Whitworth Playgroup

What is it like to attend this early years setting?

The dedicated staff team welcome children and families into the playgroup. Children swiftly choose areas of interest to play and remain busy with activities they enjoy. Staff help children settle quickly and tend to their physical and emotional needs. Children have secure relationships with staff and are caring towards their peers. They are happy and content in this playgroup. Staff help children solve problems and spark their thinking skills. For example, children work out that their skittles will stand up on a hard surface rather than on grass when they are bowling. Additionally, children show a 'can-do' attitude towards learning as they persevere with tasks, such as throwing the basketball in the net. Children are confident within the playgroup, know the routine and are well behaved. They independently make their own snack and chop vegetables when making their own soup.

Staff work closely with parents to find out what children enjoy and can do. This continued information sharing helps parents stay up to date with their children's progress. Additionally, staff discuss any gaps in learning and help parents take the next steps in order to help children catch up and keep up in their development. Children's needs are met and supported, especially those children with special educational needs and/or disabilities (SEND). Stay-and-play sessions are a valuable way of helping parents see what and how their children learn and help them replicate this at home.

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

• Although children engage in the range of exciting activities on offer to them, staff do not always plan well enough to help extend their learning even further. For example, if the environment becomes loud, staff do not use quieter spaces in order to help children remain focused. Additionally, staff do not consistently recognise areas of learning that could be enhanced during play that would broaden children's knowledge. This said, overall, the quality of teaching is good and children make progress from the start.
• Children with SEND are extremely well supported in this playgroup. Gaps in learning are quickly identified and targeted plans are put in place to help them make progress. Staff contribute to multi-agency meetings and use strategies with these children to help manage learning and behaviour. Children with SEND are well integrated into the setting and are valued members of their peer group.
• Leaders provide staff with opportunities to develop their skills and knowledge. Staff attend a range of suitable and relevant training. Leaders consider staff's thoughts and ideas to develop the playgroup and benefit children. Staff feel valued and work well as a team. Staff retention is excellent, which has a positive impact on children's care and learning.
• Children show respect and are kind to other people. They learn about different cultural celebrations and are exposed to images and books that depict the people around them. However, they are not consistently supported to deepen their understanding and awareness of the wide range of differences people have within modern Britain.
• Children enjoy playing in the outdoor area where they explore nature and enhance their physical skills. They learn how to be safe as they put helmets on before riding a bike. Additionally, they practise throwing and catching to help develop their coordination and turn-taking skills. Children leap over hurdles and draw large shapes and letters on the wall using water and brushes. A range of physical skills are developed in the garden.
• Communication and language is well supported in the playgroup. Staff use clear words with children and hold conversations to deepen their understanding of speech. Additionally, staff use image boards around the playgroup to help spark discussions from children. All children are assessed in their speaking skills in order to help plan opportunities to extend language further.
• Children develop a love for reading and stories. They use puppets during play and are able to borrow books from the playgroup's library. Children's literacy is encouraged and embedded during activities. For example, children write recipe cards listing the ingredients they intend to use when cooking. This supports children to make marks and develop an understanding of sequencing instructions.

What the setting must and should do next

The provider should:

• improve planning to help all children focus and receive the broad curriculum that is intended for them
• deepen children's understanding of people's differences and help them recognise and reflect on the diversity of modern Britain.