Three Bears Playgroup

What is it like to attend this early years setting?

Children are warmly welcomed upon arrival and quickly settle at the playgroup. Their independence is increasing through the many opportunities they have to do things for themselves during the day. For example, children put on their own coat and shoes when they go outside, and pour their milk from the jug at snack time. They are happy and have good friends, enjoying each other's company. Children have very close bonds with the staff, especially their key person.

Children behave very well. They are curious and have a positive attitude to learning. Staff talk to children about emotions, so that they can recognise their feelings, and those of others. Children love to re-enact stories and are extremely animated. They use the emotion spoons and act out how each one feels. Children enjoy looking at books about emotions. They show staff how red the 'angry page' is, as they excitedly show an angry face. Children play cooperatively and are kind and help each other. For example, during yoga, when a child struggles to balance on one leg, the child beside him holds his hand to help him. Children show pride as staff regularly praise them, which helps them to feel valued.

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

• Staff are very respectful towards children. When they talk to them, they are genuinely interested in their responses. Every child has an allocated key person, who knows their group of children extremely well. The key person is responsible for planning their group's curriculum, based on each child's interests and their stage of development. However, children tend to stay with their key groups and spend most of the time with the same children. Quieter children, who are often grouped together, do not benefit from being with more confident children. This means that their social interactions are not fully enhanced.
• Staff work well with other professionals, such as speech and language therapists, to help children make good progress in their learning. The special educational needs coordinator is knowledgeable in implementing strategies and interventions, which are monitored and shared with staff and parents.
• Staff promote children's language and communication development in several ways. For example, if children mispronounce a word, they repeat it back to them correctly. Staff introduce new words and explain what they mean, extending children's vocabulary. They use books and singing, both of which children really engage in well, independently and led by an adult.
• Staff encourage children to think critically and make their own decisions. For example, a child decides that he would attach his bird feeder to the fence rather than hang it in the tree. He independently gets some tape and attaches his feeder, and is very proud of his achievement.
• Snack and lunchtimes are social occasions for the children. They sit together, supported by a member of staff, and join the conversations. This helps children to learn about turn taking and listening. Physical development is very well supported. Children love being outside. They eagerly dig for the toy bones hidden in the mud, and are delighted when they discover one.
• Staff plan for children to participate in different celebrations, especially those that are meaningful to the families. For example, when families celebrate Diwali, parents come into the setting to talk to the children and show them their traditional clothes. Children develop an understanding of the world. They learn about gardening as they plant various vegetables and learn how they grow.
• Partnerships with parents are very effective. Staff place a lot of emphasis on ensuring that they engage well with parents. For example, children like to take 'Gino' the toy giraffe home in a bag with a book. Parents can add a recipe and a photo of what they have made at home for the childen to show their friends.
• The staff team work very well together. The manager and deputies meet once a week to reflect on what is working well and what needs improving. Staff training needs are identified through regular supervisions, which are also an opportunity for the manger to support staff well-being.

What the setting must and should do next

The provider should:

• review and improve key-group activities to ensure that children know they can choose to join other groups, and encourage them to play with a wider range of children.