Ladybird Children’s Nursery - St Catherine’s Playgroup and Holiday Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff care deeply about the children. They go above and beyond to support children and their families, particularly those with special educational needs and/or disabilities (SEND).

They secure funding and support from the local authority to support families. Parents comment that they don't know where they would be without the support of the playgroup. One parent describes the playgroup as 'a hidden gem'.

Staff are keen for children to achieve well. The manager has identified areas where teaching could be strengthened to raise achievement even further. For example, she knows that staff do not always adapt their language... effectively when talking to younger children.

Children are cared for in a home-from-home environment. They settle quickly because of the extremely well-thought-out and flexible settling-in arrangements. On their first full morning in the playgroup, children explore the environment happily.

For example, they are deeply engaged transferring flour and salt to different containers. Staff help children to express their emotions when they become frustrated, particularly during group activities. However, they now need to consider how they can adapt group activities to younger children's stage of development to reduce incidences of frustration.

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

Staff place children's personal, social and emotional development at the heart of everything they do. Children grow in confidence as they explore the learning environment and learn to play with the other children. They develop good relationships with each other.

One family comments that their children grew and flourished in the playgroup. They say their children have a positive attitude to education that they will carry with them through life.Children enjoy their learning.

They are inquisitive and motivated learners who are able to make their own choices and follow their own interests. Staff support children's play and learning well, extending their learning wherever possible. For example, children enjoy using a magnifying glass to find out more about woodlice and spiders' webs.

However, group activities do not always support children's stage of development and children lose interest.Staff help children to develop their language skills. They speak clearly and comment on what children are doing.

They model the correct use of language and listen and extend what children are saying. However, not all staff adapt their language when talking to younger children. They sometimes use long sentences and do not give children time to respond.

Staff notice what children enjoy doing and provide activities to support their interests. Their curriculum planning is based on what children enjoy doing. Staff use their assessments to identify areas where children need further support.

For example, they have recently introduced more open-ended materials to support children's knowledge of the world. Children with SEND settle quickly and develop skills for their future learning. Staff use additional funding effectively to give children a good start in life.

Managers support staff to develop their own skills and knowledge. They highlight professional development opportunities to strengthen staff knowledge further. Staff comment that they feel well supported.

They feel the regular supervision meetings help them to improve their teaching.Staff at the playgroup have very good relationships with parents. They work closely with them to find out about their children when they first start.

Parents get regular feedback on where children are in their learning. Staff also give them advice on how they can support children's learning at home. Parents comment that they have found the advice that they have been given on toilet training and healthy meals useful.

Children begin to recognise when they are hungry or thirsty. Fruit and water are available throughout most of the morning and children can choose when they need to eat. Some children choose to have snack earlier, while others help themselves later in the session.

Staff also help children to recognise when they are tired and need to rest.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of how to protect children from harm.

They know how to identify and report their concerns about children to keep them safe. Staff ensure the playgroup is safe and well maintained. They act swiftly to ensure they deal with hazards, such as wet floors.

Managers ensure that all staff are suitable to work with children. Good recruitment and induction procedures help staff to understand their role in keeping children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the ways in which staff adapt their language to help younger children to learn to the highest possible level reduce incidences of frustration and help children to concentrate more in group activities.

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