Twyning Village Playgroup

What is it like to attend this early years setting?

Children display good attitudes to learning. They are happy and settled at the playgroup. Children are confident and keen to get involved in the range of activities on offer. Children make their own choices in the resources they use, and staff pay attention to children's individual interests and ensure these are reflected in the activities and experiences on offer to them.

The staff know children well. Staff successfully build upon the things they know children can already do and continually extend children's knowledge and skills. Children, including those with special educational needs and/or disabilities (SEND), make good progress during their time in the setting.

Children socialise well with one another and develop a good range of social skills. This helps them build positive and respectful relationships and prepares them well for the eventual move on to school. Children form strong friendships with their peers and show care and consideration for others.

Children persevere and try to do things for themselves before asking for help. Staff praise children for their efforts, which successfully boosts children's self-esteem. Children show good levels of independence. For example, they peel their fruit and manage their own self-care needs.

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

• Leaders have a good understanding of how to drive improvement in the setting. They have fully addressed the weaknesses in safeguarding practice and actions raised at the previous inspection. Leaders can identify areas they could improve further and there is strong focus on continually developing staff skills and knowledge to ensure children receive good-quality care and education. Staff feel well supported by leaders and benefit from regular supervision.
• Staff offer children with SEND the support that they require. They work closely with a range of professionals to ensure children receive individualised and targeted support. Leaders make good use of additional funding to support the needs of children with SEND. For example, they purchase resources specifically designed to enable children to develop their fine motor skills, which staff use skilfully to help children become more independent in managing their own self-care.
• Staff accurately assess children's development and swiftly identify any learning needs. This helps inform the planning of the curriculum. For example, they recognise when there are fewer opportunities for children to be creative in their play. They introduce open-ended resources to encourage children to come up with ideas about a wider range of ways that the resources could be used.
• Children develop their gross motor skills well through a range of physical activities outdoors. They have access to a wide range of ride-on toys and ample space to run around.
• Partnerships with parents are good. Parents are complimentary about the care and education their child receives. Staff regularly share information with parents and suggest ways in which they can further extend their child's learning at home.
• Children learn about the wider world in a variety of ways. Staff provide children with activities and experiences that teach them about other people. This helps prepare children for life in modern multicultural Britain.
• Staff are good role models for children and children behave well. Staff make all children feel special; this helps children understand differences and celebrate what makes them unique. For example, children each have a 'special day' to celebrate themselves and share things from home and get to know about one another's lives outside of the setting.
• Children have space to explore and play and do so freely. However, staff do not always ensure sufficient space for children to have quieter time away from the busyness and noise of the hall environment. In addition, staff do not always ensure the outdoor environment is fully prepared or resourced to broaden children's learning opportunities.
• Staff extend children's language skills well, including children with SEND and non-verbal children. They use a variety of strategies to enable children to hear and practise a wide range of vocabulary.

What the setting must and should do next

The provider should:

• review the environment to ensure children have quiet space away from busy surroundings indoors and access to a broader range of learning experiences outdoors.