The Grove Pre-School Playgroup

What is it like to attend this early years setting?

There is a calm atmosphere across the pre-school. Children follow effective behaviour expectations. Staff model using manners, and children repeat these throughout different routines during the day. They show respect to staff and their friends and understand how their behaviour affects others. Children have opportunities to help prepare breakfast for their friends and to make their own breakfast. This helps them settle more quickly as they arrive in the morning.

Staff successfully help all children to develop the skills they need for the future. Children demonstrate a positive attitude to their learning and make good progress from their starting points, including children who learn English as an additional language and those who receive additional funding. Staff have used funding to provide children with cosier enclosed areas to support their emotional security.

The manager changed how parents drop off and collect their children during the COVID-19 pandemic. Staff meet children at the gate, and this has continued. Parents say that the staff are 'friendly' and 'warm' and that 'even the children are welcoming'.

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

• Overall, the manager ensures that the curriculum is well understood and implemented by staff. Staff know the children well and can talk about where they are in their development. They observe children as they play and make accurate assessments of what children know and can do. However, some staff do not use the information they have gained from these assessments to plan precisely for the next steps in children's learning. Consequently, their teaching does not consistently focus on what they want children to learn.
• Staff value children's input, and there are lots of sociable times during the day, for example when children and staff sit together, such as at breakfast and lunch. Staff hold conversations with children about healthy eating, and children eagerly talk about healthy options in their lunch boxes. Staff promote children's developing language and communication skills well. Children who learn English as an additional language have good opportunities to learn words in English.
• Children enjoy opportunities to socialise and explore their community. For instance, they regularly visit a local care home to share stories and take part in creative activities with the residents. These positive experiences encourage intergenerational learning.
• Children are supported well to lead active lifestyles. They play outdoors daily and enjoy using a range of equipment that supports their developing muscle control, balance and coordination. For example, children enjoy climbing on the climbing frame, using swinging bars and negotiating the ramp in the outdoor area.
• Parents speak highly about the care that staff provide for their children. They say that staff chat with them about their child's day at handover time. However, some parents do not know what their child's next steps in learning are, and they are unsure how to continue their children's learning at home. The manager acknowledges they have yet to ensure that all parents are consistently kept up to date with their children's ongoing progress.
• The manager values everyone's contribution to the pre-school and places a strong emphasis on the staff's well-being. There is a strong team spirit. Staff regularly attend training to enhance their knowledge and are continually looking at ways to improve the pre-school.
• The manager takes swift action when she identifies areas for development. She recognises the journey that they are on. The manager is passionate and proactive in her approach. She seeks out additional sources of support, such as the local authority. The manager has recently contracted an outside catering company to provide children with nutritious and balanced meals during the day.

What the setting must and should do next

The provider should:

• support all staff to embed the curriculum intent more securely so that their teaching consistently focuses on what they want children to learn
• ensure that all parents know their child's individual next steps and are kept informed of their ongoing progress so that they can support their child's learning at home.