The Riverside Playgroup

What is it like to attend this early years setting?

Staff are incredibly warm and friendly. They create a calm environment that helps children to develop a positive attitude towards their learning. Children are happy and emotionally settled. They enjoy plenty of cuddles and conversations with staff. Staff also teach children how to play safely. For example, they remind children to walk carefully down the ramp to prevent accidents. Children demonstrate how to walk 'nicely' as they enter the outdoor area. Staff act as good role models. Children show good behaviours, such as using 'please' and 'thank you' without needing reminders.

The managers have high expectations for children's learning. They design an ambitious curriculum that staff understand and implement effectively. This positive approach benefits all children. Staff use creative teaching strategies, such as digital devices, to help children to recognise familiar sounds. This sparks children's listening and language skills. Staff also motivate children to listen and respond to stories and songs. Children enjoy sharing their views and copying actions. Staff ensure that children have plenty of opportunities for fresh air and exercise. Children develop good physical skills through activities, such as running and balancing on equipment.

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

• The long-serving managers continue to provide children with high-quality care and education. They collaborate closely with staff to evaluate their practices, focusing on enhancing children's skills. For instance, after reviewing their curriculum, the managers have decided to incorporate more painting and sensory activities. This change has fostered children's creativity and imaginations.
• Staff develop strong partnerships with parents and carers. Since the last inspection, they have enhanced the sharing of information regarding each child's progress. Parents agree with this development and unanimously feel that staff consistently act in the best interests of their children. They especially commend staff for fostering a homely and nurturing environment. This has greatly benefited children with limited speech or who struggle to manage their behaviour. As a result, all children make significant progress from their starting points in development.
• Staff plan and sequence the curriculum to help children to gain the knowledge and skills they need for their future education. This is particularly evident when children demonstrate their previous learning, such as the life cycle of butterflies. They recall words such as 'metamorphosis', 'cocoon' and 'pollen' and demonstrate an understanding of their meanings. Children develop a wide range of vocabulary. Staff prepare children well for school, ensuring that they become independent and confident speakers.
• Staff observe and assess children's learning rigorously. When they identify potential concerns in a child's education, they take prompt action. This makes a significant difference in children's development, such as in their language and literacy skills. They also collaborate effectively with other professionals, ensuring a consistent approach to children's well-being and learning.
• Staff generally arrange some outings for children to help them explore the local community. However, they have not entirely focused on ways to enhance children's awareness of their surroundings. As a result, children have fewer opportunities to extend their learning beyond the setting and enrich their experiences.
• Overall, staff manage the daily routines effectively. However, sometimes they do not fully prepare children for changes in activities, which can lead to difficulties in transitioning. As a result, children are not always ready to stop their current activities. This disrupts the flow between different routines and activities.
• Staff engage children in learning how to care for plants. They remind children about the importance of watering the plants regularly to help them grow. Children enjoy digging for potatoes and comparing the sizes of the potatoes they uncover. This helps to give children a sense of responsibility and appreciation for nature. It also promotes children's early mathematical skills.
• Staff report receiving strong support and guidance from their managers. This is particularly helpful for new or less-experienced staff members. Additionally, staff have opportunities to pursue higher qualifications, which have enhanced their knowledge of how to manage children's behaviour even more effectively. Children play well with others, sharing and taking turns.

What the setting must and should do next

The provider should:

• reflect on how periods of change throughout the daily routine can be best managed for children to fully support their learning
• explore additional opportunities to help children to become aware of communities beyond their own.