Syderstone Happy Faces Playgroup

What is it like to attend this early years setting?

Staff create a nurturing and caring environment at this small, rural playgroup. An inclusive, family atmosphere helps children feel safe and secure. As a result, children settle very quickly and are eager to attend. Children develop wonderful, trusting relationships with staff, who know them very well and show children frequent affection. Children beam with delight as staff call them 'sugarplum' and 'sweetheart'. Staff's positive interactions help to enhance children's knowledge and skills as they play. For example, children enjoy planting and watering flowers. Staff ask, 'What do plants need to help them grow?'

Children are engaged and motivated in activities of their choosing. They show good attitudes to learning and develop lovely friendships as they play. Older children notice their friends arriving and are quick to greet them. They ask, 'Shall we play chase?'. Children read books together and use their imagination playing with dolls and prams. Staff give praise as children share and play together. This helps build on children's self-esteem. Staff empower children to try new experiences, such as using tweezers and pretend fishing rods. They give clear instructions and step back to allow children time to practise. This helps children develop resilience and become successful at learning new skills.

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

• Staff identify what they want children to learn. They link activities and resources to children's specific learning needs and interests. Staff make ongoing evaluations of the curriculum and children's progress to ensure gaps are swiftly identified and support is put in place. As a result, children make good progress.
• Staff provide children with a range of resources to help develop children's fine motor skills. Children benefit from focused activities to strengthen their writing and mark-making skills. They write letters of the alphabet and draw pictures using lines and circles. Children show increasing precision and control in their mark making and are proud of the end result.
• Staff place a high priority on children's physical development. Well-considered outdoor spaces allow children to develop their stamina and core strength. Children thoroughly enjoy spending time outside, which contributes positively to their well-being. Children run around, pedal tricycles and set up their own obstacle courses. Toddlers fill up containers with water. They become fascinated with pouring water and making water wheels move.
• Children are independent and take pride in being able to do things for themselves. They manage their own self-care and undertake small tasks such as pouring drinks and opening lunch boxes. Staff encourage children to become self-sufficient. For example, they ask children to find their own named tray to store art work. Children are well-prepared for school life.
• Children's communication and language development is a prime focus. Staff narrate children's play and ask questions to encourage social conversation. They use screening tools and interventions to help accelerate children's progress. For example, staff play games, such as 'Pass the teddy', to boost children's listening and language skills.
• Staff have high expectations of children's behaviour. They reinforce 'golden rules' as soon as children arrive and give gentle reminders throughout the day. Staff praise children's efforts. They say, 'Good sharing' and 'Good tidying'. This helps children understand what is expected of them. As a result, children are respectful and follow instructions well.
• The manager works closely with her staff team to drive forward improvement. She constantly observes the quality of teaching delivered and empowers staff to evaluate their own practice. Staff benefit from frequent training and show a real enthusiasm for their roles. The manager has a high regard for staff's workload and well-being. As a result, staff feel valued, appreciated and well-supported.
• Partnerships with parents are strong. They say their children are thriving and have close relationships with staff. Parents appreciate the regular communication they receive regarding their children's learning and progress. They say choosing the playgroup was the 'right decision' and they would fully recommend it to others.
• Children know the routines of the playgroup. However, some transition times are not managed effectively. For example, some children become unsettled and lose focus as they adjust from outdoor play to indoor group times.

What the setting must and should do next

The provider should:

• strengthen the organisation of routine transition times so that children remain fully engaged and can build on their learning.