St Andrews Playgroup

What is it like to attend this early years setting?

Children are happy and enjoy attending this friendly and welcoming playgroup. They feel safe and secure because they have strong relationships with the caring staff. Children's behaviour is excellent, as staff have high expectations of them. They sit nicely at the table for snack time and are developing their independence by pouring their own drinks. Children show high levels of well-being as they access a wide range of experiences. They busily mix the ingredients to bake a mud cake in a wheelbarrow. This is supporting their creativity and imagination. As they balance carefully on logs to reach leaves on a branch, they are developing their physical skills and coordination.

Children learn about the natural world around them. The bug hotel supports children to care for other things as they hunt for the worms that live there. Children talk with adults about past experiences and what they may see today. This is supporting their communication skills. In the woods, children enjoy acting out the story of the 'Bear Hunt' with an adult. This is encouraging a love of books and stimulates their imaginations. Inside they use blocks to construct a long and short road, promoting their mathematical skills.

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

• Leadership is strong, they have a clear vision for the playgroup and identify areas for improvement. Their reflective practice ensures that they are constantly evaluating the quality of their provision. This is discussed often with the staff team, who feel supported in achieving to their fullest potential. The staff share strong values and provide high-quality care for children. This has a positive impact on children's emotional development and well-being.
• Children access a varied curriculum that supports development within all areas of learning. Starting points are identified as children start playgroup. Staff closely monitor children's progress through effective assessment. The key-person system ensures that next steps are shared with the team, so that children's individual needs are consistently met. However, children do not always receive appropriate challenge for their age and stage of development.
• Communication is a key area of focus for the playgroup. Staff have accessed specialised training and use resources to identify children's communication skills. Early intervention is offered to all children who are not within the expected age and stage of development, as well as referrals for additional support when needed. However, staff do not consistently model correct language across all areas of their practice. For example, dragging out the words when counting objects with children.
• Children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator is experienced and knowledgeable and builds strong relationships with families. Children receive regular intervention plans, which are reviewed. All discussions around the children's needs also involve parents. As a result, SEND children are given the opportunity to achieve to their fullest potential.
• Children are supported to understand their feelings. They have a positive attitude to their learning and show high levels of enjoyment, particularly outdoors. Children understand the routine, they know what is coming next and follow adult instructions. However, some children do not always understand the rules and boundaries for expected behaviour.
• Children are developing their independence skills. They take off their coats and wellingtons and hang them up with little support from staff. Children are supported by staff to understand personal safety, for example, they are encouraged to take some risks when playing in the outdoor area. This helps children to build their confidence.
• Parents speak highly of the staff who have supported their children's development since the Covid-19 pandemic. They receive activities and work to do at home and regular updates on their child's progress. Parent meetings ensure that they are up to date with children's next steps. Therefore, there is a strong two-way flow of communication to ensure that children's individual needs are met.

What the setting must and should do next

The provider should:

• model correct language consistently across all areas of practice
• use appropriate strategies to support children's understanding of the rules and boundaries for expected behaviours
• offer children appropriate challenge for their age and stage of development.