Morgans Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are secure, confident and settled. Sensitive staff support and the good organisation of the setting aid children in becoming increasingly independent.

For example, even the youngest children enjoy choosing what to play with from the accessible resources, building on their learning as they extend their play. Children have warm relationships with staff, who know them well and support them in developing new skills. For example, staff note that young children are becoming proficient in using scooters.

They celebrate this achievement with the children, promoting their self-esteem and inspiring others to join in.Chi...ldren are kind to one another and develop a good awareness of their own emotions and those of others. Staff support children in expressing their feelings appropriately and children develop good social skills as they interact with their peers.

This sensitive staff support particularly aids children following the COVID-19 national lockdowns, when some children had less opportunity to socialise. Children gain a practical understanding of safety. For instance, they know that the trim trail can be slippery when wet and take extra care when using it.

Children learn about the importance of healthy lifestyles. For example, they use model teeth and pictures to help understand how to clean teeth thoroughly.

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

Managers continuously review the work of the setting and implement improvements.

They support staff to gain further childcare qualifications, aiding the development of their teaching skills. The manager ensures that staff well-being is sensitively considered and staff have manageable workloads. This helps to create a supportive environment, where staff feel valued and promote children's positive attitudes to learning.

Children make good progress and develop the skills that support them in their future learning. Staff understand each child and know what they need to learn next. They use this information when planning activities.

Managers frequently check children's progress. They highlight any weaker areas and offer additional support, so that children do not fall behind in their learning.Staff make good use of children's interests to help build on their knowledge.

For example, after noting that some children are interested in trains, staff offer opportunities to extend this. Children thoroughly enjoy exploring trains and extend their knowledge of the wider world as they look at further forms of transport.Children build good language skills and enjoy talking with staff.

Young children chalking on the path pretend to splash in the 'puddles' they have drawn. A staff member extends their language, repeating words, such as 'splish, splash' and 'jumping'. The staff member sings a song about muddy puddles, helping children to understand and practise the new words they have learned.

Parents are positive in their feedback about the setting. They feel staff communicate well, so parents know what children have been learning and can build on this at home. Similarly, other child carers who care for children at this setting report that staff communicate effectively and help them to extend children's learning.

Staff interact well with children during children's spontaneous play and help them to build on their learning. They make sure that children who have special educational needs and/or disabilities are supported and join in meaningfully. However, on occasion, staff do not provide enough challenge during some planned activities to help the older or most-able children make the best possible progress in their learning.

Children gain a love of books and reading. They use props to act out stories and enjoy pressing the button on small voice recorders and listening to staff members reading part of a story.Children, generally, enjoy routine group times.

For example, they learn about numbers as they sing a song and count down from five. However, at times, staff concentrate on daily routines and do not always consider that children are absorbed in their play and may, for example, wish to continue with their chosen activity. This, occasionally, limits children's independent play and learning.

Safeguarding

The arrangements for safeguarding are effective.All staff and managers have a secure understanding of safeguarding. This includes wider issues, such as potential risks when using the internet and the dangers to children of exposure to extreme views and practices.

Staff complete regular safeguarding training to keep their knowledge up to date and ensure they are aware of the procedures, should they have any concerns about a child's welfare. Additionally, managers ensure that risk assessments are effective and the setting's procedures are implemented, so that children's health, welfare and safety are promoted.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support all staff to further reflect on practice and understand how to consistently challenge the older or most-able children to support them in making the best possible progress support staff further in following daily routines and plans while still giving children time to concentrate on their chosen activities.

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