St John's RC Playgroup

What is it like to attend this early years setting?

Children thrive in this caring, warm playgroup. All children, including those who have just started, separate from their parents and carers with the support of the friendly staff. Children are encouraged to talk about their emotions when they enter, which allows staff to support children effectively.

Staff act as good role models and reinforce rules and boundaries with children at the start of the session. This means that expectations around behaviour are clearly outlined. Children are reminded to have 'kind hands and indoor voices' and to walk when inside. In addition, new children are gently reminded of these expectations throughout the session.

Children have access to an environment that encourages independence and is set out to support their development through the implementation of the curriculum. During snack time, children are encouraged to butter their own crackers and pour their own drink, with staff supporting where needed. Children access areas of the provision, selecting resources to use in their theme of play. In addition, staff talk to children about their interests. These are then implemented in the provision. For example, staff talk about how children previously engaged with sensory resources and how the children requested them again. Staff act on this and talk to children about the texture and actions of the resources, modelling how to use them and developing children's vocabulary.

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

• Staff get to know children very well from when they first enter the playgroup. As a result of this, staff are aware of children's interests and are able to plan for their next steps to develop their learning. They communicate effectively with parents, regularly sharing learning updates and children's progress.
• Children are very happy and settled in this playgroup. They play alongside each other, including each other in their play. When children do struggle to share, staff support them. Children are confident learners, happily communicating and responding to staff.
• Staff skilfully introduce new vocabulary to all children through their play. For example, when using the sand tray, staff introduce vocabulary such as 'spinning' and 'shell'. Staff link this to children's knowledge and experiences, talking about holidays and what children did on the beach during their holiday.
• Staff have excellent ways of supporting children who speak English as an additional language. Volunteers who speak children's home language work with this group of children. In addition, resources such as picture cards, objects and visual timetables are used to develop children's understanding and vocabulary.
• Knowledgeable leaders understand the curriculum and what they want the children to learn. The environment is planned to support the children's development and next steps. In addition, leaders share information with parents and carers about what the children will be learning, and encourage their feedback.
• Leaders regularly observe teaching and provide feedback to the staff. This means that any weaknesses in teaching are addressed and acted on. As a result of this, teaching is good and children make very good progress.
• Parents think very highly of the playgroup. They talk about how staff support children to get medical appointments, and how they feel communication is effective. They recognise how much progress their children make while attending, and talk about how much their children enjoy their time in the playgroup.
• Any gaps in learning are identified and acted on. Leaders ensure that children who are struggling with aspects of their learning get additional help and opportunities to develop their skills. The levels that the children are working at is monitored on a regular basis.
• While staff ask effective questions, children are often not given time to think about the answer and respond before another question is asked. This means that some opportunities to share their ideas or develop their communication skills are missed.

What the setting must and should do next

The provider should:

• allow children time to think and answer before asking further questions, to develop their thinking and vocabulary skills.