Stanwick Pre-school Playgroup

What is it like to attend this early years setting?

Children excitedly arrive at this calm and friendly playgroup, happily leaving their parents. Children have strong relationships with staff, cheerfully engaging them in their play. This demonstrates that they feel secure at the playgroup. Staff teach children how to keep safe. For example, they remind children how to transport scissors and use them safely. Children behave well. They react positively when staff remind them to tidy their toys away. Children show friendly behaviour towards visitors, inviting them into their play. For example, children share dolls with them, demonstrating and discussing how they 'dress baby'.

Staff provide a variety of activities that cover the seven areas of learning. Children show good engagement, with a positive attitude towards their learning. Staff develop children's communication and language skills well. For example, staff introduce descriptive words during a water activity. They discuss how cotton wool turns 'slimy and soggy' when wet. Children have numerous opportunities to develop their physical skills. They practise balancing on stepping stones and they confidently climb steps on the slide. Children enjoy playing outside. They sit on rugs, intently looking at toy bugs through magnifying glasses, saying 'This bat has big pointy wings.'

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

• Staff implement a curriculum that follows children's interests. They gather information from parents regarding what children already know and can do when they start playgroup. Staff know the children well and work as a team to provide activities that support their next steps in learning. They complete regular observations and assessments of children's learning, and share these with parents to show how their child is developing. Reports are shared with children's schools to assist in their transition to their next stage of learning. Parents are happy with the feedback they receive, and report their children have 'thrived' since attending the playgroup.
• The manager uses early years pupil premium funding appropriately. For example, they buy additional resources to further enhance children's interests and development. Any gaps in children's learning are identified, with support being put in place where needed. This means all children make good progress.
• Staff provide a variety of activities both inside and outdoors. Children develop their small-muscle skills and use their imagination as they draw, experimenting with a variety of different mark-making materials. Staff teach them about different shades of colours, introducing words such as 'indigo' and 'violet' as they draw rainbows. They talk with children about colours that are lighter or darker than others. Children are encouraged to predict which objects will float or sink as they play in water. However, on occasion, not all staff challenge children enough during activities to further enhance their learning and development.
• Children confidently discuss how they feel as they play, showing awareness of different emotions. For example, they discuss how dinosaurs make them 'feel scared' as they play with them. Staff teach children about the feelings of others. They encourage them not to splash water as some of their friends do not like it. Staff are positive role models, showing friendly and kind behaviour to each other and the children.
• Staff teach children to develop their independence skills. For example, staff encourage children to butter their own crackers by safely using knives at snack time. Mealtimes are calm and a time for staff and children to talk about their day. Children happily join in conversations with staff, discussing what is in their lunch boxes. However, staff do not educate children on what healthy foods are, and do not always teach them why it is important to have good hygiene routines, for example why they wash their hands.
• The manager is new to the playgroup and is enthusiastic about enhancing practice and developing her team. She provides staff with training opportunities to improve their knowledge and skills. For example, she supports staff to further help children to be ready for school. The manager has started to carry out appraisals with staff, checking on their well-being. However, at this time, she has not fully embedded other systems to monitor staff practice to ensure children receive high-quality learning experiences at all times.

What the setting must and should do next

The provider should:

• support staff to recognise where they can further challenge and build on children's learning during activities and daily routines
• enhance opportunities for children to learn about healthy lifestyles, good food choices and why it is important to follow good hygiene routines
• strengthen and embed the monitoring of staff performance to ensure all staff are supported to teach to consistently high standards.