Thornton Playgroup

What is it like to attend this early years setting?

Children arrive happy and are eager to attend this playgroup. Leaders ensure that children have an allocated key member of staff who provides consistent support. Before children start at the playgroup, staff spend time with parents to find out about their children's individual needs and interests. Staff then use this information to plan and support introduction visits. For example, they ensure children have their favourite toys and activities when they arrive. This supports children to settle quickly. Children comment on how they enjoy attending, and staff help them.

Leaders and staff work hard to create a safe, warm and homely environment that supports children's development. The indoor environment is carefully planned to ensure children can access a variety of learning opportunities that meet their individual learning needs. For example, children who enjoy music have a dancing area and those who need quiet time can visit the sensory room. In addition, children have access to a large sports hall and an outside area. These spaces enable children to develop their physical skills and to be active.

Staff encourage children to play well together. They recognise when children need help and offer appropriate support. For example, when children struggle to share, the staff speak to children about feelings and encourage them to show kindness. This supports the development of friendships and creates a caring environment.

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

• Leaders and staff implement a curriculum based on children's individual needs and stages of development. When children start at the playgroup, staff assess what they can do and provide activities to support their continuing development. For example, staff identify that children need support making friends and plan group activities, such as baking, to encourage and promote working together. This supports children in developing their social and friendship skills.
• Staff plan targeted group activities for children. They differentiate activities to ensure children receive support that is appropriate for their age and stage of development. For example, as children learn about shapes, the staff support younger children to explore and identify 2D shapes. Staff recognise when older children are confident in 2D shapes and move on to helping them learn about 3D shapes. This supports children in extending their knowledge of mathematical concepts and helps to prepare them for the next stage of learning.
• Overall, staff provide opportunities for children to follow interests that emerge during independent play. For example, when children show interest in caring for animals, staff support children to role-play being vets. Children learn about where animals come from and how to care for them. However, staff occasionally miss opportunities to develop and extend children's play. As a result, children do not always have the support needed to deepen their learning.
• Relationships among children, parents and staff are a real strength. Parents comment on how caring the staff are and that their children enjoy coming to the playgroup. They appreciate staff explaining what their children are learning so that they can carry on the learning at home. For example, when children show emerging mark-making skills, staff explain to parents about this development and provide activity ideas to support this area of development. This sharing of information creates a shared approach and supports children to progress in their learning.
• Leaders and staff understand the importance of promoting healthy eating. They ensure that children's dietary requirements are met by managing allergies effectively. Staff use mealtimes to promote children's independence, while also supporting learning. For example, staff support children in cutting their fruit and pouring their drinks. They then count how many pieces each child has and compare sizes. This supports children in building their independence and developing mathematical concepts.
• Leaders ensure that children with special educational needs and/or disabilities can access high-quality care and education. They work in partnership with parents and outside services to ensure that children have the support they need. For example, when staff identify that children need further support in their communication development, leaders refer children for speech assessments. While children wait for these assessments, leaders support staff and parents in implementing communication strategies, such as using sign language. This ensures the children are supported to make progress while waiting to access external support.

What the setting must and should do next

The provider should:

• strengthen staff skills in consistently supporting and extending children's independent learning
• develop staff's skills in supporting children to understand unwanted behaviours by offering clearer explanations.