Whitley Pre-School Playgroup

What is it like to attend this early years setting?

Children thrive in this vibrant and exciting environment that highly skilled staff have planned for them. They explore a wealth of inspiring activities, which stimulate their interest and curiosity. Giggles echo from outside where children investigate in the mud kitchen. They pour and empty containers, then carefully refill them with spoons, playing together cooperatively. Their consistently positive attitude towards playing and learning shines through as they chatter together, taking turns.

Children love coming to the playgroup, they are very content and settled. They have close relationships with key adults, who are passionate and dedicated to offering all children exceptional experiences. Children develop their talents and interests from the wealth of exciting activities that have been thoughtfully planned. Older children immerse themselves at the extensively resourced craft area, younger children share musical instruments as they sing 'Happy Birthday'. Children demonstrate superb attitudes towards their play and learning.

Staff go above and beyond to meet the needs of all children and their families. Children with special educational needs and/or disabilities are identified rapidly and exceptionally well supported by staff working closely with other professionals. As a result children with SEND make rapid progress. For example, children who were non-verbal when they started at the playgroup are now communicating confidently.

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

• The quality of the education is exceptional. The curriculum is embedded securely and superbly well planned and sequenced for all children. There is a strong focus on learning through the meticulously planned environment staff have created. As a result, children consistently demonstrate their new learning and skills.
• Through expert leadership and management, the manager shares her vision with staff and families of providing a high-quality education to all. This helps them to work together and consistently improve outcomes for children. The manager supports staff to continually further their professional development. Training opportunities support staff's interests and meet children's needs.
• Staff support children to become deeply engaged in their play. Children are excited when they use metal detectors to discover numbers hiding in the sand tray. Older children have exceptional concentration, these are valuable skills for life and for moving on to the next stage of their learning.
• Since COVID-19, the manager recognises communication and language development as an utmost priority. It is promoted to a consistently high standard. This is improving the outcomes for the children's spoken language and increasing their vocabulary. Children are well prepared to be fluent readers as they learn literacy skills. Staff promote a love of reading through shared stories and weekly library books. Children's listening skills are exceptional.
• Children have plenty of opportunities to develop their physical skills every day. Experienced staff organise resources in an exciting way. Younger children roll and pinch dough to develop strength in their little fingers. Outside, older children are able to pedal bikes, run, jump and climb. Children are supported to develop superb physical skills.
• The manager and staff have fantastic parent partnerships. Parents are highly valued as their child's most important educator. Parents are provided with a wealth of information, including specific ways they can continue learning at home with individual learning packs. They are involved in all aspects of their children's learning, including sharing library books from playgroup to support learning new vocabulary and literacy skills. Children greatly benefit from the collaborative approach to their learning. Parents consistently praise the caring and dedicated staff team. Parents highly recommend this playgroup.
• Children who speak English as an additional language benefit from expert support from staff learning about their home language and traditions. This learning is promoted superbly through staff's close relationships with parents. Staff role model new vocabulary as they play attentively and encourage interaction with other children. Children are speaking with increasing confidence and early friendships are blossoming.
• Children benefit from excellent first-hand experiences. Each week, they join local residents for a coffee morning and children's own grandparents visit the playgroup regularly. Children explore their local community as they visit the local shops and post letters. This helps children learn about people and the community around them and prepares them well for life in modern Britain.
• Children learn to develop healthy habits and life skills. The manager realises the importance of this and invites visitors to the playgroup to help children learn about road safety. Staff support families to encourage children to brush their teeth consistently at home and how to keep their children safe on the internet. Children have daily exercise and drink fresh water. These activities promote healthy habits for their future.
• The staff know the children and their families so very well. They take time to get to know children before they start at the setting and have regular catch up with the parents. Transitions are managed seamlessly. Staff ensure that children are well prepared for the next stage of their education. They arrange visits from their teachers at their new schools, this means children are familiar with staff before the start. Staff focus on boosting children's listening and attention skills to help them to develop the skills they need to get the most benefit from school.