Wilford Village Playgroup

What is it like to attend this early years setting?

Children are welcomed into the playgroup by the attentive, caring and friendly staff. They are provided with a wide range of activities and experiences to support their interests and learning. All staff plan an exciting curriculum to entice children, including for children with special educational needs and/or disabilities (SEND), to explore, have a go and develop the necessary skills for their future learning. Children settle quickly and behave well. Staff make it a priority to ensure they get to know the children and offer lots of reassurance where needed. Children build secure attachments with staff, particularly with their key person.

Children are immersed in a language-rich environment. For example, during a sensory activity, staff provide a running commentary to children. They encourage children to participate in back-and-forth conversations as they talk about the textures and smells. Children share what they have made, such as faces and islands, using dough, acorns, conkers, and cinnamon sticks. Children benefit from lots of meaningful learning outside. During a football activity, children practise their physical and listening skills and follow instructions well. They wait to hear the words 'go' or 'blast off' before they kick the balls. Children scream with delight as they race to retrieve their ball and place it back on top of the cones.

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

• The committee and manager have worked closely with other professionals to successfully address the action raised at the last inspection. They have improved recruitment and vetting procedures to ensure the suitability of all committee members. The committee now has a clear understanding of when to provide Ofsted with the necessary information to ensure required suitability checks can be carried out for committee members. Only when these checks are completed will committee members be involved in supporting staff and dealing with the safety and welfare of children. Children's safety and welfare are now assured.
• All staff place a strong focus on meeting children's emotional needs. They gather a wide range of information from parents and other professionals who are involved with children before they start at the setting or transition to another group room. Staff use their observations of children to plan activities and experiences that they know children are interested in. As a result, children settle quickly and demonstrate they feel secure. For example, children select toys and are familiar with routines, such as mealtimes, nappy changing and sleep times.
• Staff help children understand what is expected of them. They manage any minor disputes with consistent strategies and a calm approach. As a result, children practise these with their friends to resolve their own minor disputes independently. For example, when younger children are learning to share toys, older children put up their hands and say, 'Stop, kind hands'.
• Staff skilfully weave mathematics throughout the day during children's play. They help children to count, name colours and compare sizes. Children are encouraged by staff to work cooperatively as they build with construction sets. Staff help children measure the height of their constructions and introduce new words to help build on children's mathematical language, such as large, small, higher, and shorter.
• Overall, staff engage well with children, providing them with guidance and support. However, on occasions, children who are quiet and less confident are not always encouraged by staff to become as involved in activities and learning, compared to more confident, independent and articulate children.
• The manager and staff work very closely with parents and external agencies to ensure targeted support for children already identified with SEND is maintained. They use their knowledge of the children and their families to establish how to best use additional funding. Furthermore, early interventions are sought for children who may have emerging needs. Staff gather relevant information from their observations of children's play and have discussions with parents to ensure prompt referrals for support. This ensures all children build on their skills and make good progress given their starting points.
• Partnerships with parents are strong. Parents comment how staff are very supportive and how well their children are developing in their skills. They also comment how staff share ideas with them to support their child's continued learning at home.

What the setting must and should do next

The provider should:

• strengthen staff's understanding and practice of how to engage all children to support their learning.