St Mary's Playgroup

What is it like to attend this early years setting?

Children happily arrive and settle into the playgroup. Staff understand that children are at different developmental stages when they start. With this in mind, they offer a range of support to help children transition into the playgroup. This helps children to feel secure and confident about leaving their parents. Staff are proactive with their support of children's emotional security and well-being. They are consistently kind and caring. Staff are calm in their approach if children get frustrated or upset. They intervene quickly to prevent disagreements escalating. By modelling this positive behaviour, staff create a reassuring environment. This supports children to regulate their emotions, feel safe, respected, and understood. Children are also learning different strategies to resolve conflict themselves.

Children's behaviour is good. Staff interact with the children throughout the day, re-iterating the rules and asking children if the remember what they are. Through these frequent repetitions, children learn how to behave well. Staff help children to share and take turns. In doing so, they create a safe and supportive environment, where children learn how to communicate effectively and negotiate.

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

• Leaders have developed a comprehensive curriculum, which enriches children's learning experiences. For example, during their forest school activities, staff teach children how to look after insects and small creatures. They learn to respect the environment around them, by bringing any rubbish back and leaving the area as they found it. Children have opportunities to develop their balance and coordination as the move on uneven terrain. They develop core muscles, balance, and resilience as they try to cross the 'slack line'. Children hold onto the line above their heads while shuffling their feet across the bottom line to reach the other side. As children become more proficient at tasks, such as climbing into the hammock, their confidence grows.
• The leadership team has been proactive in identifying the changing needs of children since the COVID-19 pandemic. For example, there is a focus on supporting the emotional regulation, confidence, and resilience in children. Staff plan targeted interventions in small groups, which they tailor to children's individual needs. These smaller group activities help to reduce sensory overload, and support children to focus and engage more effectively.
• Staff promote children's independence in a variety of ways throughout the day. For example, at snack time, staff encourage children to select what they want from the snack table. With support from staff, some children are also learning to pour their own drinks. Sometimes, staff do not help children to understand the importance of good hygiene practice.
• Staff provide an inclusive environment where all children are valued. Children enjoy taking part in sensory play. They play for prolonged periods of time, often cooperatively, learning how to communicate their ideas and solve problems. Staff know that for some children, these activities encourage them to investigate and experiment, which increases their concentration and focus.
• The special educational needs coordinator is proactive in making contact with other professionals. She makes timely referrals to other agencies and actively seeks advice to ensure staff can achieve the best outcomes for children. Funding such as early years pupil premium, is used to support reduced ratios and one-to-one time with key staff. Children with special educational needs and/or disabilities make good progress.
• Leaders are sensitive to staff needs, and work to support staff in all areas, including their professional development and emotional well-being. They continually assess their practice and make improvements to benefit children and their families.
• Most parents are happy with the care their children receive and have a good relationship with staff. They express that staff know their children well and see the progress their children are making.

What the setting must and should do next

The provider should:

• support staff to help children to gain a deeper understanding of the importance good hygiene practice and how this contributes to their good health.