St. George's Pre-School Playgroup

What is it like to attend this early years setting?

Staff have high expectations for children's behaviour. Children are deeply engaged in their activities and access the available materials independently. They are supported by friendly and caring staff, with whom they have forged a close bond, and who clearly know them well.

Knowledgeable staff interact well with children and extend their learning naturally. Children are given autonomy to take the lead in their own play. For example, when exploring play dough, children bring tools and utensils from the home corner. This helps them to make 'sandwiches', encouraging them to develop their independence and feel involved in their own learning. Staff deliver daily music and movement sessions. Children take part in action songs and rhymes together to wake up their muscles for the day ahead.

Extensive settling-in procedures fully support children's individual needs and exceed parent expectations. This encourages children to feel safe and secure in the setting. Parents feel the staff are supportive of their child's needs, and treat them as the unique individuals that they are. Children are provided with resource packs, including items, such as tweezers to help to encourage fine-motor development. This enables parents to support their child's emerging skills at home.

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

• Leaders offer a comprehensive curriculum based on children's individual needs and interests which are embedded across the setting. Children make continued progress specific to their own developmental needs.
• Key persons meet with parents when children first start. They have detailed discussions about what children can already do. This provides staff with a thorough understanding of the starting points for each child, therefore enabling them to plan activities which will encourage their developing skills.
• Staff quickly identify any individual needs children have and work closely with parents and other agencies. For example, staff refer to speech and language services. This ensures children receive targeted support when needed to reach their developmental milestones.
• Leaders place high priority on the development of children's communication skills. Staff broaden children's vocabulary through play, introducing new words, such as 'eruption' and 'lava' when following their interest in volcanoes.
• Adult-led activities are planned with a specific intent based on children's next steps in learning, ensuring they make progress. However, the organisation of the learning environment is not consistently well-thought-out. For instance, some areas lack resources and opportunities for children to extend their own play. This hinders children's ability to independently challenge their own learning even further.
• Children develop the skills they need to be independent. They are encouraged to put their own coats on, take them off and find their own pegs. They learn about the importance of being healthy and making healthy packed lunches. They are also encouraged to wash their hands before eating and after messy play. This prepares children for the next stage in their learning.
• Staff talk to children about feelings, using characters in a book. Children relate to the book and can identify their own feelings from the colours. They demonstrate a positive attitude to learning. Staff talk to children about their different feelings, why they feel that way and help them to understand and manage their emotions.
• Staff take children on outings to the local park and shops. The setting has strong links with the local church and they visit regularly to join in with services, such as Easter, Christingle and Christmas. They also respect the celebrations and practices of individual families, making children aware of the diverse society they live in.
• Leaders carry out regular supervisions and peer observations. This allows staff to draw upon each other's strengths, promoting a high level of teaching and learning. All staff access weekly training webinars which are then discussed as a team before key features are identified and new strategies implemented.
• Documentation is clear and concise and is stored securely. However, leaders have failed to provide Ofsted with the required documentation to assess the suitability of those forming the committee. As the committee members are current members of staff, the manager has determined their suitability through safer recruitment procedures, therefore ensuring there is no risk to the children.

What the setting must and should do next

The provider should:

• review the organisation of the environment and consistently provide children with resources and opportunities to extend and challenge themselves further.