attend.
• Children like exploring the outdoor area and the new play equipment that has recently been installed. They learn how to play with one another and enjoy making up their own games. Children negotiate with one another to establish rules and boundaries. They learn how to take turns and listen to each other as the game develops. Staff join in to support and extend their play with the use of new words and songs. However, on occasion in the pre-school room, when staff support children to negotiate sharing resources, they then leave the area without passing this information to other members of staff, to enable support to continue. Consequently, sometimes, children miss out on their turn even after waiting patiently.
• Children make good progress. Staff know their key children well and help support their development through children's interests. This helps to keep them engaged in their learning. For example, when children are playing with water and sand, staff introduce words such as 'slippery', 'sloppy', 'swirling' and 'slimy'. They go on to explore whether certain objects will sink to the bottom.
• Children across all rooms take part in regular meaningful routine learning times, such as 'circle times'. Generally, these are well planned. However, occasionally, the organisation of these times makes it difficult for children to fully concentrate. For example, in the toddler room, several children go home during their 'circle time' and this is distracting for the remaining children.
• Children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator (SENCo) is knowledgeable and passionate about her role. She supports staff well and works to develop plans and targets for children's learning. The SENCo works well with other professionals to support children with SEND. She ensures that support is sought without delay where there are concerns. This helps children to make good progress.
• Children learn how to take appropriate risks. They enjoy climbing on large tyres and jumping off them, as well as bouncing on the wobbly bridge. When children are hesitant, staff are close by to hold their hands and offer support. Children learn how to keep themselves safe and know what to do if they find something that may be dangerous. When digging in the garden, children find a small piece of glass buried. They do not touch it but go and find a member of staff immediately to let them know. Staff offer praise and use the moment to embed knowledge about why touching the glass is dangerous.

What the setting must and should do next

The provider should:

• consider how group times can be better organised to minimise disruption to children's learning
• support staff to understand the importance of good communication and following through with discussions they have had with children.