St John's Church Playgroup

What is it like to attend this early years setting?

Children arrive happy at the playgroup and are pleasantly greeted by staff. They respond politely and with an excited smile. Children easily separate from their parents and settle well into the daily routine. There is a lovely atmosphere in the playgroup. Staff are very gentle with children. For example, they patiently guide and reassure new children as they learn how to use the different pieces of equipment safety. Children form strong bonds with staff. They confidently approach them and ask for help when needed, which shows they feel safe and secure. Children have positive relationships with their friends.

Children are keen to explore their surroundings. Younger children demonstrate good confidence to try new activities and have a positive attitude towards their learning. For example, they enjoy exploring a range of sensory resources. Children behave well. The interactions between staff and children are respectful. Children share resources and space safely and successfully. Staff remind older children of behavioural expectations during group time. This impacts positively on children's behaviour.

Children enjoy spending time outdoors and learning about the world around them. For example, they play with toy cars and observe their speed. Others point out cobwebs and are fascinated by pictures of fish painted on the wall. They talk about the different sizes and colours of the fish and count how many they can see. Children have many opportunities to learn about the natural world, such as birds. Staff focus on children's language development and regularly introduce new vocabulary. For instance, younger children learn the name of animals and the sounds they make to improve their understanding. All children, including children who speak English as an additional language, become confident talkers and make good progress in their learning.

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

• The staff team are dedicated to their roles. Staff report that the manager is very supportive. They have regular staff team meetings, daily discussions and six-monthly appraisals, where they discuss their professional development and well-being. The manager is proactive in sourcing training to help improve staff knowledge and skills. New staff have an in-depth induction and daily support and attend core training. These help staff to understand their roles and responsibilities and support children's learning and development effectively.
• The manager and staff are ambitious for all children. They know what children can do and what they need to learn next. Staff implement a broad, well-thought-through curriculum to support children's learning and development. However, on occasions, staff do not use opportunities to support younger children's awareness of shapes and extend their vocabulary even further.
• Parents are extremely complimentary of the playgroup. They comment that staff regularly share information with them about their child's learning and development. Staff provide ideas for parents on how to support their child's continued learning at home. Parents say that since their children have attended, their speech and social skills have improved.
• Staff ensure that they promote an inclusive environment for all children. They consistently use information gathered from parents about children's individual backgrounds and heritage. As a result, children are supported to understand each other, to be tolerant and kind, and to promote their individuality. For example, staff acknowledge all cultural festivals and celebrations.
• Staff extend children's learning as they take part in focus activities. For example, older children learn about the days of the week and the weather. They count, and know that eight plus one is nine. They easily identify numbers and understand amounts. However, at times, it takes some children a while to settle in the group and engage, which does not enhance their learning as much as possible.
• Children are supported effectively to be healthy. They learn healthy habits, such as handwashing. Children have easy access to the garden, where they take part in a range of physical activities. They join in with yoga and are provided with healthy snacks. For example, each child brings in fruit, which is shared with the group along with pieces of vegetable and breadsticks. Children have a choice of water or milk, which they are encouraged to pour themselves.
• Children develop confidence and become self-sufficient in caring for themselves. In preparation for school, they learn to take off their own coat when they come in from outside. Older children learn to manage their personal needs and others are supported with potty training.
• Staff provide children with a good range of opportunities to explore with paint, make marks and use their imaginations. For example, children build structures with construction resources. They enjoy stories and singing with staff, which stimulates their play and learning effectively.

What the setting must and should do next

The provider should:

• focus more on children who take longer to settle and participate in adult-led group times to further enhance their engagement and concentration
• use opportunities as they arise to help younger children learn about shapes to extend their vocabulary and learning.