Spring Willows Playgroup

What is it like to attend this early years setting?

Staff are enthusiastic and motivated at this safe and welcoming setting, which parents say is 'vibrant' and 'full of joy'. Pre-school children's excitement bubbles as they remember that they are going on a trip down a hill to the forest. Staff explain that walking up and down the hill will help them to build strong muscles in their legs. Children begin to understand that there is a purpose to activities. This helps them to develop a positive attitude to learning.

The curriculum is planned to support children in developing their independence, communication and social skills. As children progress through the setting the curriculum is enhanced, and children are offered wider opportunities. For example, they develop their knowledge of basic mathematics, and they learn to recognise their own name. Staff know these skills will help children with future learning at school. Staff are calm as they engage with children. They model good behaviour. Children are supported with gentle reminders to share and turn take. Staff refer to the 'golden rules', using visual cues to help children who are less verbal. Children respond well to staff requests. Behaviour is good.

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

• Staff plan learning opportunities to support each child's current level of development. For example, staff add containers to water play. Young children learn to pour. Staff talk about the containers being 'full' or 'empty'. Older children are helped to compare the weights of the containers. Staff introduce mathematical language such as 'heavy', 'heavier' and 'heaviest'. Each child has appropriate learning opportunities for their stage of development. This helps them to make good progress.
• Staff want children to be independent. They support children to manage tasks for themselves. For example, children take turns to be the 'helper' at snack time. They help to prepare the snack and carry items to the table. Children are proud of their achievements. They become increasingly competent and confident in managing tasks for themselves.
• Staff want children to behave well. When giving praise staff tell children the exact behaviour that they like. For example, staff say 'you put all the cars back into the box. Thankyou.' Children's smiles show their delight at these comments. Children know precisely the behaviours that are wanted. As a result, children know what is expected and they regularly repeat good behaviours.
• Staff plan adult-led learning opportunities to help children talk about what makes them unique. They help children to discuss who is taller and who is shorter. Staff talk with children about who has long or short hair. This helps children to see the similarities and differences between them and their friends.
• Staff offer choices to children throughout the day. For example, children choose which resources to play with. They become confident in making simple decisions. However, there are occasions when children are not consistently supported to think for themselves. For example, sometimes staff intervene too quickly as children encounter problems during play. On these occasions children do not have sufficient time to think and solve problems for themselves.
• Children benefit from a consistent routine. Most transitions are well planned. For example, staff ring a bell to help children know that it is tidy up time. However, some transitions are less effective. For example, as the routine changes from free play to group times children are unsure what to do. They wander between staff and look out of the window. During these short periods of time children are less secure. They are not always confident about what will happen next in their day.
• The setting continually considers ways to build upon staff skills. For example, staff who are less confident about including mathematics in the curriculum attend training to support their practice. As a result, mathematics is embedded throughout the curriculum. Staff are supported effectively to enhance their knowledge and skills in an on-going manner.
• The setting has strong partnerships with other agencies. For example, close work with the local authority enables staff to join a pilot scheme focused on language and communication. This has led to improvements in children's speech.
• Children with special educational needs and/or disabilities (SEND) are quickly identified. Support is put in place to help children make progress. Where additional support is required, referrals are swift and are robustly followed up. This helps children get the support they need quickly. Any additional funding is used well to support learning. Children, including those with SEND, make good progress from their starting points.

What the setting must and should do next

The provider should:

• support staff to give children time to think and resolve the problems that they encounter during play, so they consistently develop their thinking and problem-solving skills
• organise transitions between routines effectively, so that children remain aware and confident in what will happen next during the day.