Southery Playgroup

What is it like to attend this early years setting?

Children are happy when they arrive at the setting and are greeted by familiar staff members. Once inside, they quickly settle in their play, where there are a variety of activities on offer. Children register their written names and photos on the board to mark their attendance. Children are cared for in a safe and secure environment. The staff are vigilant. They complete risk assessments to ensure that the environment, resources and equipment are safe and suitable for children to use.

Staff create a rich, inviting environment, inside and outside, which provides familiar learning space for children. Children can easily select the toys they want to use from low-level shelves. Children move very confidently between play areas. Staff know children very well and understand their individual interests and learning styles. Children are curious and excited to explore the resources. They show good levels of engagement for their age, for example, as they use the water pump outside in the mud kitchen.

Children form warm, secure and trusting relationships. They enjoy sharing their play with adults. Staff's interactions enhance children's knowledge and skills through their play. For example, children gently handle spiders they find in the garden and are keen to look after them in their bug hotel.

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

• The manager and staff are committed to providing the best possible care and education for all children. They plan a broad and exciting curriculum that supports children to make good progress from their starting points and develop the skills they need for future learning effectively. However, staff do not always work in partnership with parents swiftly enough to narrow the identified gaps in children's learning.
• Children's emotional well-being is supported effectively while they are settling into the setting. Staff ensure that they share information with others about their key children so they are fully supported when their key person is absent.
• Staff use positive praise to build children's self-esteem and help children as they learn practical life skills, including pouring their own drinks and changing themselves after wet play.
• Children thoroughly enjoy their time in the outdoor environment. They engage in a variety of activities that promote a range of skills, including physical, imagination and communication. Staff use appropriate language to support children's learning further. For example, children enjoy learning about numbers, colours and sizes while creating a large roadway with chalk on the floor to drive their cars.
• Children's good health is promoted. Staff support children during toilet training.
• Children help themselves to healthy snacks and drinks. They have ample opportunity to play outside daily in the fresh air. Staff work in partnership with parents to promote a culture of well-being.
• Overall, staff support children's emerging communication and language skills well. They continuously introduce new vocabulary as children play, and they use repetition to reinforce children's understanding. However, on occasions, staff do not consistently use skilful questioning techniques. Sometimes, staff ask too many questions and do not give children sufficient time to think and respond.
• Parents appreciate the care and time that staff take to provide feedback using a range of methods both verbally and online. Parents are encouraged to be involved, for instance, through questionnaires, parents' meetings and home-learning opportunities.
• Staff are positive role models and know each child well, overall. They are sensitive and caring towards the children. They recognise when children require extra support and promptly attend to their needs with genuine care and concern.
• The experienced manager is a good role model. She mentors staff effectively, with a focus on improving outcomes for children. Staff have regular supervision meetings to support their professional development. They comment that they feel they can go to the manager for support.
• Children who receive additional funding are well supported. Staff know the children well and use the funds to extend children's learning opportunities. For example, a sensory area has been created that provides children with sensory experiences and a safe place.
• Staff provide engaging opportunities for children to practise their mark making and develop early writing skills. Children comfortably learn how to use scissors to practise their cutting skills to extend their physical development.

What the setting must and should do next

The provider should:

• improve the already good partnership working with parents to provide the best support for children to reach their full potential and to swiftly narrow gaps in their learning
• support staff to strengthen their knowledge of how to use skilful questioning techniques consistently so that children are given sufficient time to think and respond and can further develop their communication and language skills.