Shanklin Playgroup

What is it like to attend this early years setting?

Children are greeted by nurturing, friendly staff. They independently put belongings away before swiftly getting involved in chosen activities. Children use their imagination as they play alongside their peers using transport toys. Adults join their play and support children's developing language by repeating familiar words. Children show an eagerness to learn, and listen keenly as adults explain the life cycle of caterpillars. They build on embedded knowledge as they talk about cocoons and repeat new words, such as 'chrysalis'. Children benefit from consistent praise and encouragement for even the smallest achievements. This helps them feel secure and develop a sense of belonging.

Staff ensure children have access to daily fresh air. Making use of the outdoor space where children freely move between, alongside visits to the local park. Children develop their gross motor skills using bicycles and a trampoline. They learn about the natural world, by planting flowers and watering shrubs. Staff know all children extremely well, and key-person relationships are strong. Children who speak English as an additional language (EAL) are supported well. They confidently express their needs in English and make good progress. Children with special educational needs and/or disabilities (SEND) flourish in the inclusive environment adults have provided.

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

• Staff provide a calm, engaging environment which meets the needs of individual children. For example, recently changing the layout and furniture to reflect the children that attend. Leaders have worked hard to develop a curriculum that is guided by children's interests. They use meaningful observation and assessment to track children's progress and carefully plan for their next steps.
• Children have access to mark making indoors and outdoors. They are supported by adults to be creative, and use a range of tools to develop essential skills. Children are encouraged to talk about how they are feeling using an emotions display. This supports them to develop friendships, and manage minor conflicts with adult support. Children play with some activities that incorporate maths. However, adults do not always support children to embed a deeper knowledge of mathematical concepts.
• Leaders and staff engage with the local community. Incorporating visits from local agencies and emergency services who share their experiences. This inspires children to learn new skills, and develop an understanding of the wider community. Staff have high ambitions for all children. They understand the essential skills they will need for later life. Encouraging children's independence and social skills with carefully planned activities.
• Children with EAL, SEND or from disadvantaged backgrounds are supported well, overall. Staff get to know children and their families extremely well from the start. This supports them with early identification of any needs. They work closely with a range of professionals and parents, to ensure that targeted support is in place. Staff use a range of communication methods for all children, including visual prompts and signing. However, staff are not always consistent with their approach, especially during transition times.
• Partnerships with parents are a strong. Parents speak extremely highly of the support received from staff, especially those of children with SEND. They praise the fantastic communication and information shared on their children's progress. Leaders have worked extremely hard to support parents, and have developed firm relationships built on trust. They regularly signpost and refer them to local family hubs and children's centres for additional support. They offer stay and play sessions, which parents love attending.
• Leaders are highly reflective and consistently evaluate the provision. They work closely with their team and encourage them to identify their own priorities for professional development. Children then benefit from good interactions during play. Staff comment on the good levels of support on their well-being. They work closely together and display good teamwork. This further contributes to children displaying good levels of mutual respect for everyone.

What the setting must and should do next

The provider should:

• implement more consistent strategies for children, so that they develop a better understanding of routine transitions.
• provide more opportunities for children to understand early mathematics and deepen their knowledge of numbers.