Vicarage Lodge Preschool Community Playgroup

What is it like to attend this early years setting?

Staff create a calm, caring and happy atmosphere at this setting. Children are greeted warmly as they arrive. Those children who are new to the setting are supported by the nurturing staff, who give them lots of reassurance when needed. As a result, children quickly settle and are ready to start their day. Staff build strong bonds with the children and know them very well. This helps children to feel safe and secure and have a strong sense of belonging.

Staff provide children with many opportunities to develop their independence from an early age. Children happily choose what they would like to play with from a range of stimulating activities. For example, children press down on the pump bottles to choose their coloured paints to make their pictures. They show resilience as they persist to get the paint out of the bottle and ask staff for help when needed. This supports children to develop independence skills for their future learning.

Children's behaviour is good. Staff have high expectations of all children and explain clearly to them the rules of the setting. For example, staff clearly explain to children that they need to listen for their name so that they know when it is their turn to go under the parachute. Children listen intently and beam with enthusiasm as they sing and take a turn to hide under the fabric. As a result, children show a positive attitude to learning.

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

• The provider creates a curriculum that is well sequenced and ambitious for all children. Staff gather information when children start at the setting about what they know and can do. They plan activities that allow children to build on their skills and knowledge over time. For example, children gradually build on their knowledge of letters and the sounds they represent through singing songs. Later, if they are ready to do so, they learn to form the letters in their name. This helps children to make steady progress in their development.
• Mathematics is excellently embedded throughout the curriculum. Staff continually use mathematical language during activities and in everyday routines. For example, staff encourage and support children to count pieces of fruit as they put them onto their plate for their snack. They introduce children to mathematical concepts as they learn about 'long' and 'short'. This helps to support children's mathematical development.
• The provider communicates with parents very well. Parents feel that their children are well cared for by the approachable and friendly staff. The staff share information with parents about their child's progress and give daily feedback. They provide information about how parents can support their child's learning at home. For example, children take home learning bags and books from the setting's library. This supports strong parental partnerships.
• Children develop a love of books from an early age. Staff frequently read stories and sing songs to children. They model language and introduce children to new words, such as 'telescope' as they explore the pirate treasure. Effective systems are in place to identify swiftly children who may need support in early speech and language skills. Staff plan small-group reading sessions to support any gaps. Consequently, children make good progress in their communication and language development.
• Staff teach children to be respectful and kind to others in the setting. Children learn about emotions and feelings. They learn to take care of the setting's tortoise called Shelly. They carefully stroke her shell and learn how to be gentle as they bath her in a bowl. This helps children to be able to express their feelings and show care and concern for others.
• Staff well-being is a priority and they feel very well supported in their roles. Staff say that they love their jobs and work very well as a team. The provider conducts regular supervision sessions and staff meetings where they reflect on practice. However, supervision sessions do not always focus on how staff can develop their teaching skills even further.
• Staff celebrate and praise children's achievements. For example, children take home a teddy bear when they have a special event or are celebrating an achievement. They learn about different cultures through different festivals during the year, such as Chinese New Year and Diwali. However, staff do not always enhance children's learning further to help them find out about similarities and differences in the world in which we live.
• Staff provide children with many opportunities to build on their physical skills. Children enjoy time outside in the large garden. They develop their large muscles as they ride bikes and use the climbing frame. Children smile and laugh as they dance and wave scarves with their arms to familiar songs. This helps children to be active.

What the setting must and should do next

The provider should:

• strengthen supervision arrangements to give more incisive feedback to build on the quality of teaching
• enhance the curriculum to provide children with further opportunities to learn about equality and diversity in modern Britain.