St Brendans Parish Playgroup

What is it like to attend this early years setting?

Children are happy and feel at home in this inclusive playgroup. On arrival, they quickly settle into play, exploring the wide range of activities that staff offer them. They demonstrate high levels of enjoyment and engagement, showing they feel safe and secure. For example, children are keen to explore water play. They develop hand strength as they practise using pipettes to squeeze water into jugs. They confidently talk to staff and their friends as they play.

Outside, staff support children to develop their physical skills and cooperation. Children line up balance beams and tyres to make an obstacle course. Staff teach them to hold out their arms to balance. Staff show children they can make marks in various ways. For example, in the 'mark-making den' children stand and stretch or lay on the ground to use chalks to draw. This helps them to develop the strength and coordination needed for later writing skills.

Staff have high expectations for children. They are good role models, helping children to understand how their behaviour impacts on their friends. Staff gently and sensitively explain to them how to take turns and share. Staff support children to learn how to manage their own minor disputes and show empathy to others.

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

• The curriculum is well thought out and meaningful to children who attend. Staff carefully plan activities and experiences to meet the needs and interests of children and use daily routines, such as snack time, to help children learn. For example, children develop independence as they serve themselves cereal and pour milk. They learn to recognise numbers when selecting how many pieces of fruit they can have. Staff engage children in friendly conversations about composting as they clear away their plates. This helps children build on skills for future learning.
• Overall, staff engage effectively with children as they play. They show children how to use tools to dig. However, some staff do not make the most of their interactions to help build on what individual children know and can do. For example, when staff ask children to help prepare soil to grow vegetables, they do not help them to understand why they are doing this. This means children are not always supported to make the best possible progress.
• Communication and language are supported well by staff. They regularly sing songs, read stories and talk to children as they play. Staff adapt their approach to support children who speak English as an additional language. For example, they use visual aids and learn key words and phrases in children's home languages to aid their language development and communication.
• Staff promote children's healthy eating, such as offering them nutritious snacks.
• They work with parents to ensure that they provide healthy lunches for their children. Staff remind children of what healthy foods to eat when they are at playgroup. Staff teach children about oral health and dental hygiene. For instance, they read books to children and provide them with role-play experiences to learn about teeth. Staff talk to children about their visits to dentists. This approach helps to support children's overall well-being and healthy habits.
• Staff work with parents and external professionals to support children with special educational needs and/or disabilities (SEND). They use strategies such as regular progress reviews, to address gaps in children's learning. This tailored approach ensures that each child receives the necessary support and promotes positive outcomes.
• Staff regularly share information with parents regarding their children's development and next steps in learning. There are opportunities for parents and staff to meet face-to-face, and communicate via the playgroup app. They also offer open days and home visits that allows staff to gather information regarding children's individual needs and for children to build a relationship with staff. When there are concerns regarding children's development, staff are swift to communicate this to parents and get support in place.
• The manager is dedicated and has an effective oversight of the playgroup. There is a clear system in place to monitor practice and give staff valuable support and guidance. Leaders understand the playgroup's strengths and where their attention is best placed. Staff say that they feel well supported and are encouraged to grow within their role. This has a positive impact on the care and education that the children receive.

What the setting must and should do next

The provider should:

• strengthen staff interactions to further develop the quality of the teaching, so that children receive consistent learning experiences.