St Johns Playgroup

What is it like to attend this early years setting?

Children are welcomed into the positive, supportive atmosphere by the friendly staff. Together, they start the day with a wake-up song. Children dance, wiggle, stretch and laugh as they sing about how they feel. Staff enhance children's emotional well-being and self-esteem as they speak to them about their achievements from home. Children display pride and confidence as they clap enthusiastically for those who receive stars.

The curriculum builds on what children already know, which helps them to make good progress and prepares them for the next stage in their learning. Leaders support staff to understand the curriculum by involving them in planning and observing their practice. There is a strong focus on developing the skills children need to be happy, confident, independent learners.

Children enjoy playing outside, engaging in social games such as hide and seek. They eagerly get involved, taking turns to count and hide. They confidently count to 20, calling 'I am coming, ready or not.' Children explore the garden and practise their physical skills, such as stirring pots of water, climbing steps and riding wheeled vehicles. Children learn how to manage their own risks safely. Staff remind them to go slowly to avoid accidents and injury. Younger children persevere in activities that support their hand-eye coordination, such as filling stockings with small items and putting lids on pots. Children develop good physical skills and learn how to manage their own risks safely.

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

• Changes to the learning environment and the curriculum have improved the quality of education since the last inspection. For example, the setting has created a new classroom and the programme of professional development for staff has been improved. Leaders have introduced new arrangements for staff's coaching, training and support. For example, staff have attended training on communication and language and storytelling.
• Staff place a strong focus on supporting children's communication and language development. Children sing enthusiastically as they practise for the Christmas concert. Younger children benefit from clear visual and verbal cues, while older children explore the rhythm of words as they tap along to the beat. Staff encourage children's conversation skills through questioning and introduce new words to extend their vocabulary. However, on occasions, staff do not use enough open-ended questions to extend children's speech and language skills further and support them to share their knowledge and understanding of what they have learned.
• Staff set high expectations for children's good behaviour. For example, staff remind children, 'are you ready to learn', and wait until children are listening before continuing. Staff engage children in positive interactions to promote and build meaningful relationships. Children respond very well and are courteous and kind, and they show empathy for their friends' feelings.
• Children eagerly immerse themselves in their explorative play. For example, children use large cardboard boxes to build and use imaginatively. Staff position themselves well and encourage children to persevere and stack boxes to create towers. Staff model taking turns, and when the towers fall, staff encourage children to try again. However, there are times where staff do not act on opportunities that arise to extend older children's thinking and problem-solving skills.
• Staff promote children's independence well. For example, children take off their own coats, hang up their bags and put their lunch box away. Children are confident to ask for help when they need it. For example, children ask visitors for help with their coat when the zip gets stuck. They are polite and say, 'thank you for helping me.'
• Support for children with special educational needs and/or disabilities (SEND) is effective. Children with SEND have personalised plans in place that include detailed strategies shared by other professionals to meet children's needs. Leaders ensure that the additional funding the setting receives is used to enhance outcomes for children effectively.
• Parents are complimentary about the setting and the care staff give their children. Staff gather useful information from parents before children start and use this information to identify what children know and what they need to learn next. The setting offers a rich variety of events that foster community spirit. For example, staff invite local farmers to visit the setting with sheep and lambs to enrich the children's experiences.

What the setting must and should do next

The provider should:

• support staff to develop their questioning skills further to provide children with greater opportunities to share their knowledge and understanding of what they have learned
• develop staff's skills and knowledge of how to support children's independent thinking, exploration and problem solving, to further enhance the good quality of the learning experiences.