St Thomas More Play Group

What is it like to attend this early years setting?

Staff at the playgroup have high expectations for children and this shines through. Children benefit from lots of hands-on experiences, which promotes their learning and progress. Furthermore, they are happy and safe in the child-focused environment.

Due to the COVID-19 pandemic, parents do not enter the playgroup. However, children have adapted to the new routines well and confidently wave their parents off at the gate. Children are warmly welcomed by the staff, which gives them a good sense of belonging. They bound into the playgroup and actively join in singing the 'good morning song'.

Children are eager to learn and thoroughly enjoy the activities that are freely available. Their independence is supported well. For example, children tend to their own physical needs. They also develop good self-care skills as they have a go at putting on their outdoor clothes and wellington boots. Children thoroughly enjoy playing football and jumping in muddy puddles. They are extremely happy and motivated in their learning.

Children achieve well and demonstrate high levels of concentration. For example, they cooperate well and make decisions about how to build a ramp for the pretend cars. They are extremely proud of their end product. Children behave well and have a can-do attitude to learning. Their learning is further enhanced because staff demonstrate positive behaviours. For example, staff offer age-appropriate explanations to aid children's understanding.

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

• Intentions for children's learning are well embedded and clearly understood by all staff. However, staff do not always provide children with further challenge in their learning, to help them to make exceptional progress.
• Staff provide very good support for children with special educational needs and/or disabilities (SEND). For example, each child has their own personal lanyards and sensory bags that are individual to their needs. Staff also use visual aids to enhance children's communication. As a result, all children have a voice.
• Staff encourage children to join in with lots of singing to promote their communication and language development. Children also take part in yoga classes to help promote their well-being. For example, they enjoy choosing a different yoga pose, which helps to increase their balance, strength and coordination. Children are becoming adaptive movers.
• The manager has a clear ambition and passion for the role and future of the playgroup. She works closely with the local authority advisers and has attended training to support the children with SEND. However, information from all training is not always shared with staff. This does not help to increase their knowledge and raise their teaching to a higher level.
• Partnerships with parents are strong. Parents speak very positively of the playgroup staff and appreciate the regular updates they receive on their children's progress. Parents state that the playgroup has 'incredible and amazing staff'.
• Parents commend the staff for seeking support from other professionals. They also give good examples of how this has been 'instrumental' in gaining additional support for their children.
• The quality of education is a strength of the playgroup. The manager and staff have created an environment that supports the intent of an ambitious curriculum. Children are gaining lots of knowledge and skills in this vibrant playgroup. This prepares them well for their future learning.
• Staff are consistent in supporting children's good health and follow strict hygiene practices. There is a 'snuffle station' where children are encouraged to go to wipe their nose with the tissues provided. Children manage this task incredibly well. They also remember to wash their hands, which demonstrates that they are able to manage their personal care needs independently.
• The playgroup has gained a 'healthy grin' award for teaching children the importance of oral health. All children have their own toothbrush and brush their teeth to the 'toothbrush' song. This activity helps children to gain awareness of good teeth cleaning routines.
• Transitions to school are managed well. For example, Reception teachers visit children at the playgroup, and children enjoy visits to their new school. This partnership working provides a more relaxed transition for the children. It also enables them to build relationships with their new teachers and friends at their new school.

What the setting must and should do next

The provider should:

• strengthen staff knowledge with feedback from training to raise their teaching to a high level
• provide children with further challenge in the curriculum to help maximise their learning.