Tate House Playgroup @ Meath Gardens

What is it like to attend this early years setting?

Children are happy at this setting. They separate quickly from their parents when they arrive and are excited to join their friends for the activities staff have set out for them. Staff provide a curriculum which is shaped around all children's individual needs and interests. Staff work closely with children to ensure they are fully engaged in learning. All children, including those with special educational needs and/or disabilities (SEND) make good progress in learning. There is a supportive key person system in place to which fosters positive relationships with children and families.

Staff set clear expectations for children's behaviour, as a result they generally behave very well. Children are encouraged to talk about their feelings. While reading a story about feelings children show different expressions on their faces to represent different feelings. Staff teach children strategies to help them feel calm by asking them to breath in and out slowly together. They repeat this to make sure they feel calm.

Staff are playful and nurture children's interests when they need additional support. They provide challenges to extend children's learning when needed. For example, older children count up to 20 ducks they have found hidden in a tray of pasta. Staff encourage them to hide ducks in the outside area. They support children's understanding of number and early addition by counting the ducks the children hide. Children confidently use numbers over ten and understand when they haven't found them all, talking about how many more ducks they need to find.

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

• Children enjoy learning about nature. They plant herbs in the garden and talk about caring for bugs they find. Staff help them to find good places to find snails. They take regular walks in the local park where they notice how their surroundings change in different seasons.
• Early literacy skills are encouraged throughout the session. Staff provide props for children to hold to further support their engagement while they are singing rhymes and reading as a group. For example, during group singing sessions they wear hats and join in with the actions or play along with instruments. They enjoy access to a range of books when they are learning indoors and outside.
• Staff support children's developing vocabulary during their play. For example, they introduce the word soggy when talking about the changes of the texture of pasta when it gets wet. However, sometimes during group carpet time older children are very quick to answer questions. This means that younger children do not always get the chance to think of an answer and respond.
• Children's independence skills are well supported by staff. They are able to self- select from a range of resources to create their artwork. They are encouraged to serve themselves fruit at snack and help themselves to water from the water station when they are thirsty.
• Behaviour is generally very good. Staff remind children of the importance of sharing when they struggle with this. However, they do not consistently support children to understand the impact their behaviour and actions can have on others. As a result, children do not fully understand the reasons behind the rules in the setting.
• Parents appreciate the support they receive from the setting. They feel that their children with SEND receive the support they need from the staff. They value the family feel of the setting and the sense of community. There are a range of toys and resources which staff lend to parents to support their children's interests and learning at home.
• The setting has strong links with local schools, as well as the local authority teams and the Children's Centre on the same site. Staff are happy at the setting. Newer members of staff say they quickly feel part of the team. They receive regular training and feel well supported by leaders.
• Systems are in place to ensure that new committee members are notified to Ofsted so that the necessary checks are completed. However, some existing committee members have not provided Ofsted with the necessary information to check their suitability. These committee members do not have direct contact with children at the setting which means there is no impact on children's welfare.

What the setting must and should do next

The provider should:

• consider the organisation of group time to ensure younger children are able to contribute alongside their more confident peers
• further support children to be able to self-regulate and to consider how their actions and behaviour impact on others.