Sandon Road Baptist Church Playgroup

What is it like to attend this early years setting?

When parents and children arrive, they are warmly welcomed by the staff, who engage the children in conversation. The children enter happily and are eager to start their day. Children settle quickly in the supportive environment. They form strong bonds with staff, who offer warm, sensitive and caring interactions that ensure children feel safe and secure. Staff know the children and families very well.

Leaders are determined to give children the best start. They have high expectations for all children, including those with special educational needs and/or disabilities (SEND) and children from disadvantaged backgrounds. They provide a sequenced curriculum, which meets the needs of all children and prepares children for their next step in their learning. Staff weave children's interests into activities that cover all areas of learning. Children behave well. Staff help children to solve minor disagreements and help them to understand acceptable behaviour from an early age. Children play well together, they share and take turns. For instance, children push each other on the swings. They take turns and help their friend to go higher, they laugh and giggle together as they swap over, which helps children to build positive relationships.

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

• Staff plan an ambitious curriculum based on children's interests. Through initial visits and observations, staff clearly understand what children know and what they need to learn next. They use assessment and planning to identify and swiftly address any gaps in children's learning. This ensures that any additional support is identified quickly. Leaders make referrals and work in partnership with other professionals. This supports all children to receive the support they need to make good progress. Any additional funding the nursery receives is used meticulously to meet children's individual needs.
• Staff plan and teach children about the world around them. They explore and teach a range of cultural events, as well as talking to children about the similarities and differences between them. Children learn to be respectful and gain an understanding about how family structures and home life can differ.
• Partnerships with parents and carers are well established. Parents say that their children are happy and settled and benefit from attending the playgroup. They describe staff as nurturing and supportive. Communication is good and parents receive regular updates on their children's progress and next steps in learning, which includes how to continue their child's learning at home.
• Staff read books with children regularly in small groups. Children snuggle in to staff as they share stories and explore different books. For instance, children listen attentively to a familiar story then role play the story, taking turns to hide and find animals in the garden. Staff support children to develop a love of books and reading.
• Overall, teaching is good. Staff offer plenty of opportunities for children to develop new skills and time to practise them. For instance, children freely access activities and resources to support and develop their independence. However, staff do not consistently encourage the children to problem-solve for themselves to extend their learning.
• Staff engage with children as they play. They provide a commentary, give demonstrations and ask questions. This supports all children to have a positive attitude towards their learning.
• Lunchtime is a social occasion. While eating, children talk about the fruit and vegetables they are eating and how these help to keep them healthy. Staff actively promote healthy eating and encourage the children to make good food choices.
• Children have lots of opportunities to be physically active, such as waving ribbons, riding bikes and pulling themselves up rope swings to strengthen their shoulder muscles. Children have good self-care skills. They wash their hands and sit at the table. Children follow good hygiene routines and learn about the importance of oral health.
• Leaders continue to develop the setting. They review the provision and gather feedback from parents, staff and children to help make improvements. Staff at the setting feel well supported in their roles. Regular staff meetings allow for the sharing of information and collaborative thinking. Individual supervision sessions consider staff's well-being as well as their professional development. Staff are encouraged to engage in further training opportunities. Staff say they value being part of a close, supportive team.

What the setting must and should do next

The provider should:

• extend the curriculum to inspire children's problem-solving to further enhance the good-quality learning experiences.