West Green Playgroup

What is it like to attend this early years setting?

Children are happy in this nurturing playgroup. Staff support children to develop their self-esteem and confidence. They give children opportunities to problem-solve throughout the day. For example, when a child struggles to complete an outdoor activity, a member of staff gives suggestions. The child works through the suggestions, with some ideas of their own, and completes the activity. There is clear excitement at their achievement. This gives children a great feeling of pride and instils a 'can-do' attitude.

Staff have worked hard to create a curriculum that has children at the centre. Activities are planned to children's interests. Staff hold high expectations for all children, including those with special educational needs and/or disabilities (SEND), and learning opportunities are carefully planned to ensure that all children achieve their potential.

Children respond well to staff's engaging tones. Staff clearly explain behaviour expectations and support children well to understand this by getting down to the children's level. They talk to them about the impact that their actions have on others and how to be kind to others. For example, staff and children talk about taking turns, and children praise each other for 'good waiting'. This helps children to learn to build positive relationships with their peers.

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

• The curriculum for communication and language helps every child to make good progress. Staff model the English language well. They consistently get down to the child's level, allow them time to speak, and extend their vocabulary during play. For example, when a child describes their drawing as 'big', the staff member responds by saying 'it's huge'. The child takes delight in this new word and repeats it back with glee.
• Independence is a key focus in the playgroup. Children build on their own independence and self-help skills throughout the day. For example, they complete tasks such as putting on their coats and cutting up fruit for snack. Children are encouraged to take healthy risks, which also boost their independence. Developing independence and self-care skills such as these helps children to prepare for the next stage of their learning journey.
• Staff support children to progress in their mathematical development. They integrate counting into play throughout the day. As children name their drawings, staff and children count the letters. Staff use mathematical language to discuss how one name has 'more' or 'less' letters than the other. They support children to use this language. This helps children to begin to understand early mathematical concepts.
• Children benefit from the staff's warm and approachable attitudes. Children are keen to engage staff in their play and clearly enjoy these interactions and the staff's enthusiasm. However, staff can sometimes become so enthused with the activity that they do not always notice that there are other children on the edge who want to join in.
• Children have opportunities to develop their social skills. For example, staff use the time before lunch as a social experience, with stories and songs. Children all sit together and patiently wait for their turn. They show respect for one another. Children praise and encourage each another by saying 'you can do it' or reminding a peer to use their 'listening ears'. Developing important social skills such as these help children to form friendships.
• Staff support children with SEND well. They work closely with external professionals to ensure that every child receives the support they need. Staff use strategies that are recommended by professionals to help children with SEND to make progress. This means that every child makes progress in their individual learning journey.
• The manager supports staff to improve their practice. Together, they regularly reflect on practice and adjust this as needed, to ensure that the children receive the best learning opportunities. This leads to good outcomes for children. At times, communication between staff is not as quick or clear as it could be, which means that children are sometimes left waiting unnecessarily.
• Parents have strong relationships with the playgroup staff. Staff communicate well, both electronically and verbally, about the progress that children are making. Parents praise the connections that the playgroup staff have with the local community, and enjoy hearing about the extra-curricular activities that have been provided, such as yoga and drama.

What the setting must and should do next

The provider should:

• support staff to enhance the organisation of activities so that children are able to join others who are already engaged
• strengthen communication between staff to ensure that there is a more-consistent approach to transitions within the playgroup.