St Andrews Playgroup

What is it like to attend this early years setting?

Children and parents receive a warm welcome on arrival at this community playgroup. Children self-register by placing their photos onto their key person's flower picture and independently place their belongings onto the trolley. The enthusiastic staff are deployed around the hall. This encourages new children to happily separate from their parents as they seek out their key person. They are excited and eager to explore the activities that have been set up. Children quickly settle into their learning through play.

Staff know their children well. Before they start, staff spend time with children in their own home. This enables them to begin to build effective relationships with their children and families before they transition into the playgroup. They complete 'all about me' forms with parents and discuss the children's routines at home. Staff can then plan an exciting curriculum that is built around children's developmental next steps and current interests before they start. This helps support a smooth transition into playgroup life.

Children behave well during their time at the playgroup. They respond positively to staff requests when there is a change in routine. Children quickly become familiar with the sound of a bell ringing. They stop what they are doing and actively listen to the staff instructions for what is going to happen next. Staff embed the same daily routine to support children to develop a good understanding of what is expected of them.

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

• The environment is well planned at this pack-away playgroup. The staff know their children well, enabling them to effectively plan their curriculum to meet the needs of the children that attend. For instance, children are highly engaged in their learning as they spend time with staff exploring 'floor books'. Together, they discuss their ideas as they draw and write stories. Children's knowledge is extended as staff ask questions such as 'what does a see-saw look like?' This encourages children to share their ideas and builds their vocabulary as they think of ways to describe their ideas. This effectively supports their communication and language skills.
• Staff understand the importance of working in partnership with parents. For example, they offer parents termly meetings where they discuss children's progress across the seven areas of learning and development. Parents also receive a termly newsletter that informs them about what is happening at the playgroup. Nonetheless, at times staff do not give parents consistent information about their children's current learning. Also, there is not always a consistent two-way flow of information about children's learning that takes place at home. This impacts on the continuity in care and education that takes place between the home and setting.
• Children develop good attitudes to their learning and play. Staff support children well to learn to understand their behaviour and how this impacts on others. For instance, during free play, children work together as they excitedly explore for worms in the garden. When a child becomes upset, staff swiftly step in to offer support. They validate the child's emotions by saying 'I can see you are sad, what can I do to help you?' Together they think of ideas to problem solve. Other children contribute their ideas by saying 'we can work as a team!'. They quickly reengage in their play. These consistent teaching strategies effectively support children's growing understanding.
• Staff provide a variety of opportunities for children to build their skills in being increasingly independent. For example, during mealtimes children enjoy the responsibility of helping staff to complete small tasks. They readily offer their help to bring items to the table. Staff encourage children to pour their own drinks and self-serve their food. When they have finished eating, they independently wash up their cups and plates before returning to their play.
• Leadership and management at the playgroup is good. The leaders speak highly of their staff team and have worked hard to ensure that all new members of staff have received professional training. They ensure that they implement robust recruitment processes to ensure that all new staff are suitable to work directly with children. This has a positive impact on the quality of teaching that takes place and supports effective safeguarding arrangements.

What the setting must and should do next

The provider should:

• review and improve processes for sharing information with parents to enable a consistent two-way flow of information.