The Village Playgroup

What is it like to attend this early years setting?

Children show very high levels of engagement and confidence. As soon as they arrive, children are eager and confident to get involved in activities. Younger children have familiarised themselves very quickly and confidently with the routines. Children receive excellent emotional support and enjoy good relationships with staff.

Children's behaviour is impeccable. They independently ask others to share with them and work out strategies to make sure that it is fair for everyone. Staff have high expectations of all children, and the children rise to these continuously.

Children are very articulate and, for example, some are keen to show visitors their favourite and ambitious dance moves. When asked what they like about playgroup, they say, 'I like playing everything.' The way that children communicate using sign language is inspirational. They solve problems, for example as a member of staff uses only signing to give children clues about who the 'helper of the day' could be.

Children are absolutely enthralled by favourite stories. They independently select puppets and re-enact 'The Three Little Pigs', using animation, intonation and familiar refrains to act out the different characters. Children show much pride in their achievements. For example, they draw a picture of themselves and say that they are taking it home for mummy because 'mummy will love the picture of me'.

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

• Staff work tirelessly to set up a rich indoor and outdoor learning environment for children each day. Children thoroughly enjoy looking behind bushes in the field to find pictures of different animals and bugs. They collect water from the water butt to mix with sand. Children transport items in the wheelbarrow on their way to the logs and, together, they upturn them to find insects.
• Staff's teaching skills are exemplary. They know the children exceptionally well and ensure that their individual needs and interests are prioritised. Staff skilfully structure and sequence their high-quality curriculum and adapt their teaching accordingly. They allow children to initiate their own thoughts and ideas, model what they are doing and ask open-ended questions to give children time to think. They skilfully consolidate and extend children's learning. For example, when children show an interest in a spirit level, staff show them how the bubble indicates whether something is level or not. Children giggle as the wind blows the curtain, and staff listen as children explore all sorts of ideas about why this is happening, even that it might be 'the big bad wolf' from a favourite story.
• Support for children with special educational needs and/or disabilities is excellent. All staff are consistent in their approach. Staff work very closely with other professionals and parents. This means that children who require additional support make rapid progress from their starting points.
• Children show amazing collaboration skills. They work together to solve puzzles, sensitively indicating to others when a piece is incorrectly placed. Children all take full responsibility for tidying up. They confidently sort items into a group. For example, children place all the name cards back on the board and sort these into their correct colour groups. Some children are extremely observant and confident to say when one is in the incorrect group. Some children show excellent skills and knowledge. For example, the most able children can sound out and recognise difficult words, identify many different countries on the world map and do simple sums. Staff are exemplary in identifying children's key strengths and extending this learning according to their needs. Therefore, children develop a real eagerness to learn more, which provides a secure foundation for when they start school.
• Children enjoy healthy snacks and packed lunches. They develop high levels of independence, for example as they sanitise their hands without being prompted, select their cup and plate, pour their own drinks and clear their plates of waste.
• Parents are extremely happy with the playgroup. They acknowledge that staff challenge their children so that they 'flourish and gain independence'. They say, 'Nothing is ever too much trouble for staff.' Communication with parents is superb. Staff use various methods to communicate with parents, including weekly emails, an online programme and books which go between playgroup and home.
• The manager and staff constantly look at new ways to develop and improve their already high-quality provision. Staff supervision is highly effective in supporting staff's performance, professional development and well-being.