Wanstead Park Playgroup

What is it like to attend this early years setting?

Children are happy and settled at this playgroup. Staff know the children and their families well. They have developed a curriculum which is led by the child and has a strong focus on supporting children's communication and personal and social skills. Staff monitor all children's progress, including children with special educational needs and/or disabilities. They plan activities to support children to achieve their next steps in learning.

Children generally behave well. If there is a difficulty, staff help them to negotiate with their friends. For example, when a child wants to play with the toy telephone that another child has, staff ask them to fetch a large sand timer and to let their friend know that it will be their turn when the sand runs out. Children later explain this arrangement to others to help when another child wants the same toy.

Relationships are warm. Children seek out staff to reassure them if they are feeling unhappy. Staff are interested in hearing what all children have to say and give them individual time and encouragement to express themselves clearly. Staff and children love to dance and sing action songs together. Children giggle and run away as they anticipate that staff will tickle them.

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

• Children's independence skills are promoted as staff allow them the opportunity to do things for themselves, such as wiping their own nose, serving themselves at mealtimes and pouring drinks from a jug. Staff describe the importance of their role in helping children to develop the confidence and resilience for lifelong learning to support their transition to school.
• Staff promote children's literacy skills by engaging them in animated storytelling. Children are keen to get closer to the book and help to count how much food the very hungry caterpillar eats. Children are keen to explore the wide range of mark-making activities, which supports their early writing skills.
• Staff provide activities to teach children early mathematical skills. During group activities, children are taught the language of size. Staff playfully say that the tiny teddy toy is a 'very big teddy'. However, at times, opportunities to further extend children's thinking are missed as activities are rushed in order for children to get ready to go home.
• Children's physical development is well supported by the range of activities provided indoors and in the garden. They enjoy climbing, riding bicycles and gardening. Children proudly chat together about the pumpkins they have been growing with staff and make sure that they say 'hello' to them when they see them in the morning. However, when it is time to come in from the garden, children need to wait for a while for their friends to be ready. This results in children becoming restless and jostling each other in the line, which means that staff need to intervene to sort out the issues.
• Parents praise the 'village' feel that staff create at the playgroup. They appreciate the large variety of stories and nursery rhymes which children hear while they are at the setting. Children regularly visit the local library. Staff keep parents well informed about their child's progress and any changes which are happening at the playgroup. They use an online app to share updates and photos of the activities children engage in.
• The management committee is very involved in the playgroup and works closely with the manager and deputy manager to ensure that a high standard of care and learning is provided. There is effective partnership with the local authority, which enables the playgroup to access additional support and advice when needed.
• When children attend another setting for part of their day, staff ensure they have clear communication. This helps to ensure consistency for the children. Support is provided to help children to be ready for school, and links are made with the schools children will attend to ease their transition to the next stage in their education.

What the setting must and should do next

The provider should:

• ensure that sufficient time is allowed for group activities so that children can fully engage in the learning opportunities
• review transition arrangements further when moving between the outdoor and indoor learning environments, to minimise disruption to children's engagement in learning.