Bennett Court Community Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are settled and very happy at this caring nursery.

All children form secure relationships with staff, who truly value and welcome them. They show a strong sense of belonging as they access the generally wide range of learning opportunities. The staff are kind and prioritise all children's individual needs.

Children are independent and lead their own play. They have fun as they take part in small-group activities throughout the day. Children excitedly join in with action songs in the music sessions.

They gain a wealth of skills from daily routines. For example, younger children are taught by staff how ...to use forks at lunchtime. Children learn about the world around them.

Those with special educational needs and/or disabilities (SEND) enthusiastically explore the well-resourced outdoor areas. Children learn about the natural world and are able to develop their physical skills in a playground by being able to run, climb and balance. They are confident to take risks and can independently manage their safety.

For example, children remind their friends to hold ropes tightly as they climb, so they do not hurt themselves. Children's behaviour is excellent. The staff consider children's well-being to be essential to their progress.

Children show excellent empathy for others as they practise sign language to communicate during some activities. They show great consideration and kindness to their friends as they play together with good purpose. For example, children offer their musical instruments to those that do not have any.

They then wait patiently for their turn to select scarves. Children engage exceptionally well in group times and learn new vocabulary, such as 'freeze', 'jog' and 'bounce'. They listen to stories read by enthusiastic staff.

Staff encourage younger children to recall their feelings. For instance, children learn about the return of a parent during the story of 'Owl Babies'.

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

The manager and staff implement an ambitious curriculum.

This focuses on a wide range of children's interests to promote further learning. Staff know the children with SEND exceptionally well. Children learn and achieve well.

There is a strong emphasis on communication and ensuring that all children are included, especially those who are learning English as an additional language and those that have delayed speech.Children engage with good understanding in most of the number and story activities. Staff share rich vocabulary and use questions to extend children's learning.

For example, when learning about bubbles, staff explain that these can fly up. Children are then asked to find out what this means with soapy bubbles.However, this level of interaction is not consistent across the playgroup.

Staff have a strong knowledge of how their key children learn and know what their strengths and areas of development are. However, staff do not always take full account of children's individual next steps in their planning in order to help each child consistently achieve the best possible outcomes.Children's personal hygiene and healthy eating are securely embedded in practice.

Children know when to wash their hands without being prompted and parents send healthy food for their lunch. Staff discuss this with the children as they have lunch together.The manager ensures that all staff are highly valued and respected.

She recognises the importance of staff well-being and ensures that everyone is offered support. The manager places a high priority on ensuring staff are listened to and their input valued. She ensures there is time built in for all staff to be able to reflect on their practice, in particular for those who are in childcare training.

The support that children with SEND receive is exceptionally good. Partnerships with professionals and local schools are excellent. They contribute to effective support for children's learning.

Additional funding accessed for children is carefully used to implement specific and personalised support. This ensures that children make excellent progress. Staff have recently learned some sign language to support children with speech and language delays.

This is having a positive impact on children's communication.Transitions for new children are well thought through. Staff make home visits to build positive relationships with parents.

This has a positive impact on children settling quickly. This allows staff to move children's learning on from the moment they start playgroup. Staff work closely with the parents of the children with SEND to help ensure each child makes the best possible progress.

Partnerships with parents are a strength. They share experiences and significant moments daily. Parents report how well informed they are about their children's learning, skills and next steps.

Detailed information is regularly shared with parents in newsletters, verbally and online. Parents talk about how staff support them by giving advice when needed. They comment that the playgroup has been extremely beneficial for their children's development.

Safeguarding

The arrangements for safeguarding are effective.A strong culture of safeguarding exists in this playgroup. Leaders manage recruitment processes well and records are well maintained.

Children's safety, welfare and well-being are at the heart of the nursery's work. Staff have regular training and are aware of potential risks in the local community. They are vigilant and know how to report concerns.

Leaders act swiftly when vulnerable children require support. They share information with external agencies to make sure that children at risk are protected from harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen adult-led interactions with older children in order to focus teaching more precisely on extending their knowledge and reasoning.