Lee Street Church Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently enter the setting and know the routine on arrival. They are warmly greeted by staff before hanging their bags and coats up. Children know to leave comforters in their bags before coming into the setting and they do this independently.

Children have free choice of the activities that have been set up for them and they settle into play quickly. Those children who find this transition difficult are given the time and support they need to settle in. This part of the day has changed since the COVID-19 pandemic and is being reviewed to ensure all children are supported in the best way.

Outside, children ...have access to a large, enclosed garden. They can independently access water that they use in the mud kitchen. Children transport mud and water using pots and pans.

They work together to fill up larger containers and use spoons to mix the mud and water together. Children generally play well together. They enjoy playing group games, and staff support them to do this fairly.

Children practise using bats to hit balls and are reminded how to do this safely. Children are eager to learn. For example, they show excitement when a helicopter flies over and talk about where they think it is going.

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

The manager has worked hard since the last inspection. She has reviewed the safeguarding procedures and revisited these with all staff. The manager regularly reviews staff's knowledge of safeguarding and monitors their practice.

She holds regular staff meetings and supervisions, where training needs are identified. Staff feel well supported and understand their roles and responsibilities.Staff know the children very well.

They take time to learn about children's home lives and how they can support parents and carers to meet their children's needs. For example, staff carry out home visits if they feel these would benefit children and their families. Staff are proactive in addressing areas of their own practice where they may need further training.

They are given time to update their knowledge. As a result, staff feel more confident to support their key children and families.Children with special educational needs and/or disabilities (SEND) are supported well.

The special educational needs coordinator (SENCo) liaises with outside agencies to ensure consistency in how they teach children with SEND. The manager uses funding to ensure all children can access the provision.The manager is aware that it is busy when children are dropped off at the setting.

She knows that this has an impact on how well some children settle in and is taking action to improve this. However, the environment is not organised in a way that meets all children's needs. For example, there are many spaces for children to play that are not well organised.

They appear cluttered, making it hard for some children to engage and focus without adults supporting them. As a result, children can become loud and disengaged, which makes it harder for children to feel settled.All staff understand the curriculum intent and they adapt activities following children's interests.

For example, staff encourage children to work together to move stepping stones in the hunt for worms. This helps children with taking turns and building friendships. Staff use books and visual aids to help children to identify what bugs they have found.

They introduce new words to children, such as 'caterpillar'. This helps to promote children's language development.Children understand the rules and boundaries.

They know they must wash their hands before snack time and change into their wellington boots before going outside. Younger children are supported to understand how to share. However, staff do not always respond consistently when children find sharing difficult, and they can give them differing explanations.

Children are learning how to be independent and manage their own risk. For example, they are reminded that the grass is slippery if it is wet. This helps children to understand how to play safely outside.

Parents are very happy with the care their children receive. They feel well informed about the activities that their children take part in. Parents attend consultation evenings with their child's key person.

They receive information about how to support their children's learning at home.

Safeguarding

The arrangements for safeguarding are effective.Staff have recently updated their safeguarding training.

They understand how to identify signs of abuse, including how to recognise if a child is being exposed to extremism. The designated lead for safeguarding knows how to respond to concerns raised about a child's welfare and how to report safeguarding issues. She understands the procedure if an allegation is made against a member of staff.

Staff's ongoing suitability is checked regularly. The safeguarding policy has been updated and the manager routinely monitors and follows up on children's non-attendance.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of the environment to enable all children to settle and engage in meaningful play support staff to understand how to respond to children's behaviour and ensure this is consistent.