Moreton In Marsh Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle well and form close bonds with their friends. Children are happy, content and feel safe.

They confidently greet the inspector and show her the toy sea animals, excitedly explaining the different types, such as a seahorse or an octopus. Children behave well and show positive attitudes towards their learning. Children enjoy creating 'jellyfish' as they glue, stick and paint their own creations.

Older children enjoy drawing pictures of their own houses. They show good concentration skills, taking care not to colour out of the lines as they develop their early writing skills.Staff are positive role models t...o children.

They manage any minor disagreements calmly and praise children's achievements. This has a positive impact on children, helping them to develop a very good understanding of staff's expectations. Children use good manners and show respect for each other.

Older children regulate their own behaviour. They play harmoniously together, listening to each other's ideas. For example, they work out the best way to build the toy train track to make it go around the corners.

Staff have high expectations for all children's learning and development. Staff observe children and quickly identify any gaps in learning to ensure all children make good progress. They support children with special educational needs and/or disabilities well to achieve their full potential.

Staff work closely with parents, other professionals and other settings that children attend, to give children the help they need. Parents speak positively about the care their children receive. They feel that staff meet their children's needs and that they are progressing well in their learning.

Parents say they were well supported during the COVID-19 pandemic.

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

Children spend a lot of time outdoors exploring the garden. Children talk about the insects and search for snails.

Their laughter fills the air when staff provide them with 'bubbles' as they chase and try to catch them. Staff sing rhymes with the children in the garden and teach them new dance moves to support their physical development.Children who speak English as an additional language are very well supported.

Staff ensure they use their home language, as well as English and signs, during play. This also helps other children to develop an understanding of the wider world.Staff are successful in incorporating numbers and simple mathematical concepts, such as size and shape, into everyday play-based activities.

For example, older children learn to recognise and sequence numbers as they search for pieces of a number puzzle.Children form strong attachments with their key person. Staff are knowledgeable and ensure that children are well cared for.

For example, younger children are happy to play with their peers but return regularly for reassurance and a cuddle from their key person.The manager shows commitment to professional development and has a clear vision to provide staff with training that will impact on both staff's teaching and children's overall development. For example, some staff have recently completed training to help them gain knowledge about children's mental well-being to support children to understand their own emotions.

The manager is aware of staff's strengths and of aspects of their practice to develop further. However, recent monitoring of teaching has not been precise enough to identify where some staff need further support and guidance. On occasions, some staff interactions do not help to fully extend children's learning to help them make even more progress.

Staff ensure that children get many opportunities to be outside. Children develop their large-muscle skills as they learn to jump and climb. Staff and children work closely with the local community to develop their allotment.

Children enjoy digging and planting seeds as they learn how vegetables grow.Staff plan the learning environment well. This motivates children to play, explore and make new discoveries.

Resources inspire older children to create their own play. However, some parts of the daily routines are not organised as well as possible to fully engage children in their learning. For example, while staff set up group activities, children become disengaged in their learning.

Safeguarding

The arrangements for safeguarding are effective.Staff demonstrate a good knowledge of the signs and symptoms of abuse, including any concerns about wider child protection issues. They are secure in their understanding of the playgroup procedures to follow, should they have any concerns about the children or adults associated with the children's care.

Robust recruitment procedures and regular checks of ongoing suitability ensure that all staff are suitable to work with children. Staff carefully risk assess children's play areas to ensure the environment is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: monitor the quality of teaching even more closely to identify further areas where staff can extend their teaching to benefit children's overall development review and enhance daily routines, particularly the organisation of large-group activities, to ensure children remained engaged in learning.

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