West Green Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident communicators. They introduce themselves to the inspector and readily talk about what they enjoy at the playgroup.

When it is lunchtime, they eagerly show the contents of their lunch box. They demonstrate their understanding of how to keep themselves healthy and tell the inspector why fruit is good for them. Children show great resilience and perseverance.

They do not give up when attempting to put on their 'wellies' by themselves or trying to open a lid on a yoghurt pot. Staff clap and cheer to celebrate children's achievements.The doors to the garden remain open throughout the session.

...>Children benefit from the many opportunities to be independent and make choices about where they wish to play. They access a selection of exciting outdoor equipment where they challenge themselves physically, exploring the different ways their bodies move. Children are skilled in assessing their own risks and enthusiastically swing from the bars or scramble up the 'tyre slope'.

They show kindness to each other when they agree to push their friends on the swing. Children are keen to discover what they can do with natural materials. They add leaves and petals to soil and water and excitedly explain that they are making dinner.

Children crack open conker shells. They skilfully use tongs to pick up the conkers and place them in a jug. This helps to build the small hand muscles needed to become competent writers.

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

The small staff team works well together. Staff access professional development opportunities to deepen their knowledge and improve practice. For example, following training, they enhanced the outdoor kitchen with additional resources, such as flour and herbs.

As a result, children are more creative and imaginative.There is a clear curriculum that details what staff want children to know and be able to do in readiness for their next stage of education. There is a sharp focus on fostering independence and children's communication skills.

The staff team meets weekly to share children's progress and plan activities to help close gaps in children's development.Staff skilfully challenge stereotypes. They talk to children about different families, to help them understand those that may be different from their own.

Children are helped to express and recognise their emotions. Staff sensitively tell them that they can see they are sad and ask how they can help.Staff read animatedly and attract children who are otherwise not interested in story time, helping to develop children's love of books.

However, staff do not routinely introduce new, more complex words to expand children's vocabulary.Mathematics is threaded through the provision. Children compare the sizes of 'wellies' to find a pair that fit.

Even the youngest children are beginning to learn about volume and capacity. They recognise how much liquid they need to fill various-sized containers. For example, they pour their own drinks without overfilling the cups.

Children read the numbers on a play dough recipe and count how many scoops of flour they need.Children clearly understand the playgroup rules. They say, 'We have to wash our hands,' before lunch and place their cups in the bowl for washing.

However, staff do not encourage children to tidy things away when they have finished playing, and minor slip and trip hazards go unnoticed.Staff know their key children exceptionally well. They carefully consider how each child prefers to be comforted, if they arrive unsettled.

Some children respond to hugs and snuggles, while others prefer to be left alone. This tailored approach ensures that children are reassured and are soon ready to become involved in the available activities.The experienced special educational needs coordinator has high expectations for all children.

She works closely with other professionals to ensure children's needs are managed consistently. This contributes to all children making progress. Staff use techniques such as simple sign language and words in children's home languages to help all children feel a sense of belonging and being valued.

Parents praise the playgroup and describe it as 'part of the community'. They comment that their children are more sociable and independent as a result of attending. Despite no longer entering the premises, parents feel well-informed.

They access online systems to view photos and information about their children's development. Parents speak to their child's key person on a daily basis and know that staff are always available if needed.

Safeguarding

The arrangements for safeguarding are effective.

The manager shows a clear understanding of her responsibility to work with other agencies and share information to protect children. All staff are confident to explain when they would record and report any concerns, including in the event of an allegation against themselves or a colleague. The manager recognises the importance of monitoring registers and accident records to be aware of any patterns that may indicate a child is at risk.

The secure premises mean that unauthorised individuals cannot enter the premises unnoticed. This creates a safer environment for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: teach new and more complex words and their meanings as part of everyday activities to extend children's vocabulary even further nidentify and rectify any minor hazards swiftly, to keep the environment safe.