St Gabriel's Playgroup

What is it like to attend this early years setting?

Children are happy and settled at the playgroup. Staff welcome children and allow them the time they need to settle in and say 'goodbye' to their parents and carers. This helps children to feel safe and secure. Children engage in the activities that staff have organised, such as using scissors to cut out different shapes. This helps children to practise using their fine motor skills. Staff talk to children about the shapes they are cutting out and encourage them to use their letter sounds. Children take part in a simple blowing exercise, where they pretend to either blow up a balloon or blow out a candle. This helps children to focus and engage as well as supporting their language development.

Outside, children enjoy climbing up the climbing frame and sliding down the slide. They take their shoes off so that they can go down the slide faster. Staff remind children how to do this safely and support children when they are climbing up the steps. Overall, children behave well. Staff praise children for sitting nicely and for waiting their turn. They calmly remind children of the rules, such as using their 'walking feet' when they are indoors.

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

• There have been a number of changes implemented since the last inspection. Leaders have improved staff supervision and appraisal procedures. Committee members have provided Ofsted with the relevant details to enable the required suitability checks to be conducted. However, these are still in progress. Therefore, the roles and responsibilities of those in a position of governance have not yet been clearly defined. Nonetheless, the new leadership structure is having a positive impact on the overall day-to-day running of the playgroup.
• There have been some recent staff changes, and newly recruited staff meet with the manager regularly to check they are settling in and understand the policies and procedures. Staff receive regular supervision sessions and discuss any training needs they may have. For example, staff are due to attend training to help them support children's behaviour consistently, and they have recently had training on how to support children's communication and language development. Staff are happy with the changes that have been implemented and report they are having a positive impact. Staff say they feel very supported in their role.
• Staff understand the children's needs and how to support their individual learning styles. Despite only being at the setting for a short time, newly recruited staff know their key children very well. Overall, opportunities are planned to help children learn new skills, such as engaging in a pretend tea party to support their social skills. However, staff have not yet fully embedded their knowledge and skills of how to monitor and assess children's development to plan activities that help children progress further.
• Parents say they feel well informed about what their children are learning. Information is shared with parents about the activities children have taken part in and their purpose. Staff display information for parents to access, such as guidance to support their children's sleep routines and any amendments to policies and procedures. Details about online training courses that parents can access are also provided. Partnerships with parents are strong.
• Children's behaviour is well supported. Staff respond to children calmly and support them to understand their feelings. For example, they talk to children about their emotions when they find situations difficult. Staff show children compassion and give them time to focus and engage in the activities.
• Children's independence is promoted well. Staff encourage children to put on their own shoes and socks. Children pour their own drinks at snack time and are encouraged to peel their fruit at mealtimes. Staff provide support to children who need it and praise them for their efforts. Children are motivated to have a go and persevere in practising their physical skills.
• Support for children's communication and language development has greatly improved. Staff provide children with information and commentary to support their learning. For example, children take an interest in a flock of birds they see flying outside. Staff ask the children about where they think the birds are going and why they fly in big groups. This provokes conversation and encourages back-and-forth interactions.

What the setting must and should do next

The provider should:

• clarify the roles and responsibilities of those with oversight of the playgroup
• support staff to monitor and assess children's progress more effectively to be able to plan activities that help them to make the best possible progress.