St Paul's Playgroup

Inclusion: Expected standard

When children start at the playgroup, staff find out all about their likes, interests and how they are getting on with their development at home. They use this information carefully to plan activities that excite and motivate children to want to learn. Staff's high-quality interactions continually build on what children already know and can do to help them to make progress. Staff consistently work with parents to help them understand how they can support their children's learning and development at home.

Staff continually observe children and swiftly intervene in they have concerns about children's progress. They talk to parents about how they can support children at home as well as contacting outside agencies for additional support. Staff seek out additional training courses to help them to meet individual children's needs in relation to any special educational needs and/or disabilities children may have.

Leaders use additional funding that children receive effectively. They carefully consider any gaps in children's experiences and use funding to provide added sessions or resources to support children's learning. Leaders continually review the impact of additional funding and make adjustments as needed to ensure that this supports children to make progress.

Curriculum and teaching: Expected standard

Leaders and staff plan an ambitious curriculum that meets the individual learning needs of children across all seven areas of learning. They find out from parents all about what children already know and can do and plan to build on this. Staff adjust activities to meet the needs of all children, including those with special educational needs and/or disabilities. For example, they provide focused support for children to develop their physical skills by climbing on a range of equipment. Staff observe children and interact with them to find out about their prior knowledge. Leaders and staff regularly meet together to discuss children's development and plan activities to support the next stages in their learning. Staff skilfully extend children's learning, for example, by making activities more challenging or simplifying them. Leaders recognise that some staff are less confident in planning mathematical activities. On occasion, some staff do not adapt mathematical activities quickly enough when children find them too difficult. For some children, this means they become disengaged in their learning.

Staff place a high focus on developing children's communication and language skills. They sing songs to children throughout the day. Children develop a love of reading. They rush over to the reading area and quickly snuggle up to staff and show high levels of concentration when listening to stories. Staff ask thoughtful questions to check children understand what is happening. Later, children take books over to staff and ask them to read stories. Children share books with their friends and point to the pictures and talk about what they can see is happening. They develop their personal, social and emotional skills throughout the day as staff model positive behaviour, turn-taking and sharing.

Achievement: Expected standard

Children achieve well from their starting points. Staff are skilled at recognising when children need additional support, and focused interventions are put into place. They have ongoing conversations with parents and also seek support from outside agencies. This supports children to make progress in their learning.

Children who speak English as an additional language at home develop their English language skills well at the playgroup. For example, children use English words such as 'watermelon', 'yoghurt' and 'milk' and translate these into their home language with ease. Children with special educational needs and/or disabilities make progress in their development. Staff have introduced visual prompts for children to help them with their communication.

Children's independence skills develop well. For example, staff show children how to turn their gloves the right way round and put them into their coat pockets. Staff are aware of what children need to know and do before they go to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff are aware of the importance of monitoring children's attendance. They regularly talk to parents about the importance of attending as this helps children with routines and to be prepared for their eventual move to school.

Leaders and staff are positive role models to children. They show children how to share and make sure everyone has a turn. Leaders and staff have consistent expectations for children's behaviour. When children need reminding of the expectations, staff support them by showing them a visual poster. On occasions, during transition times, such as tidy-up time, staff do not always make it clear to children what they want them to do. This means some children are not sure what to do and, consequently, begin to run around the room.

Leaders and staff are calm and patient with children. When children become upset, they know what is effective for each individual child in helping them to regulate their feelings and emotions. Staff offer cuddles to children and read stories or engage with musical instruments to help distract and calm children.

Children's welfare and wellbeing: Expected standard

Staff support children effectively to take managed risks in their play. For example, children develop their large-muscle movement as they create a bridge using foam bricks. Staff extend their learning by seeing if they can place the bricks further apart and encourage children to hold their arms out to help them balance.

Leaders and staff support children to develop a healthy lifestyle. They work alongside parents to support them to make nutritional choices for their lunch boxes. Staff provide healthy fruit and vegetable options for snack to encourage children to try as many different foods as possible. During mealtimes, children sit at appropriately sized chairs and tables, and staff vigilantly supervise them. Children understand not to get up from table when they have food in their mouth. Staff promote consistent hygiene practices to encourage children to wash their hands before eating and after using the toilet.

Throughout the day, staff support children to recognise and manage their emotions. Staff know children very well as individuals and know what helps children to calm down when they become upset. For example, staff offer cuddles to children and read them their favourite stories. Staff sensitively talk to children about how they are feeling and if they are upset, suggest ideas of what they could do to feel better. This helps children to feel safe and secure.

Leadership and governance: Expected standard

Leaders have worked tirelessly to meet the actions set at the last inspection. They show considerable dedication and commitment to the staff, children and families that they work with. Leaders can accurately identify what the strengths of the playgroup are and how they would like to make improvements to the service they provide.

Leaders complete regular appraisals with staff, so they know what they are doing well and what they would like to do to improve further. They regularly check in with staff about their wellbeing and provide extra support if needed. Staff, all of whom have worked at the playgroup for an established period of time, say they can access a wide range of training to support their development. They have recently accessed training around supporting children with special educational needs and/or disabilities. Staff now use more visual prompts with children to support them with their understanding of what they are being asked to do.