Wigton Moor Playschool

What is it like to attend this early years setting?

Children are happy and busy in this caring and supportive playschool. They make good progress overall during their time in the setting and are well prepared for the next stage in their learning, including starting school. Children make a positive start to their learning from their individual starting points. They are helped to build strong bonds with the staff who care for them, supporting them to smoothly settle into the well-considered routines. Children build their self-confidence and social skills, for example when they play independently or with a friend in their sand play or construction activities. They learn to join in larger group activities as they enthusiastically sing a wide range of action songs together and follow the well-read stories staff introduce them to.

Children learn to behave very well. Staff help them to take turns and be polite to each other, for example as they enjoy the nutritious snacks staff provide. They learn to challenge themselves and consider their own risks in their active learning. For example, children develop their physical skills as staff guide them to attempt stepping stones and obstacle courses in their outdoor play. Parents appreciate that their children are positively helped to be happy, confident and independent.

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

• Overall, leaders and staff have high expectations for children's development at every stage of their learning. The curriculum is designed to progressively develop children's achievements as they advance through the playschool. However, staff do not consistently take all opportunities to help children deepen their learning further and think for themselves. For example, they do not always give children time to reflect and respond to the questions they are asked before giving them an answer.
• Leaders are ambitious and wish to ensure that all children leave the playschool as happy, confident and eager learners. They are positive role models to staff and children. Leaders support staff's ongoing professional development through supervision and training. Staff's morale is high.
• Staff build children's communication skills well. They introduce children to a wide range of carefully chosen songs and action rhymes that help build children's vocabulary and appreciation of rhyme and rhythm. They regularly revisit them over time to help build lasting memories. These activities, in particular, contribute to the progress made by children who are learning to speak English as an additional language.
• Staff help children to enjoy a carefully considered range of fiction and non-fiction books. They regularly read stories in engaging ways that build children's concentration and anticipation. Staff make good use of books to reinforce all aspects of children's learning. For example, children develop their understanding of colour as they follow the adventures of a patchwork elephant.
• Staff promote children's mathematical skills effectively. They help children to understand the value and quantity of numbers and early mathematical language. For example, staff guide two- and three-year-old children to enjoy exploring groups of two and introduce the concept of left and right as they draw round and label their shoes in their outdoor chalk activities.
• Leaders and staff have a strong understanding of the community they serve. They work closely with parents to meet the needs of all children. Positive use is made of any additional funding allocated for individual children to support their learning and personal well-being, for instance through focused staff training on further supporting children's behaviour and emotional needs and the provision of additional resources for children's physical and healthy development.
• Children's good behaviour and personal development are strongly supported. Staff make good use of a range of strategies, such as joining role play or through story telling, to help children recognise and manage their own emotions. Staff work well as a team to create a calm and motivating ethos.
• Staff build strong links with parents. They share information on children's progress regularly and offer guidance and support for learning at home. Parents appreciate the care and support staff offer to their children and themselves.

What the setting must and should do next

The provider should:

• support staff to take all opportunities to deepen children's learning and encourage their thinking skills.